Heads the text in English, luego, el texto está en castellano.
According to Libertina Vasilescu, we can design class debates to make students «increase their teambuilding, group problem solving and oral presentation skills. Students who take part in debates are more open-minded, have sharper critical thinking skills, and know better how to settle disputes. They get more tolerant to the other’s opinions and accept opposite points of view, thus becoming more adaptable in a world of continuous changes and challenges”. (http://www.isj.ph.edu.ro/blog/wp-content/uploads/2017/11/Vasilescu-Libertina-GENERAL-RULES-FOR-CLASS-DEBATES-cls-XI-XII.pdf)
And what is even more important, students end up understanding that the truth and the solution to problems aren’t only the result of individual decisions, but social issues that require a respectful dialogue based on a moral dynamic.
An ethical arguing debate is based on the exchange of ideas based on offering reasons supported by an ethical perspective, that demands from participants a rational, critical, and respectful attitude.
The debate could be between two groups that support opposed perspectives, and it could also be developed among more than two groups holding different interpretations about the chosen subject to debate.
GENERAL DEBATE RULES:
1. Each team is given a set period of time to prepare their arguments.
2. Each member of each team delivers his speech in turn. Students speak once at a time. No one speaks at the same time as others.
3. Respect for timelines.
4. Recognize the authority of the moderator to guide the debate.
5. Anticipate counterarguments and prepare rebuttals.
6. Be polite, listen attentively, try to learn from what contraries explain. Take notes when necessary.
7. Speak clearly, slowly, and loud enough to be heard by the audience.
8. The main goal is not to defeat the opposing teams but to learn how to express your reasons and offer the same chance to the opponent to grow up together and improve each others’ formation and lives.
9. Try to express yourself as correctly as possible.
SOME GENERAL TIPS TO DEBATE FROM A CRITICAL THINKING POINT OF VIEW ARE:
1. Honesty, 2. Rationality, 3. Rigor, 4. Permanent analysis, 5. Responsibility, 6. Coherence between reason, dignity, and behavior; 7. Curiosity to know and to learn, 8. Self-control, 9. Respect, 10. Permanent searching for the best option (being positive), 11. Trying to express yourself as well as possible, 12. Learning from our own mistakes and others’ mistakes, 13. Concentration. 14. Learning to learn (creativity), 15. Skepticism (doubting, being aware that appearances are deceptive. The allegory of the cave, by Plato), 16. Knowing how to ask the proper questions to solve problems, 17. Understanding what we are dealing with as part of a historical and cultural process. Whatever we face must be interpreted under the frame of our circumstances. 18. It involves a dialectic and dynamic (it is always in dialogue among people, generations, even with oneself, in the transformation towards consolidating dignity). 19. Critical thinking must be linked with paying attention to unmasking superstitions, mythologies, prejudices, mistakes, stereotypes, self-destructiveness, lack of hope, charlatanism, lies, slavery in human relations (human ideas, attitudes, dependences, and so on. Unmasking idolatry, fetishism, alienation, laziness, fears, selfishness, corruption, fanaticism, and other human vices. 20. Critical thinking must be linked with the firm commitment to defend the individual rights and freedom of all human beings.
What are the five most important rules and tips to develop a debate of this kind in class?
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En castellano
ARGUMENTACIÓN ÉTICA Y DEBATES EN CLASE
Según Libertina Vasilescu, podemos diseñar debates en clase para que los estudiantes «aumenten sus habilidades de trabajo en equipo, su resolución de problemas grupales y presentación oral. Los estudiantes que participan en debates tienen una mente más abierta, tienen habilidades de pensamiento crítico más agudas y saben cómo resolver disputas . Se vuelven más tolerantes con las opiniones de los demás y aceptan puntos de vista opuestos, volviéndose más adaptables en un mundo de continuos cambios y desafíos «. Y lo que es más importante, los estudiantes terminan entendiendo que la verdad y la solución de los problemas no son solo el resultado de decisiones individuales, sino cuestiones sociales que requieren un diálogo respetuoso basado en una dinámica moral.
Un debate de argumentación ética se basa en el intercambio de ideas a partir de ofrecer razones sustentadas en una perspectiva ética, que exige de los participantes una actitud racional, crítica y respetuosa.
El debate podría ser entre dos grupos que apoyan perspectivas opuestas, y también podría desarrollarse entre más de dos grupos con diferentes interpretaciones sobre el tema elegido para debatir.
REGLAS GENERALES DE DEBATE:
1. A cada equipo se le da un período de tiempo determinado para preparar sus argumentos.
2. Cada miembro de cada equipo pronuncia su discurso por turno. Los estudiantes hablan de uno en uno. Nadie habla al mismo tiempo que los demás.
3. Respeto por los plazos.
4. Reconocer la autoridad del moderador para guiar el debate.
5. Anticipar los contraargumentos y preparar las refutaciones.
6. Se cortés, escucha con atención, trata de aprender de lo que explican los contrarios. Toma notas cuando sea necesario.
7. Habla con claridad, lentitud y lo suficientemente alto como para que la audiencia te escuche.
8. El objetivo principal no es derrotar a los equipos rivales, sino aprender a expresar tus razones y ofrecer la misma oportunidad al oponente, para crecer juntos y mejorar nuestra formación y nuestra vida.
