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title: '8 broad themes'
media_order: 'my-anxiety-en.jpg,viajar-en.jpg,mis-certezas-falsas-en.jpg,m3p2-circuits-LR-en.png,m3p2-8-domaines-LR-fr.png,m3p2-8-domaines-LR-es.png,paysage-v10-en.jpg,paysage-v9-es.jpg,paysage-v9-fr.jpg,planet_earth.jpg,m3p2-pathways-LR-es.png,m3p2-pathways-LR-fr.png,m3p2-pathways-LR-en.png,m3p2-8-domaines-LR-en.png,m3p2-circuits-LR-es.png,m3p2-circuits-LR-fr.png,mis-certezas-falsas-fr.jpg,viajar-fr.jpg,my-anxiety-es.jpg,mis-certezas-falsas-es.jpg'
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visible: true
---

#### 8 major themes
to meet 3 requirements :

![](m3p2-8-domaines-LR-en.png)

**An outside world to understand and master**
* Perceptions of an external world: towards the *experimental sciences*.
* Internal logic and mental representations: towards our *ability to model the world*.
* An impacting technological environment: towards our ability to *understand and master technologies*.

**An internal being to know**
* A being in search of meaning : towards what science reveals about our *origins and fundamentals*.
* An internal physical body : towards the knowledge of our *body and its needs*.
* An inner psychic being : towards the knowledge of our *thinking being and its cognitive biases*.

**A being interacting with the external world** (physical, social and technological)
* A relational being, which *perceives other beings* and *is perceived through others*.
* A relational being, who understands, *communicates and acts* with others, *in a team*, *in society*, *internationally*.
* A being whose *actions* have a *societal, ethical and environmental impact*.


#### A progressive and consistent training

* in **4 levels**
* **from basic to undergraduate level**
* writtened by the **same pedagogical team** for consistency

*to better adapt to these youngs' situations :*

![](my-anxiety-en.jpg)

* ##### I didn't study this before, I will fail
 _" I didn't take this option 'Optics' when I was in high-school, I will not be able to understand now… "_<br>
	When stuying **at a level N, I can instantly return to level N-1** (or see both in parallel)  *to fill a gap or review a concept or a prerequisite*.
    
* ##### It is too abstract, what about concrete ?
 _" This concept is mathematically complex. Where can I see its application in everyday life? Is it something I know and experience ? "_<br>
*Behind the mathematical complexity at level 4* of a phenomenon, its **description at first level is close to what I feel and experienced daily**, to what I understand in words.

* ##### What to study next year? No idea... I know nothing about university studies...
 _" I am interested in that specific topic at this level N. But how does it look like at level N+1? N+2? What mathematic is required ? Does it really suit me?_<br>
If I am still in highschool, **I can have a look of the topic at university level**, and determine if my interest is *simply cultural, or* if *I am ready to go further with the complexity and abstraction* of this topic at university. 


![](mis-certezas-falsas-en.jpg)

* ##### It's not for me, I would not have a chance
 _"This subject fascinates me. But it is not for me, nobody in my family knows in that fields of sciences, nobody will be able to help me …  It is not for "us""_<br>
**I can study very progressively, at my own speed** over a period of a few months to a few years. And what is outside a "standard course", all the *cultural aspect of the topic is here part of the pedagogy*.

* ##### Start again studies would be too difficult for me
 _"Life circumstances  … 
Now I have the motivation. But I have had a break of 2 years … I’ve forgotten everything, and I’ll never be able to go back to school .. or prepare university
"_<br>
**I can start again from the level that he had**, *come back at any time to level N-1 if necessary, and prepare level N+1*.

* ##### This teaching leads to nothing
 _"Why to study now? This formation casts me from any studies at university level. I will never be able to go further. 
Higher education is forbidden for mi …"_<br>
I can see in real time, that **M3P2 displays a same progressive training, that starts at basic level and leads to  undergraduate level**, *as acquired in the partners' university*.

