PHI380.24 Environmental Ethics and Justice

PHI380.24 Environmental Ethics and Justice

Taught in Spanish. This course introduces some of the most important current debates and issues associated with nature and the environment. Students will study some of the most influential ethical theories and principles in order to consider, on the one hand, the space occupied by humans in relation to nonhuman nature, and on the other, the character of the duties and obligations of humans towards nature. Likewise, the course considers the potential role of justice applied to environmental issues, specifically in terms of the relationship that must exist, firstly, between human beings, and secondly, between these and nonhuman nature. Students successfully completing this course will be able to

  • Know and understand different issues and debates associated with the environment and nature from the perspective of political ethics and philosophy.
  • Apply fundamental concepts and tools used in philosophical–regulatory analysis to issues related to the environment, nature, and the relationship between these and humans.
  • Critically assess, both orally and in writing, different regulatory theories and positions associated with nature, the environment, and the relationship between these and human beings.

(#ICP0208)

This course is taught at the Pontificia Universidad Católica and may not be offered every semester. It may also be registered as PSC 380.24.

PSC380.23 Borders in Latin America: Globalization and Spatial Restructuring

Taught in Spanish. The course will examine the different border situations that characterize the landscapes of contemporary Latin American societies. We will study both the emergence of internal borders as a consequence of the socio-spatial fragmentation that takes place, as well as the processes of re-functionalization of international border regimes and the emergence of cross-border regions. In this sense, the course goes beyond the geopolitical view of borders as lines of separation and emphasizes them as complex social spaces from which a methodology of sociological and political analysis of value is derived. Students successfully completing the class will:

  • Evaluate the influence of globalization on changing socio-spatial organization and on the configuration of new borders as critical data for contemporary sociology and political science.
  • Become familiar with specifics of border situations in contemporary societies and their uses as a methodological resource for the analysis of social situations.
  • Understand the complexities of contemporary international borders and the formation of cross-border spaces and transnational urban complexes as distinctive spaces of international relations.
  • Analyze, compare, and evaluate international experiences in establishing and managing borders with respect to the European Union, NAFTA, and Latin America in particular, based on a series of relevant variables such as the socio-historical fabric, environment, security, trade, migration, institutionalism, etc.
  • Understand Chile’s border situations and evaluate the opportunities and risks they present.

(ICP0339)

This course is taught at the Pontificia Universidad Católica and may not be offered every semester.

EDU 380.1 Diversity and Inclusion in Education

Taught in Spanish. This theoretical and practical course focuses on training education professionals to design and implement pedagogical contexts that facilitate the learning of all students, considering their heterogeneity in terms of culture, ethnicity, gender and disability, and how all these aspects interact. In addition, it offers the student a space for critical analysis of cultural assumptions ascribed to diversity.

Students who complete this course will be able to

  • Demonstrate an understanding of the importance of actions and speech in the construction of “otherness”: subjectivities and exclusion.
  • Recognize cultural assumptions related to the concept of diversity: disability, ethnicity, gender and nationality and their relation to the exclusion of quality learning situations.
  • Analyze the ever-changing concepts of diversity, integration, and inclusion from an educational perspective.
  • Design, use, and evaluate pedagogical practices that facilitate inclusive education.

(EDU0317)

This course is taught at the Pontificia Universidad Católica and may not be offered every semester.

PSC380.22 Political Struggle and Indigenous Resistance in Latin America

Taught in Spanish. This course explores and compares the ways in which contemporary indigenous peoples in Latin American organize politically. We’ll examine the effects of this political activity on the democratic systems of the states of Latin America, which had been accustomed to a marginalized role for “Indians” among the electorate. The goals of the course include:

  • To compare the political development of contemporary in Latin American indigenous movements who use ethnicity and ethnic identity as an organizing principle.
  • To study the relationships of these movements with the respective states and their central policies.
  • To study literature on indigenous movements in Latin America.
  • To develop a critical understanding of the political perspectives of indigenous peoples.

(ICP0133)

This course is taught at the Pontificia Universidad Católica and may not be offered every semester. It may also be registered as ANT 380.22.

SPA424 Dictatorships, Human Rights and Historical Memory in Chile and the Southern Cone (Fall, Spring)

This course is taught in Spanish, with optional tutorials offered in English for students who need extra language support. Students who attend English tutorials or complete assignments in English are not eligible for SPA credit.
This course focuses on the military coup of 1973 and the systematic implementation of violence and fear as an effective method of control over society and as a formula for stability during the military government of Augusto Pinochet. Within this context, marked by the pain and suffering of certain sectors of Chilean society, this course aims to study this time period and evaluate its significances and contributions to the configuration of social, political and economic aspects of Chile today, highlighting the role of U.S. foreign policy in the installation of the Pinochet government as well as the U.S. role in the issue of human rights in Chile. Includes site visits to a former public prison for political detainees and other historical memory sites and institutions in Santiago (these visits are scheduled on Fridays and Saturdays).

Cross-listed with HST/IRP/LAS/PSC 424/PAI 624. Additional work is required of graduate students who register at the 600-level.