9. Trata de expresarte tan correctamente como sea posible.
ALGUNOS CONSEJOS GENERALES PARA DEBATEAR DESDE UN PUNTO DE VISTA DE PENSAMIENTO CRÍTICO SON:
– 1. Honestidad, 2. Racionalidad, 3. Rigor, 4. Análisis permanente, 5. Responsabilidad, 6. Coherencia entre razón, dignidad y comportamiento; 7. Curiosidad por saber y aprender, 8. Autocontrol, 9. Respeto, 10. Búsqueda permanente de la mejor opción (ser positivo), 11. Tratar de expresarse lo mejor posible, 12. Aprender de nuestros propios errores y errores de otros, 13. Concentración. 14. Aprender a aprender (creatividad), 15. Escepticismo (dudar, ser consciente de que las apariencias engañan. La alegoría de la cueva, de Platón), 16. Saber hacer las preguntas adecuadas para resolver problemas, 17. Entender lo que estamos tratando es parte de un proceso histórico y cultural. Todo lo que enfrentemos debe interpretarse en el marco de nuestras circunstancias. 18. Implica una dialéctica y dinámica (siempre está en diálogo entre personas, generaciones, incluso con uno mismo, en la transformación hacia la consolidación de la dignidad). 19. El pensamiento crítico debe estar vinculado a la atención al desenmascaramiento de supersticiones, mitologías, prejuicios, errores, estereotipos, autodestrucción, falta de esperanza, charlatanería, mentiras, esclavitud en las relaciones humanas (ideas, actitudes, dependencias humanas, etc.). Desenmascarar la idolatría, el fetichismo, la alienación, la pereza, los miedos, el egoísmo, la corrupción, el fanatismo y otros vicios humanos 20. El pensamiento crítico debe vincularse con el firme compromiso de defender los derechos individuales y la libertad de todos los seres humanos.
¿Cuáles son para ti las cinco reglas y los cinco consejos más importantes para desarrollar un debate de este tipo en clase?
Heads the text in English, luego, el texto está en castellano.
Believing that what seems to be impossible is possible may be considered as stupidity, madness, a mistake… y, however, on the contrary, it could also be interpreted as the cleverest glimpse of wisdom, as the bravest decision, and the best attitude to confront the present and future.
It has to do with seeding hope with our acts. All those images of people gathering garbage that the waves return to the beach; the people investing their time and efforts in protecting wild animals on jungles or the whales on the oceans; the people giving their lives to help the weakest among the poorest people; those who defend justice against political corruption; those who struggle on a daily basis to defend human rights enhancing human dignity; those who fight to end abuse at work; those who get rich without impoverishing others, but by helping them to achieve high standards of living; the people who struggle to do away with the promotion and collaboration of violence in mass media and in the events of current society; those who invest and risk everything to create companies that will improve people’s lives and sustainable environment; those who don’t accept bigotry and manipulation as the pillars of cultures, education, traditions, and laws and never give up to promote freedom; and all those who, in one way or another, identify themselves with transforming reality to offer hope, to bring about a better world.
I am not talking about the famous people who usually appear on mass media to offer a kind end in news, I am not referring to the media show but to anonymous people who believe in themselves and in the need to work for a better world. The people who believe that the best way to improve the world is by working on it themselves, by giving example to others with their actions.
Do you know any of those people?
Do you know any NGO that works on improving the world?
Are you one of these people?
Do you know someone who does some kind of volunteering?
Why don’t you create a group that will do something to improve the world?
What impossible things need to be demonstrated that are possible?
Why is it essential to believe in yourself to believe in a better world?
Is hope a revolutionary ethical value and attitude at present?
Creer que lo que parece imposible es posible puede ser considerado como una estupidez, una locura, un error … y, sin embargo, por el contrario, también se puede interpretar como el atisbo más inteligente de sabiduría, como la decisión más valiente y la mejor actitud para afrontar el presente y el futuro.
Tiene que ver con sembrar esperanza con nuestros actos. Todas esas imágenes de gente recogiendo basura que las olas devuelven a la playa; las personas que invierten su tiempo y esfuerzos en proteger a los animales salvajes en las selvas o las ballenas en los océanos; las personas que dan su vida para ayudar a los más débiles entre las personas más pobres; los que defienden la justicia contra la corrupción política; aquellos que luchan a diario por defender los derechos humanos mejorando la dignidad humana; los que luchan por acabar con el abuso en el trabajo; los que se enriquecen sin empobrecer a los demás, sino ayudándolos a alcanzar altos niveles de vida; las personas que luchan por acabar con la promoción y colaboración de la violencia en los medios de comunicación y en los acontecimientos de la sociedad actual; los que invierten y arriesgan todo para crear empresas que mejoren la vida de las personas y el medio ambiente sostenible; aquellos que no aceptan el fanatismo y la manipulación como pilares de las culturas, la educación, las tradiciones y las leyes y nunca se rinden para promover la libertad; y todos aquellos que, de una forma u otra, se identifican con la realidad transformadora para ofrecer esperanza, para hacer un mundo mejor.
