Sudents will understand the social and cultural dynamics of national reality and reflect on the sociocultural diversity and complexity of contemporary Mexico.

Students will be able to strengthen the values, attitudes, and habits that lead to real respect for the biosphere, promoting the sustainability of ecosystems, thus being able to live and coexist in harmony with the natural world upon which their survival and welfare depend.

The aim of this course is for students to: (1) Recognize the importance of the myth as a truth preceding philosophical thought. (2) Become acquainted with the three main stages of Greek thought: cosmocentric thought, theocentric thought, and anthropocentric thought. (3) Recognize the importance of the question about the origin and the various philosophical answers to it. (4) Apply Greek anthropological knowledge to the ethical and political questions of today.

The aim of this course is for students to understand and value medieval and Renaissance philosophy, which maintain originality in relation to Greek philosophy and are fundamental for the integration of luminous thinking and a universal culture.

Sudents will understand the social and cultural dynamics of national reality and reflect on the sociocultural diversity and complexity of contemporary Mexico.

Students will be able to describe the economic, political, and cultural reality of a country other than their own and compare this reality to Mexico's.

The aim of this course is for students to develop the ability of summarizing, arguing, and persuading in connection with a local, national or international proposal and/or project, from a viewpoint that is different from the national perspective.

Students will analyze where the Catholic Church stands concerning social justice while comparing its position with current political and economic systems. An ethical evaluation of how personal and social decisions, actions, and socio-political proposals affect our human environment follows the analysis.

The aim of this course is for students to integrate, co-assess, and self-assess the knowledge and skills implied in graduate competencies and those acquired during the first semesters of the undergraduate degree program in Psychopedagogy (Educational Psychology) , through the creation of a portfolio and/or other learning assessment tools.