Prereq: SPA 202, four semesters of college-level Spanish, or the equivalent

LAS380.36 History of Colonial Latin America

Taught in Spanish at the Pontificia Universidad Católica and may not be offered every semester. Students will analyze and interpret the social, economic, political and cultural processes that were key in the historical configuration of Latin America during the colonial period in the preferential viceregal regions Mexico and Peru) during the period from the end of the 16th century until the beginning of the 19th century. The course will pay special attention to the processes of constructing colonial societies, from rural to urban, and will review:

  • Material conditions (agriculture, mining, and trade) and economic and demographic dynamics
  • Spanish, indigenous, and African actors
  • Social and interethnic relations
  • Biological and cultural interbreeding
  • Forms of life
  • The introduction of Catholicism, its relationship to indigenous cults, and the forms and practices that religiousness acquired
  • The experiences of spatial and social mobility
  • The administrative order and the impact of the Bourbon reforms during the eighteenth century.

Attention will also be given to the forms and practices of power, at both the imperial and viceregal levels. Along with acquainting students with the historical development of colonial Latin America, the course seeks to understand the various historiographic approaches to the period, to apply current conceptual tools to the study of the colonial history of the continent, and to analyze the sources of the era. (PUC #IHI0222)

May also be registered as HST 380.36.

(PUC #IHI0222)

HST380.36 History of Colonial Latin America

Taught in Spanish at the Pontificia Universidad Católica and may not be offered every semester. Students will analyze and interpret the social, economic, political and cultural processes that were key in the historical configuration of Latin America during the colonial period in the preferential viceregal regions Mexico and Peru) during the period from the end of the 16th century until the beginning of the 19th century. The course will pay special attention to the processes of constructing colonial societies, from rural to urban, and will review:

  • Material conditions (agriculture, mining, and trade) and economic and demographic dynamics
  • Spanish, indigenous, and African actors
  • Social and interethnic relations
  • Biological and cultural interbreeding
  • Forms of life
  • The introduction of Catholicism, its relationship to indigenous cults, and the forms and practices that religiousness acquired
  • The experiences of spatial and social mobility
  • The administrative order and the impact of the Bourbon reforms during the eighteenth century.

Attention will also be given to the forms and practices of power, at both the imperial and viceregal levels. Along with acquainting students with the historical development of colonial Latin America, the course seeks to understand the various historiographic approaches to the period, to apply current conceptual tools to the study of the colonial history of the continent, and to analyze the sources of the era. (PUC #IHI0222)

May also be registered as LAS 380.36.

BIO380.5 Native Chilean Flora

Taught in Spanish at Pontificia Universidad Católica and may not be offered every semester.  In this course you’ll learn the main characteristics of the native flora of Chile, their biology, taxonomic classification, geographic distribution and economic and phytogeographic importance.

The goals of the course are to:

  1. Differentiate the vegetative and reproductive cycles of the main species of the native communities.
  2. Recognize vegetative and vegetative morphological characteristics, that allow the identification of the main native species.
  3. Compare the phenomorphology of the main native species.
  4. Differentiate the taxonomic groups to which the most important species belong in Chile.
  5. Phylogenetically classify the main taxonomic groups present in the flora of Chile.
  6. Characterize the main families of native vascular plants.
  7. Construct dichotomous keys to identify the main native species.
  8. Acquire a suitable scientific language that facilitates the study of the subject matter of the course.
  9. Explain the origin and factors that have determined the current composition and distribution of the main plant communities of the country.
  10. Recognize the structure and classification of the forest communities of Chile.
  11. Describe the main plant communities of Chile.
  12. Identify the main morph-physiological adaptations of the woody species of the Chilean forests.
  13. Indicate the main climatic, topographical, flowering, fruiting, and disturbance patterns of Chile’s temperate forests.
  14. Know the importance and location of wild protected areas by the state in Chile.
  15. Study mechanisms for the use, commercialization and sustainable use of native species used by humanity.

(PUC #AGC220)

PST380.2 Rural Development

Taught in Spanish at the Pontificia Universidad Católica and may not be offered every semester. This course will help you develop knowledge of public and private policies to improve the living conditions of families in rural areas. Using Chile as a specific case, you will learn the distinctive characteristics of the rural world that justify specific development policies and come to understand in what predictable ways economic development transforms society and rural economies.

You will be able to demonstrate your comprehension of the following topics:

  • Definitions of the terms used in the general economic development literature and the literature specifically oriented to rural development.
  • Trends in rural areas and in the agricultural sector in terms of population statistics, poverty levels (schooling and other socioeconomic characteristics), agricultural production (and international trade, etc.), levels of migration, and other statistics.
  • The role of agriculture and other sources of income for rural households individually and for rural economies more generally.
  • The consequences of the basic models of rural development, territorial development and migration.
  • The specific problems of disadvantaged communities and lagging areas.
  • How to use decision-making models at the household level to predict the consequences of policies.
  • The role of research and development of new species and technologies in the promotion of rural development.
  • Rural development problems and indicators, and the relationship between tools (policies) and indicators. If we are going to appropriate the resources of the taxpayers to implement a specific policy, how do we measure whether the implementation of the policy is achieving the intended objectives?

For matriculated SU students, this course may apply to the Policy Studies Major for Topical Specializations of Business & Government and Health & Human Services.