No me refiero a los famosos que suelen aparecer en los medios de comunicación para ofrecer un final amable en las noticias, no me refiero al show mediático sino a personas anónimas que creen en sí mismas y en la necesidad de trabajar por un mundo mejor. Las personas que creen que la mejor manera de mejorar el mundo es trabajando ellos mismos, dando ejemplo a los demás con sus acciones.
¿Conoces a alguna de esas personas?
¿Conoces alguna ONG que trabaje para mejorar el mundo?
¿Eres tú una de esas personas?
¿Conoces a alguna persona que haga algún tipo de voluntariado?
¿Por qué no creas un grupo que haga algo para mejorar el mundo?
¿Qué cosas imposibles hay que demostrar que son posibles?
¿Por qué es fundamental creer en uno mismo para creer en un mundo mejor?
¿Es la esperanza un valor ético y una actitud revolucionaria en la actualidad?
Algunas páginas web interesantes conectadas con este tema:
Heads the text in English,luego, está el texto en castellano.
With a more joyful outlook on life, we’re in a much better position to enhance our well-being, according to Martin Seligman’s Positive Psychology.
Optimism and pessimism have to do not only with your thoughts but also with your emotions, beliefs, habits, ethical values, spirituality, learning, with the way you react to setbacks and victories. The optimistic person believes that when he suffers a setback, it is temporary, it can be changed, and it is just a particular situation that will be overcome. On the contrary, a pessimistic person feels that the setback tends to last a lot (forever!), it is going to undermine and affect negatively things he is doing.
In the case of victories, good experiences, and results, optimistic people are likely to believe that they are going to last forever, because they are a result of their abilities. They develop a resilient attitude and they are self-confident. On the other hand, pessimistic people think that good results are not a consequence of their personal abilities, but an effect of circumstances that they don’t control. Bad experiences are more common than good ones.
You have to learn and keep cultivating happiness, positivity, and optimism. To do so let’s take into account these items on your agenda:
First, it is necessary to become aware of your spontaneous negative self-talk, negative personal reflections, analysis, emotions, perceptions, attitudes, decisions, and assumptions. We need to stop them and avoid them becoming obsessive.
Second, you need to shape your mind with positive foundations, by promoting your self-confidence and by identifying yourself with ethical values and attitudes such as resilience, responsibility, and honesty.
Third, basically, optimism and pessimism have to do with the way you communicate with yourself. Then, you can use techniques, like meditation to analyze your thoughts, feelings, words, and behavior to fix them to reality, avoiding negative assumptions. In meditation, you need to make an effort to develop a clear positive mindset and will, because it is a good way to develop the best of yourself. It is great to take notes of your personal evolution, and highly positive results.
BENEFITS OF OPTIMISM:
On average, optimists achieve more, have better overall health and, generally speaking, have a more enjoyable life. On the contrary, pessimistic people tend to suffer from depression more, are more likely to give up, and have more problems to enjoy life.
NAIVE OPTIMISM
It is not realistic, it is not responsible, and it is based on fantasies and unbalanced means and goals.
Here you have some interesting videos related to this issue:
Learned Optimism Positive Psychology – Martin Seligman – Animated Book Review
The Power of Positivity | Brain Games
PNTV: Learned Optimism by Martin Seligman, by Brian Johnson
SOME QUESTIONS
– Would you prefer to be classified as pessimistic or optimistic? Why?
– What pieces of advice would you offer to a friend who seems to be pessimistic?
– What are the connections between self-confidence and optimism?
– How can education contribute to improving our optimism?
– Why do pessimistic people tend to experience less life satisfaction?
Another post that may be interesting for you about optimism:
Desde una perspectiva más alegre de la vida, estamos en una posición mucho mejor para incrementar nuestro bienestar, según la Psicología Positiva de Martin Seligman.
El optimismo y el pesimismo tiene que ver no solo con tus pensamientos sino también con tus emociones, creencias, hábitos, valores éticos, espiritualidad, aprendizaje, con la forma en que reaccionas ante los reveses y las victorias.
La persona optimista cree que cuando sufre un revés, es temporal, se puede cambiar y es solo una situación particular que se superará. Por el contrario, una persona pesimista siente que el revés tiende a durar mucho (¡para siempre!), que va a socavar y afectar negativamente las cosas que está haciendo y que, de una forma u otra socava su estado de ánimo.
En el caso de los buenos resultados y buenas experiencias es probable que las personas optimistas crean que son situaciones que van a permanecer con cierta estabilidad porque son el resultado de sus habilidades personales. Desarrollan una actitud resiliente y tienen confianza en sí mismos. Por otro lado, las personas pesimistas piensan que los buenos resultados no son consecuencia de sus habilidades personales, sino un efecto de circunstancias que no controlan, y perciben que las malas experiencias son más comunes que las buenas.
Necesitamos aprender y seguir cultivando nuestra satisfacción personal, ser positivos y el optimismo. Para hacerlo, ten presente los tres puntos siguientes:
Primero, es necesario que seas consciente si desarrollas espontáneamente un diálogo interno negativo, reflexiones personales negativas, análisis, emociones, percepciones, actitudes, decisiones y suposiciones tendentes a reafirmar tu negatividad. Necesitas detenerlos y evitar que se vuelvan obsesivos y habituales.