#### An intercultural training in español, francés y inglés

**In each topic** of the M3P2 curriculum :
*  an **international pedagogical team** realized the structure and the pedagogical contents. 
*  each of **the partner universities validate the pedagogical content** (in a balanced collaboration between European and Latin America partners). 

*to better adapt to these youngs' situations :*

![](viajar-en.jpg)

* ##### What I like are sciences, not languages
 _"I am only interested in technology and sciences. I am not so good in foreign language, but never mind, it is not so important."_<br>
I am encouraged to choose at least two languages, and **one mode of exposition display in parallel the courses in the chosen languages** : text, audio, video (see "Pedagogical method"). 

* ##### I will not recognize the scientific vocabulary
_"I do an exchange with a partner university. I master the scientific prerequistes, but there the language will be different. I am excited, but in a same time a little anxious : will I recognize the technical words and expressions?"_<br>
The courses are identical in the 3 languages, **I can train to identify the equivalent turns of phrases and technical and scientific vocabulary** between the languages.

* ##### I will never have opportunity to travel...
 _"For me, to travel is an utopic dream... I will never have the opportunity to travel.. so ... why should I be interested in the intercultural aspect and foreign languages?"_<br>
Sometimes, it is easy for young people to travel, sometimes it is an achievable goal, and sometimes it can appear to be an utopic dream. Even in this last case, opportunities can come and **I am encouraged to discover this intercultural aspect, and prepare**.


#### A teaching in four levels

**Pedagogical stage** : *teaching of a specific topic at a specific level*<br>
_The white and red points on the figure._

**Pedagogical pathway** : *teaching of a specific topic in the 4 different levels*<br>
_The yellow line that joins the red points on the figure._

![](m3p2-pathways-LR-en.png)<br>
_schematic view of the M3P2 structure : the pathway_

**By level of increasing difficulty**, the stages in a pathway are called :
*plain , hills, foothills* and *mountain*.

![](paysage-v10-en.jpg)<br>
_Progressing on the pathways of knowledge will require training and perseverance, but do not forget that with time you will see further, the perspective will be more beautiful, and your step more assured and enduring._

**Foothills and mountain pathways** : courses corresponding to a undergraduate level given in the universities.

**Plain pathways** : what everyone should know.

**Hill pathways** : no direct correspondence with high school programs.

!!!! *M3P2 is not a site of preparation for the various baccalaureates* in the countries of the partner institutes. If you are a high school student, M3P2 can help you understand some of the course points, but it *can not and should not be taken as a substitute for high school education*.

#### A set of levels attributed to all topics

**Pedagogical circuit** : when *one stage is assigned to each pathways* of the curriculum, the *set of all these stages* constitutes a pedagogical circuit.

![](m3p2-circuits-LR-en.png)<br>
_schematic view of the M3P2 structure : the circuit_

#### An training objective to achieve

**Pedagogical project** = a *targeted pedagogical circuit  +* a *date* of achievement.

It can be :
* a *soft pedagogical project*, examples :<br>
&nbsp;&nbsp;- one personal training objective<br>
&nbsp;&nbsp;- some prerequisites to be mastered, suggested by a partner university before applying.<br>

* a *challenge*, example :<br>
&nbsp;&nbsp;- a program for admission tests in a partner university

* a *pedagogical agreement* between a student and its university, example :<br>
&nbsp;&nbsp;- a training program to validate before be accepted in the next academic year.

#### Validated pedagogical contents and projects

**pedagogical team in a topic** : 
* **composed of** *teacher-researchers and researchers from partner universities* on this subject, *external profesors and researchers*, *experts in the domain*, *external contributors*.
* **international** : partner universities achieve geographical balance Europe - Latin America
* **defines** the *structure of the curriculum*, **produces** the *pedagogical contents*

**partner universities** on a given theme:
**validate together** the *quality of the pedagogical contents*
**can individually propose** *one or more pedagogical circuits*



