Ignacio - History tutor - València
Ignacio - History tutor - València

Ignacio profile, diploma and contact details have been verified by our experts

Ignacio

  • Rate ₦8969
  • Response 5h
  • Students

    Number of students accompanied by Ignacio since their arrival at Superprof

    4

    Number of students accompanied by Ignacio since their arrival at Superprof

Ignacio - History tutor - València
  • 5 (5 reviews)

₦8969/h

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  • History
  • General knowledge
  • Civics
  • Philosophy
  • General Studies

With honors in philosophy offers philosophy classes for all levels beginner to expert.

  • History
  • General knowledge
  • Civics
  • Philosophy
  • General Studies

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Super tutor

Ignacio is one of the best tutors in History. They have a high-quality profile, verified qualifications, a quick response time, and great reviews from students!

About Ignacio

About me: My name is Ignacio, and I'm a philosopher. I say it like that, without mincing words, because that's who I am and what I do—not just a CV label. I came to philosophy the way almost everyone who stays does: because of a question that wouldn't leave me alone. I don't remember what the first one was, but I do remember the feeling of discovering that those questions I thought were mine had been asked for two and a half thousand years, and that people smarter than me had already left clues. Since then, I haven't stopped reading, thinking, and discussing. I'm from Valencia, I live here, and I teach from here—online to anyone anywhere, in person to those who live nearby. What interests me: I'm particularly interested in philosophy that gets its hands dirty: applied ethics (what do we do with AI, with animals, with those who will come after us), political philosophy (why we still can't agree on how to live together), and epistemology (how do we know what we think we know, and why are we so wrong?). I also have a soft spot for challenging authors—those who don't fit into textbooks and who, precisely for that reason, are often the ones who most profoundly change your perspective. Nietzsche, Arendt, Wittgenstein, Simone Weil. Authors with whom neutrality is impossible. What I'm like in class: I'm patient but demanding. Patient because I understand that philosophy is difficult at first and that the first time you read Hegel, it seems like the book is badly translated. Demanding because I believe that your time and mine are valuable, and that if you come to class, it's to take something real away—not just to feel like you've accomplished something. I don't like intellectual posturing. Philosophy isn't about appearing profound: it's about better understanding what's happening to you and what's happening around you. If I catch you using a technical term without knowing its meaning, I'm going to ask you to translate it. And if I use it without explaining it, you ask me to explain it. Fair treatment. Why I teach: Because teaching forces me to think more deeply. Every time a student asks me something that seems silly, I discover it wasn't—that there was a gap in my own understanding I hadn't noticed for years. The best classes are the ones that end with both of us learning something. And because I think it's a shame that so many people leave high school believing philosophy is boring. It isn't. It's the most vibrant subject there is. You just need someone to introduce it to you well. That's me, more or less. I can explain the rest better in a class than here.

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About the lesson

  • Primary
  • Secondary
  • WASSCE
  • +1

    • levels :

    Primary

    Secondary

    WASSCE

    Adult education

  • English

All languages in which the lesson is available :

English

My Teaching Method: When most people study philosophy, they do it backward: they start with the answers. They memorize that Plato defended the Forms, that Kant distinguished between phenomenon and noumenon, that Nietzsche announced the death of God. And then, of course, it all sounds like clichés to be repeated on an exam and forgotten three weeks later. Philosophy becomes a museum of strange pronouncements made by dead men. My method does the exact opposite: we start with the questions, not the answers. 1. First, the Problem: No philosopher ever woke up one day and decided to write complicated things for no reason. Each one was trying to solve a specific problem that kept them up at night—and often, that problem is still ours. Before reading a single line of Descartes, we talk about something simple: How do you know you're not dreaming right now? What evidence do you have that the world you see is real? When the student has spent fifteen minutes trying to answer and has realized it's harder than it seemed, then we open up to Descartes. And suddenly, "I think, therefore I am" ceases to be a slogan and becomes what it truly was: the only solid rock a man found after doubting everything. This changes everything. You're no longer memorizing someone else's position; you're watching someone solve a problem you yourself just encountered. 2. Next, the arguments. Once you understand the problem the philosopher was trying to solve, the arguments stop being a list of theses to memorize and become moves within a game. We see how he constructs his solution, step by step, and—this is important—where the weak points lie. Because every interesting philosophy has cracks. Knowing where they are isn't being disrespectful to the author; it's truly understanding him. It's what separates the student who passes with a 7 from the one who gets a 9: the latter not only presents Kant, but also knows how to explain why Hegel thought he had fallen short. 3. Connection to your life or your exam. Here I adapt to your needs: If you're preparing for an exam (university entrance exam, university entrance exam, competitive exam), we translate what we've discussed into the language expected on paper. Text commentary structure, thesis, arguments, context, critical evaluation. I teach you to write answers that the examiner will recognize as "this student has understood." We practice with real questions from past exams. If you read for pleasure or want to think more deeply, we connect what you've read with current debates: ethics with artificial intelligence, Aristotle's politics with today's democracies, Kierkegaard's anguish with your neighbor's anti-anxiety medication. Philosophy didn't stay in the 19th century, and it's very noticeable when a student starts using it to understand the world. 4. Dialogue, not monologue. I don't give lectures. They don't work for me, and frankly, they don't work for anyone, no matter how often they're still done in many classrooms. I ask, you answer, I ask follow-up questions. Sometimes I deliberately lead you into a dead end so you can see why an argument doesn't work. Sometimes you're the one correcting me—and that's perfectly fine, because it means you're thinking. This is what the Greeks called Socratic dialogue, and two and a half thousand years later, it's still the best way to learn how to think. Not because it's traditional, but because what you discover for yourself you never forget. What's dictated to you, you do. 5. Short, well-chosen readings. I'm not going to tell you to "read the Critique of Pure Reason by Tuesday." I'm going to give you three pages—the three pages that matter—and we're going to dissect them together. I'd rather you read a little and understand a lot than the other way around. Over time, you'll read more on your own because you'll want to. That's what usually happens. In a nutshell, I'll teach you to ask yourself the questions philosophers asked, so you understand their answers for what they are: serious attempts to solve serious problems—some brilliant, some unsuccessful, none boring. It works for passing exams and it works for thinking. And, with a bit of luck, after a few classes you won't be able to stop.

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  • ₦8969

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  • 5h: ₦44847
  • 10h: ₦89694

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webcam

  • ₦8969/h

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English

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