En segundo lugar, debes moldear tu mente con fundamentos positivos, promoviendo la confianza en ti mismo e identificándote con valores y actitudes éticas como la resiliencia, la responsabilidad y la honestidad.
En tercer lugar, básicamente, el optimismo y el pesimismo tienen que ver con la forma en que te comunicas contigo mismo. Luego, puedes utilizar técnicas como la meditación para analizar tus pensamientos, sentimientos, palabras y comportamiento, con el objetivo de ajustarlos a la realidad, evitando suposiciones o deformaciones negativas. En la meditación es clave esforzarse por desarrollar una mentalidad y una voluntad claras y positivas con el objetivo de desarrollar lo mejor de ti mismo. Es conveniente tomar notas de tu evolución personal y que reflejes los resultados positivos.
ALGUNOS BENEFICIOS DEL OPTIMISMO:
En promedio, los optimistas consiguen mayor grado de satisfacción personal en sus actividades concretas, tienen mejor salud y, en términos generales, tienen una vida más agradable.
Por el contrario, las personas pesimistas son más propensas a darse por vencidas y a juzgar como pobre o no satisfactorio el resultado de sus actividades particulares, tienden a sufrir más depresión y ansiedad y, en rasgos generales, tienen más problemas para disfrutar de la vida.
OPTIMISMO INGENUO
No es realista, no es responsable, se basa en fantasías y medios y objetivos desequilibrados.
ALGUNAS PREGUNTAS
– ¿Preferiría ser clasificado como pesimista u optimista? ¿Por qué?
– ¿Qué consejos le darías a un amigo que parece pesimista?
– ¿Cuáles son las conexiones entre la confianza en uno mismo y el optimismo?
– ¿Cómo puede contribuir la educación a mejorar nuestro optimismo?
– ¿Por qué las personas pesimistas tienden a experimentar menos satisfacción con la vida?
(Image from the film Seat bean. Una pastelería en Tokio )
– The people I admire the most are people who have acquired the habit of smiling because they have learned the virtue of recognizing the overwhelming beauty of life and they feel like special ones because they are experiencing the fact of being alive. – I really admire people who are able to share the best of themselves by offering affection to others, no matter who they are dealing with. – I am entranced by people who never get angry, despite the adversity that they are facing, and they use a funny sense of humor as a way to muffle adversity. – I highly value people who are compassionate and generous, who give the best of themselves without expecting anything in exchange. I appreciate people who defend freedom and tolerance on the pillars of recognition of all person’s dignity. – I admire people who have developed the sensibility to admire the greatness of very simple things, like listening to others and taking care of a garden. People who defend tenderness as a way to promote revolutions. – My heroes consider love as the main goal, philosophy, and virtue. – I admire people who refuse violence, and they are creative enough to find peaceful solutions to solve problems and encourage hope. – I feel entranced by people who are free and brave enough to overcome any type of stereotypes, prejudices, fears, and ignorance. – And by those who are able to be passionate about something up to the degree of feeling happy, above all if their passion are related to overcoming any kind of difficulties. – I appreciate the behavior of those people who don’t ignore and help people who are suffering and forgotten by society. – I like the people who are able to defend their own personality, originality, differences, by helping others develop the best of themselves. – I value those who don’t give up despite the difficulties, work hard and consistently to achieve their goals.
I admire people who connect their freedom with others liberation from any form of slavery and suffering.
Acceptance Speech by Mother Teresa Media Player at Nobelprize org. (from YOUTUBE, with educational purpose).
Madonna: Love Profusion. Taken from Youtube. With the educational objective to promote critical thinking and freedom. I invite you to listen to this video thinking carefully what Madonna says, the questions she asks and the answers she offers I admire her because, in my opinion, she represents a model to promoting critical thinking and freedom against dehumazing bigotry.Imágenes de la película La vida es bella
Las personas que más admiro son aquellas que han adquirido el hábito de sonreír porque han aprendido la virtud de reconocer la abrumadora belleza de la vida y se sienten especiales porque están experimentando el hecho de estar vivos. Realmente admiro a las personas que pueden compartir lo mejor de sí mismas ofreciendo afecto a los demás, sin importar con quién estén tratando. Me fascina la gente que nunca se enoja, a pesar de la adversidad a la que se enfrentan, y usan un sentido del humor divertido como forma de amortiguar la adversidad. Valoro mucho a las personas compasivas y generosas que dan lo mejor de sí mismas sin esperar nada a cambio. Aprecio a las personas que defienden la libertad y la tolerancia sobre los pilares del reconocimiento de la dignidad de toda persona. Admiro a las personas que tienen la sensibilidad de admirar la grandeza de cosas muy simples, como escuchar a los demás y cuidar un jardín. Gente que utiliza la ternura como un instrumento para promover revoluciones. Mis héroes son aquellos que tienen el amor como el principal objetivo, filosofía y virtud. Admiro a las personas que rechazan la violencia y son lo suficientemente creativas como para encontrar soluciones pacíficas para resolver problemas y fomentar la esperanza. Me fascina la gente que es lo suficientemente libre y valiente para superar cualquier tipo de estereotipos, prejuicios, miedos e ignorancia. Y aquellos que son capaces de apasionarse por algo hasta el grado de sentirse felices, sobre todo si su pasión está relacionada con la superación de cualquier tipo de dificultad. Reconozco el inmenso valor de quienes tienen presente y ayudan a las personas que sufren y son olvidadas por la sociedad. Me gustan las personas que son capaces de defender su propia personalidad, originalidad, diferencias, ayudando a otros a desarrollar lo mejor de sí mismos. Valoro a quienes no se rinden a pesar de las dificultades, trabajan duro y de manera constante para lograr sus objetivos.
