Current world problems

This seminar is designed as a unique opportunity to move beyond rote memorization and foster critical and analytical thinking. In a world where global problems—such as climate change, economic inequalities exacerbated by globalization, geopolitical conflicts stemming from mass migrations, and political polarization—are intricately intertwined, the Social Sciences and History provide essential theoretical tools for understanding their roots and dynamics. This interdisciplinary approach is crucial in education, especially for professionals in training as teachers or academic coordinators, who require not only factual knowledge but also the skills to interpret data, debate evidence, and propose ethical interventions.

Similarly, the seminar addresses the challenges of contemporary education, where digital and transversal skills are paramount. In Colombia and Latin America, contexts marked by structural inequalities and environmental vulnerabilities, this activity empowers participants to connect theory with pedagogical practice.

Furthermore, it fosters active citizen participation, aligned with national educational policies that emphasize global citizenship education. In a landscape where phenomena such as the rise of populism, disinformation on social media, and the energy transition demand collective responses, the seminar equips participants with a robust theoretical framework—inspired by authors such as Ulrich Beck (risk society) and Amartya Sen (human capabilities)—to lead transformative processes in classrooms, institutions, and communities.

Finally, the justification lies in its long-term transformative potential. By connecting past history with present challenges, the seminar cultivates intellectual and ethical resilience, preparing generations for an uncertain future marked by advances in AI, climate migration, and geopolitical reforms. In the Colombian context, where comprehensive peace and the implementation of environmental agreements are priorities, this initiative strengthens training in critical social thinking, contributing to sustainable national development.

GENERAL PURPOSE:

To problematize approaches and perspectives on current world problems, addressing the main social, political, economic and environmental challenges facing the contemporary world.

SPECIFIC OBJECTIVES:

• To develop in the student the ability to analyze current problems using the methods and instruments of the social sciences that contribute to the establishment of a new paradigm.
• To promote in the student the development of critical, logical and reflective thinking that allows its application in other areas of knowledge, starting from the analysis of problems and conflicts both internal and international, thus promoting transversality.

• Globalization and new interdependencies
• Contemporary political and democratic crisis
• Social and economic inequality
• Armed conflicts and international security
• Climate change and environmental problems
• Global health and pandemics
• Emerging technologies and society
• Culture, power and diversity
• Human rights and social justice

• Bodemer, K. (1998). Globalization. A concept and its problems. New society, 156 (6), 54-71. 
• Beas Rodríguez, M. (2025). Towards a new globalization. Redefining global and regional interdependence in global value chains
• Puerta Riera, MI (2016). Crisis of democracy: A journey through the debate in contemporary political theory. Espiral (Guadalajara), 23(65), 09-43.
• Amendola, A., & Dell'Anno, R. (2010). Social inequality, economic development and the Kuznets curve: an analysis in Latin America. Studiositas, 5(3), 39-68
• Kahhat, F. (2019). International security: a critical introduction. PUCP Publishing Fund.
• Campos, MRM, Martínez, JR, Sarduy, MIR, & Concepción, JAC. Dialogue between academia and politics: challenges in the face of climate change. The experience of FLACSO-Cuba Program. Latin America and the Caribbean., 224.
• Şencan, İ. (2021). Global health emergencies during the pandemic and their challenges. International Journal of Health Sciences, 15(2), 45-59. 
• Ramírez, DJS (2024). Global health and the COVID-19 pandemic: a holistic analysis. Revista Facultad Nacional de Salud Pública , 42(1), 1-15. 
• Jacome, O. (2021). Emerging technologies in the learning society. Scientific Journal Hallazgos21, 6(1), 101-110
• Canclini, NG, & Martinell, A. (2009). Cultural diversity and power in Ibero-America. Ibero-American Thought, 4, 1-3.
• Alfaro Ponce, MA, & Hernández Galicia, F. (2019). New social problems and Human Rights. Guanajuato Human Rights Center. 

The basic requirements for taking a seminar are:

• Availability of at least 4 hours per week to dedicate to the seminar course.
• Internet access.
• Reasonable handling of communication and computer tools.
• Language proficiency in the language in which the course will be taught. The official languages ​​are Spanish and Portuguese.

The seminars last 10 weeks, plus the completion of a final project. A total of 90 hours of dedication will be credited.

A course consists of ten classes, each accompanied by required reading bibliography, supplementary bibliography, discussion forums and training activities proposed by the teaching team, partial deliveries and a final project.
The course is online and asynchronous. Some instructors may propose synchronous activities. In those cases, the time and date will be agreed upon beforehand between the instructors and the students to ensure everyone's participation. Attendance at synchronous sessions is not mandatory.
To pass the seminar, you must participate in at least 80% of the discussion forums and activities proposed by the teachers, have completed the scheduled partial deliveries, and pass the final work.

The possible payment methods are by credit card or bank transfer.