Ethics and Citizenship

Base Knowledge


Teaching Methodologies

Methodology: the syllabus is developed by means of: exposition and dialogue (horizontal and vertical); simulation of situations aiming at promoting the student’s personal and social development; group work and meaningful and cooperative learning; work sheets; research projects; classes presented by the students, with their works; non-formal methodologies aiming at promoting active social participation, co- responsibility on the learning process and critical sense.
Assessment: final exam (written test) or frequency evaluation; this is composed by the elaboration, presentation and defence in class of a written paper on themes of the syllabus, which are related in an ethical and citizen perspective, to contemporary society’s problems; group work students’ provision is differenciable. Presentation and written paper have the same weight on the final mark.

Learning Results

Students are supposed: to be able to evaluate (to conceptualize, to judge, to reason) based on values; to be able to act responsibly and engagedly, as an autonomous being; to be able to see themselves as persons and citizens; to be able of respect and empathy, recognizing the Other as the ethical instance for action; to be able of acting with justice and solidarity and to understand the common good and the right/ value of the Other; to like diversity, to communicate listening attentively the other’s point of views.
Learning outcomes: to acquire basic notions of axiology and ethics and their foundations; to allow the formulation of ethical judgment and reasoning; to develop attitudes and competences of ethical evaluation of human action; to contribute to the formation of citizens aware of their autonomy (freedom and responsibility) regarding society and the world.


1)   Values, axiological experience and evaluation criteria; Ethics and Moral;
2)   Moral conscience – nature, origin, legitimacy; freedom and responsibility;
3)   Person, Society and Freedom; the rising of the Person on the basis of intersubjectivity;
4)   Political dimension of action – democratic citizenship and Human Rights;
5)   Situations and problems of today’s society and world.

Curricular Unit Teachers

Grading Methods

Frequency Evaluation
  • - written assignment - 50.0%
  • - test - 50.0%
  • - teste - 100.0%




Aranguren, J. L. L. (1990). Ética. Madrid: Alianza Ed

Audigier, F., & Lagelee, G. (2000). Les droits de l’homme. Estrasburgo: Éd. Conseil de l’Europe

Brander, P., Keen, E., Lemineur, M.-L. (Ed)(2002). Compass. A Manual on HRE with Young People. Estrasburgo: COE Pub