Admiro a la gente que reconoce que el camino para alcanzar su libertad está en ayudar a la liberación de quienes sufren cualquier tipo de esclavitud.
General dynamics will be sustained in a rational and critical dialogue that strengthens the student as a responsible active person and essential protagonist in the development of their own learning, and the teacher as a collaborator and guide. The balance between individual and collaborative social learning will be promoted.
The successive steps that we will take in the development of the explanation of theory and practice in the thematic units will be the following:
1. Presentation of the topic (Basically through questions to the students)
2. Explanation of the content of the thematic unit, by following the content of the notes or manual of the subject.
3. Carrying out exercises in order to complement the theory with practical activities (they will include both individual and group-collaborative exercises.
4. Evaluation, qualification and analysis of what was done incorrectly to avoid the same mistakes and to consolidate what was done correctly.
CALENDAR, TEMATIC CONTENT AND BOOK
We will use as main handbook the Ethical Values notebook of your level, divided into 6 units. Throughout the course we will study these 6 units. We will work two units per term, and we will take an exam per term.
Organizer, liaison officer (he /she plans the order of the activities, links with other groups, organizes the turn to speak in the group).
II.MAIN RULES IN THE GROUP ACTIVITIES
We have to speak one at a time. When one person speaks to the group, the rest of students have to be quiet.
The members of the groups will be only allowed to talk to each other during the group activities. They have to be quiet during the teacher explanation, when a student is speaking to the whole class and in any other activity that silence needs to be required.
English has to be the spoken common language in the groups.
Every student has to cooperate to achieve the goals of the group.
We have to respect the general discipline.
EVALUATION CRITERIA
Knowing, understanding and being able to use properly the learning that we have worked in the classroom. You have to show it in your exercises.
Students have to finish the activities that are carried out in the classroom on time. Students need to complete the notebook activities.
Students have to follow the roles and rules and to do properly the required work on a daily basis.
Students have to express themselves in English according to their educative level and real possibilities. They have to show personal effort and interest so as to improve their abilities and express themselves as well as possible.
Examination scores 50% + notebook scores 20 + daily activities 30%. But, if a student gets 2 points or less mark on an exam, he/she will fail, no matter the other marks from notebook or daily activities.
Students who show misbehaviour during the classroom by neglecting the school general discipline will have an influence of this on their score. Some examples of misbehaviour are preventing the efficient functioning of the learning activities; speaking without permission; distracting other students and disobeying the teacher.
GUIDANCE CHART FOR ETHICAL VALUES
COMPETENCES C.
Linguistics, Math, Learning to learn, Social and civic, Initiative and entrepreneurial spirit, Conscious-ness and cultural expressions, Digital.
CONTENTS
EXEMPLE: ÉticaenAristotle’sEthics
EVALUATION CRITERIA
1.Knowing how to correctly express the information explained and worked on in class on Aristotle’s ethics orally and in writing (1.1 orderly, 1.2 clearly, 1.3 with precision, 1.4 with grammatical correction and 1.5 semantic correction depending on what has been explained.
2. Knowing how to listen to learn and collaborate with learning in the classroom.
3. Carry out acomprehensive, analytical and critical reading.
4. Applying methods, techniques, strategies to learn and remember: notes, summaries, diagrams, mental maps.
5. Developing group and collaborative activities in an orderly, structured, responsible and cooperative way.
6. Recognizing failures, understand them, and develop study strategies to overcome them
7. Respect discipline (punctuality, silence, speaking time, order, responsibility, care of the material, etc.).
8. Showing interest, initiative, creativity and originality to promote learning and development in the classroom and at school.
9. Developing technical skills to optimize digital resources.
10. Knowing how to use different resources on the internet (websites, blogs, videos, etc.), analyze them and interpret them critically and rationally.
11. Temporarily and culturally contextualize historical events and information learned, and interpret it based on that context.
12. Develop values and habits (virtues) that collaborate with personal and group development and maturity: responsibility, perseverance, patience, respect, tolerance, honesty, understanding, discipline, etc.
13. Solving problems based on the guidelines learned: reflection, analysis, objective understanding of the situation, means, evaluation, perseverance, etc.
