Spain ESO Curriculum - Social/Moral Studies

The Social/Moral studies curriculum in Spain's ESO (Compulsory Secondary Education) system is designed to foster ethical reflection and critical thinking among students. It is presented as an alternative to religious studies and aims to equip students with the necessary tools for rational and objective value judgments, guiding their conduct, personal lives, and social interactions.

Valores Éticos (Ethical Values) is a compulsory subject in all four years of ESO. The curriculum is structured around three main axes:

1. Upholding the principles of the Spanish Constitution: This includes promoting the full development of human personality while respecting democratic principles of coexistence and fundamental rights and freedoms, as outlined in the Universal Declaration of Human Rights (UDHR). 2. Fostering student autonomy: The curriculum encourages students to become active agents in their own development, making free and rationally grounded choices based on ethical values and personal effort. This helps them develop their own thoughts and life projects, consciously and critically exercising their freedom. 3. Building a just and equitable society: The curriculum promotes active participation of citizens who are aware of and respect ethical values, recognizing human rights as a universal reference for conflict resolution, equality, political pluralism, and social justice.

Curriculum Content (4º ESO): The curriculum for 4º ESO covers several key topics, including:

• Human dignity: Exploring the concept of human dignity as the foundation of the UDHR, emphasizing inherent human attributes and inalienable universal rights.
• Interpersonal relationships: Examining the principles that should govern relationships between citizens and the state, based on the UDHR, and discussing the role of ethical reflection in a globalized society.
• Ethical reflection: Recognizing the need for ethical regulation in a rapidly changing world, considering the challenges and opportunities for personal life projects based on freely chosen ethical values. This includes studying ethical theories, such as Kantian ethics and the Ethics of Discourse.
• Justice and politics: Understanding democracy as a way of life and the role of the citizen in political life, promoting human rights, and reflecting on the duty of citizens and states to promote ethical values in a globalized world.
• Ethical values, law, and human rights: Appreciating the need for legal frameworks to guarantee respect for human rights, discussing dilemmas where ethical and civic duties conflict, and valuing the UDHR as a set of inalienable ideals. This includes exploring the role of institutions and volunteers working to defend human rights.
• Ethical values and science/technology: Identifying criteria for critically evaluating scientific and technological projects, considering their ethical implications and the need for ethical codes of conduct for scientists, technologists, and other professionals.

Methodology: The curriculum emphasizes active learning methodologies, including debates, group work, text analysis, and the use of technology. It also encourages student participation in designing and developing the learning process.

Evaluation: Assessment is based on a combination of exams (70%) and assignments/activities (30%). Evaluation criteria include the correct use of concepts, adequacy of responses, content mastery, logical coherence, argumentation, and the ability to relate philosophical theories and concepts.

This curriculum is part of the broader ESO framework in Spain, which is governed by the LOMLOE (Organic Law of Modification of the LOE). The LOMLOE aims to promote competency-based, autonomous learning and emphasizes the importance of developing key competencies, including critical thinking, problem-solving, social and civic skills, and cultural awareness.