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title: '8 broad themes'
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#### 8 main subject areas
to meet 3 requirements :
**An outside world to understand and master**
* Perceptions of the outside world ⟹ *experimental sciences*.
* Internal logic and mental representations ⟹ *ability to model the world*.
* Environmental, social, and economic interactions ⟹ *ability to understand and master technologies*.
**An inner self to know**
* A being in search of meaning ⟹ what science reveals about our *origins and fundamentals*.
* An inner physical body ⟹ the knowledge of our *body and its needs*.
* An inner psychic being ⟹ the knowledge of our *thinking being and its cognitive biases*.
**A being in interaction with the outside world** (physical, social and technological):
* A relational being, which *perceives other beings and perceives himself 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 coherent and progressive training
* in **4 levels**
* **from basic to undergraduate level**
* carried out by the *same pedagogical team* to ensure continuity
*to better adapt to these situations experienced by young learners :*
* ##### I have never studied this before, I am going to fail
_“I didn't take the ‘Optics’ course when I was in high school, I will not be able to understand now…”_
When studying **at level N, I can instantly return to level N-1** (or review both in parallel) *to fill a gap or review a concept or a prerequisite*.
* ##### It is too abstract. Is there a concrete connection ?
_“This concept is mathematically complex. Where can I see its application in everyday life? Is it something I know and experience ?”_
*Behind the level 4 mathematical complexity* of a phenomenon, its **description at base level is close to what I feel and experienced daily**, to what I understand with words.
* ##### What to study next year ? No idea... I know nothing about university studies !
_“I am interested in that specific subject at level N. But what does it look like at level N+1? Or N+2? Which mathematical concepts are required ? Will it really suit me ?”_
If I am still in high school, **I can have a look at how this subject is taught at university**, and determine if my interest is *simply cultural, or* if I am *ready to go further into the complexity and abstraction* of this subject at university.
* ##### This is not for me. I wouldn't stand a chance!
_“This field fascinates me. But it is not for me… no one in my family is familiar with this field of science, no one will be able to help me. It is not for ‘us’”_
**I can study gradually, at my own pace**, over a period of a few months to a few years. And what is beyond a “standard course”, the whole *cultural aspect of the subject is here part of the pedagogy*.
* ##### It would be too difficult for me to go back to school
_“The circumstances of life ... Now I have the motivation, but I have had a two-year break… I’ve forgotten everything and I’ll never be able to go back to school, or attend university”_.
**I can start again at level N that I used to have**, *go back at any time to level N-1 if necessary, and prepare level N+1*.
* ##### This education leads nowhere
_“Why study now? This training is a dead end! I will never be able to progress any further. Higher education is off-limits to me”_.
I can see–in real time–that **M3P2 delivers progressive learning, starting at a base level and leading to an undergraduate level**, *as taught in partner universities*.
* ##### 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."_
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?"_
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?"_
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*
_The white and red points on the figure._
**Pedagogical pathway** : *teaching of a specific topic in the 4 different levels*
_The yellow line that joins the red points on the figure._
_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*.
_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.
_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 :
- one personal training objective
- some prerequisites to be mastered, suggested by a partner university before applying.
* a *challenge*, example :
- a program for admission tests in a partner university
* a *pedagogical agreement* between a student and its university, example :
- 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*