GRADING SCALE
INSUFICIENTE BAJO (1,2) Students who don’t participate. Who do not collaborate with class dynamics. In exams or activities they present ideas that are confusing, disorderly, and not very precise. The exercises are incomplete or not presented. Students who do not listen, who do not attend, do not develop a comprehensive and critical reading. Students who do not collaborate with the discipline of the center. They do not develop ethical habits and attitudes or appropriate behaviors in the classroom. Students who do not use digital resources properly. Students who show insufficient vocabulary and knowledge of the language. They do not show motivation to learn the contents of the subject, or to offer a good attitude.
INSUFICIENTE (3,4). Those students participate occasionally, and in the exercises they show a type of knowledge and expression based on incomplete, unclear, imprecise and disordered ideas about the explained content in the classroom. The result of the exercises is incomplete or they are presented out of date. They pay attention only occasionally. They show insufficient vocabulary and knowledge of the language. Those students usually show little collaboration with group work. They do not show interest in respecting the discipline of the center, nor do they collaborate with the ethical values that are promoted in the classroom. They don’t show interest in correcting their mistakes.
SUFICIENTE (5). They offer poor oral and written exposition (in terms of clarity, order, precision, argumentative ability, spelling, but they demonstrate having acquired the basic knowledge and expression required at the course level. Those students participate in the group activities but they are occasionally uncooperative. They don’t always finish your job, and they do not always respect the group and collaborative discipline in the classroom. They show a very basic knowledge of vocabulary and use of the language. Occasionally those students show lack of interest, turn in assignments late, and they are distracted in classroom. Sometimes, they do not respect the turn to speaking. Their attitudes are sometimes wrong, but they make some effort to partially improve. They lack perseverance, effort, and discipline to improve her academic results beyond the elementary.
BIEN (6) Despite showing some fault, they improve their oral and written presentation. They show some difficulties in their vocabulary and use of the language, however both are fluent. Their results reflect an elementary level in terms of clarity, order, precision, spelling and argumentative ability. The exercises demonstrate they have learned basic knowledge, nevertheless they do not respond in exams or in the classroom exercises with the complete information that has been requested. They manifest partial or incorrect knowledge in some content and ways of expressing themselves. Those students participate with the group but they do not make enough effort or do not perform the exercises as they have been asked. Occasionally, they show lack of interest, and turning in exercises late. Sometimes they get distracted during the class explanation. Their behavior is not bad, but they are usually very passive, they acts doing just the basics.
NOTABLE (7, 8) They are students who offer an adequate oral and written presentation, but with some errors or omissions. In their work they express themselves with clarity, order, precision, argumentative ability and good spelling. They demonstrate having acquired the knowledge and expression of their level in a satisfactory way, but with some error or knowledge not acquired. Participates in the group actively and collaboratively, but occasionally show some kind of poorly elaborated or flawed activity. They finish their job. They respect the group and collaborative discipline in the classroom and in the center, but they lack initiative to promote it and, at times, do not collaborate with it. They are generally interested in learning, are punctual and disciplined in their tasks. They are rarely distracted and show good attitude. They also show interest in correcting their mistakes and in improving all areas of their education.
SOBRESALIENTE (9, 10) These students have an excellent oral and written presentation. They use the concepts and linguistic expressions of the language fluently. In their work they express themselves with clarity, order, precision, argumentative ability, and good spelling, optimally for his level. They actively participate in the group and collaborate promoting the excellence of the group and their own. These students finish all exercises. They respect the group and collaborative discipline in the classroom, and propose their own initiatives to improve activities in a rational and critical way. They show great interest in learning and collaborating with the learning of their peers. They are not distracted and show interest in what is explained and act rationally and critically against the knowledge they receive. Their attitude is optimal. They show interest in correcting mistakes and improving in all areas of their education.
TIPS FOR GETTING GOOD GRADE ON ETHICAL VALUES EXAMS
1. ORGANIZE AND UPDATE YOUR NOTES, DIAGRAMS, AND STUDY.
1.1. ACQUIRE THE CUSTOM OF STUDYING, COMPLETING YOUR NOTES AND EXERCISES DAILY, as they are explained in your classroom. Do not leave everything for the last days before the exam.
1.2. The day before the exam, sleep 7-8 hours, if possible.
1.3. In the exam, you need to have confidence in yourself. Organize your time on the exam and remember to allow time to review, pay special attention to spelling.
1.4. Consult the teacher about problems that may arise. Consult when you have doubts in the daily explanation and, also, if you do not understand what to do in the exam.
-2. WRITE CLEARLY.
2.1. Write clear ideas. I recommend you to express yourself in short sentences, and use the period (“.”) frequently. Don’t use terms you don’t understand. Think that the teacher will give you bad mark if he doesn’t understand your explanation.
2.2. If you are going to write by hand, use good calligraphy.
–3. WRITE PRECISE.
Don’t ramble. Do not explain what is not asked. Do not explain in a vague and general way with ideas that you invent. Try to remember what you studied as well as possible. Put into practice your memory. Don’t make up the answer.
Be concise, try to use the concepts you have learned in your classroom and they are connected to the topic you are explaining. Each topic and type of information requires the use of specific concepts.
-4. WRITE ORDERLY.
See if the test questions or the job instructions require you to follow a certain order. Remember the order that has been followed in the class explanation and writing of notes, as in the explanation contained in the manual or reference book too.
If it’s a short answer, like a definition, you can introduce the definition, and end with an example.
If it is a long answer, I recommend you that, first, in two lines, indicate the order that you are going to follow to explain the answer and, then, answer it by following the steps you have indicated. For example, (exam question:) What is a moral act? (your answer:) I will respond by indicating, first, the definition; second, referring to the characteristics and elements that constitute it; third, I will offer a few examples.
(IMPORTANT) Separate different ideas by using periods (“.”). If you have already finished expressing any complete idea and, then, you are going to refer to another element of the explanation of the question, use a period, and start a different paragraph.
5. USE THE MOST CORRECT SPELLING AND PUNCTUATION YOU KNOW.
6.YOU MUST BE AWAREthat if your goal is to achieve the highest mark “10”. It is not enough to offer an outline, a brief summary or an incomplete answer. The highest mark requires explaining the exercise by offering all the explained information, in a clear, precise, and orderly way, by using the right concepts, and correct spelling and punctuation.
-1. The presentation offers correct information, verified or supported by reliable sources.
-2. The presentation is adjusted to the scheduled time.
-3. The presentation is clear, orderly, precise, original, rational and critical.
-4. The structure follows: 1. Presentation and objectives, 2. Explanation of the content, 3. Conclusions, 4. Questions and answers, talking to the audience.
– 5. Communication techniques: 1. You can make use of notes to support you in the explanation. But don’t just read a text. 2. You have to look at the audience when you speak to them, 3. You must make the gestures and movement that are required to capture the attention of the audience and facilitate the explanation. 4. Use an appropriate tone of voice, change the tone to attract the attention of the audience if necessary, 5. It is important to use videos, images, or diagrams on an electronic screen.
HOW TO MAKE A MIND (MENTAL) MAP
Why is it interesting to know how to make good mental (mind) maps?
A mind map’s radiant structure directly corresponds to the way our brains store and retrieve information.
A mind map conveys the hierarchy and relationships between individual ideas and enables you to see the big picture.
A mind map makes use of mental triggers (such as pictures, colors, and connections) to help your brain memorize things more easily.
Make a sketch. Planning your mind map. Some examples:
In the shape of a tree with branches.
A spider with legs.
An octopus with tentacles.
Hands with a lot of fingers.
A city with streets, etc.
2. Create a central idea.
The central idea is the starting point of your mental (mind) map and represents the topic (here the title of the unit you are working on) you are going to work. This should be in the center of your page and can include an image and color that fits with topic of the unit. This draws attention and triggers association, as our brains respond better to visual stimuli.
3. Add branches to your map and distinguish between the main branches and the secondary branches.
3.1. The main branches are the key themes. They flow from the central image.
3.2. The secondary branches may be the key ideas and concepts that you identify in the paragraphs that you are studying.
4. Color code your branches.
It will help you to identify the connection between the key themes and the main ideas and concepts. It will also help you to remember better what you are studying.
5. Include visual signifiers (simple images).
Don’t forget to add some images, they are visual elements that have the power to convey much more information than simple words. Images are processed instantly by the brain and act as visual stimuli to recall information. They are also a universal language.
Below you have son links or addresses where you will find websites with the best information about how to make a good mental map.
We may write thousands of pages with reasons to answer the previous question. However, let’s just start by pointing out that some of the most important historical human achievements, such as human rights and environmental protection, depend on Ethics. The International Declaration of Human Rights (1948) has ethical foundations.
Is ethics a complex issue? Why?
Ethics is a very complex issue and an important area for all human beings. Ethics is interconnected to many other dimensions in society such as citizenship, politics, economy, language, science, psychology, philosophy, games, literature, wars, human rights, spirituality, environmental crisis, etc. And, very especially, it has to do with the dignity and happiness of people.
Ethics has an individual dimension because it starts with our individual reflection, awareness, feelings, attitudes, principles, goals, values… And, it also has a social dimension, because we develop our daily life surrounded by other people, our family, school, city, country, and the planet.
How may ethics be defined?
Ethics may be understood as a branch of philosophy that has to do with reflecting on what is right and what is wrong. Generally speaking, something is right when it is a good action. And, in Ethics, something is wrong when it is a bad action. In other words, Ethics analyses in a rational way what we have to do to behave properly and what we have to avoid so as not to act badly.
Ethics connects a good action with something that it is well done or right, and bad actions with something that is wrong, and then, it should be avoided.
Ethics imposes some duties and responsibilities. The most important one consists of not betraying our dignity, not betraying our identity as rational human beings who defend goodness against evil.
For example: being a respectful student is good because it helps us to respect others. Whenever you respect others you behave properly. If you help a friend to overcome a problem, you perform a good action, isn’t it?
How do you know if what you do is right or wrong?
Because your awareness, I mean your capacity to reflect on what is right or wrong will help you. Your awareness will offer you some reasons because it is related to our capacity to argue about what is right and wrong. There are many factors related to this awareness, some of them are education, age, culture, social and personal circumstances, and many others.
What are some of the main ethical elements?
We call ethical values some kind of guiding ideals that show what is right and what is wrong. These ideals called ethical values are like guides that lead our behavior to carry out good actions, to do what we should do to act properly, and to avoid acting badly. Some examples of ethical values are goodness, justice, equality, freedom, perseverance, honesty, love, loyalty, beauty, respect, tolerance, humility, dignity, braveness, assertiveness, compassion, prudence, generosity, responsibility, hope, etc.
Ethical principles play a very important role in ethics. Ethical principles are general rules that tell us the way we have to act in order to do things properly. A very famous one is Confucius’ teaching: “Don’t do others what you don’t like others do to you”. Another example is the Christian principle “Love others in the same way you love yourself”. And a third principle could be “whatever you do try don’t to act selfishly”.
Ethical principles are very useful because when you want to do something and you are not sure how to do it, you can use them as a general reference to guide you.
Virtues and Vicious are also key concepts in ethics. A virtue is a good habit, I mean, a habit that you have developed to improve your life or do something as well as possible. For instance, people who usually try to do things as well as possible. If you get used to doing things as well as possible, and you do it as a routine, then, your life will improve a lot. Another virtue is to follow those disciplines that will help you to sleep, eat, study, and enjoy properly. So, virtues are good habits that help us do things right, properly, and in a good way.
The opposite of virtues is vices. Vices are bad habits. Some examples of bad habits or vices are smoking, eating a lot of sugar, sleeping very little, studying at the same time that you watch television, discriminating against people, using violence to solve problems, and so on.
Other important ethical resources that we can use in companies, associations, o any type of group are ethical codes. Ethical codes are some set of ethical values, principles, rules, duties, and responsibilities that members of groups accept to guide their behavior, from an ethical point of view. Many companies and professional organizations, for instance, teachers, doctors, and judges have ethical codes that guide their activities.
Is Ethics really important and necessary in education?
Ethics is really important at present because it is a necessary resource to change the world into a better place. Ethics can help us to confront some of the worst problems that teenagers have to face currently, such as environmental destruction, wars, political corruption, poverty, happiness, finishing with misery and poverty, promoting justice, ending up with discrimination, and learning how to love and grow up as a responsible adult.
Ethics is essential in the education of all human beings. It contributes to improving us by encouraging our dignity. It participates in the formation of better citizens, by showing our rights and responsibilities. Ethics make us better members of a family, by moving us to develop our love. There is no doubt, teaching Ethics is a necessary seed to harvest hope in our society.
What are the differences between ethics and morality?
The best way to teach and spread Ethics, ethical values, ethical principles, and virtues is by implementing them in our daily actions, by giving examples of them with our acts, and by showing that they become real with our acts, in other words, by implementing them. Morality is the way we put into practice our ethical ideas, reflections, and theories. Basically, morality is the practical dimension of Ethics. I mean, it is related to actions and behaviors that have to do with promoting goodness and avoiding evil.
Let’s see the difference between ethics and morality with an example. Ethics, as a rational analysis, tells me that compassion is an ethical value that should guide our acts. Whenever a person implements a compassionate act, like helping people to overcome problems, she or he makes a moral act. So moral acts are the facts and ethics analyses or studies of what is right or wrong in our moral acts.
I
Take a look at the below video: Purpose, Values, Principles. An Ethics Framework.
II.
Take a look at the below video, it shows some interesting ideas about virtues and Ethics.
III.
The below video show some ideas on the ethics of stoicism.
UNHCR. ACNUR’s image: INHCR (ACNUR) is an iternationa organization that promotes ethics by moral acts.
Pay attention to the following videos,they will teach you how to face problems and how to use them to encourage your skills and happiness. 1º. FIVE STEPS ON HOW TO DEVELOP RESILIENCE:
– How do you define resilience?
– What are the five steps we should follow?
2º. RESILIENCE INCREASE YOUR INNER STRENGTH:
– How can we improve our life?
– What should I do to improve myself?
– How can I learn from my experience?
3º. RESILIENCE ANIMATION
– What makes resilience?
– How can difficulties help us?
–Why is it important awareness and meditation?
– Why spirituality is connected to resilience?
4º. WHAT DOES RESILIENCE MEAN TO YOUNG PEOPLE?
– What are the 5 most important ideas they teach you?
I invite you to think about it. Make a list of the 10 worst problems in the world. Do it in groups and, later talk about it all the groups together in the classroom. I suggest you to use the following website to introduce this subject to students:
Write on Google browser: «The 10 most critical problems in the world, according to millennials».
Social justice is one of the most important ethical values in Law, politics, citizenship and personal issues. We need to become aware of its importance and to behave supporting justice with our behaviour. The best way to promote justice is offering our example every day, fostering justice as a habit.
In the following video «WHAT IS JUSTICE?»Michael Walzer explains:
– Ethical values in democracy: justice, equality, freedom and solidarity.
– Legal justice means …
– Political justice means …
– Social justice means …
In the next video «EQUITY AND EQUALITY», Matthew Cross-Guillén . He explains:
Equity and equality are often used incorrectly. Here is a video to show how we need equity to have healthier communities.
– Equity means …
– Equality means …
– The same opportunities to people with different skills
crespocabornero 