skip to main | skip to sidebar
Reflective Online Teaching
My Personal Site for Reflective Teaching
RSS
    Jonathan Acuña Solano, Post Author
    Contact Email: jonacuso@gmail.com

Greed, Brotherhood, and Moral Ruin: Ethical Profiles of the Three Fidalgos in O Tesoiro by Eça de Queirós

Aristocracy, Betrayal, Brotherhood, Characterization, Eça de Queirós, Ethics, Greed, Moral Philosophy, Portuguese Literature, Realism, Wealth 0 comments

 

Greed, mistrust, and decay
AI-generated picture by Prof. Jonathan Acuña Solano in April 2026

Introductory Note to the Reader

     As an avid reader, I have always been deeply enticed by short stories. Their brevity often conceals a remarkable depth, allowing complex human experiences and moral dilemmas to unfold with striking intensity. In the last year, I have embarked on a personal journey of discovery through literature written in Portuguese, an endeavor made possible by my growing proficiency in the language. This journey has not only expanded my literary horizons but has also led me to appreciate the ethical richness embedded in the works of authors such as Eça de Queirós.

     Among these discoveries, O Tesoiro stands out as a compelling narrative that invites reflection on the fragile nature of moral values. If used thoughtfully and pedagogically, short stories like this one can serve as powerful tools to teach younger generations that values and morals are often tested, and sometimes weakened, when confronted with the forces of family loyalty and material ambition. Literature, in this sense, becomes not only a mirror of human behavior but also a guide for ethical reflection.

     I am particularly reminded of a Jordanian saying that has remained with me over the years: “live like brothers, but do business like strangers.” This proverb encapsulates a tension that lies at the heart of Queirós’s story. While it acknowledges the importance of familial bonds, it also recognizes the prudence required when material interests are involved. Yet, in O Tesoiro, the blood bond that unites the three fidalgos proves insufficient to sustain trust and cooperation. Instead of working together, they succumb to suspicion and greed, ultimately sealing their tragic fate.

     Stories set in the age of aristocracy and knights have always fascinated me. They evoke a world governed by ideals of honor, loyalty, and chivalry, ideals that, as Queirós so masterfully demonstrates, are often more fragile than they appear. Through this essay, I invite the reader to explore not only the ethical dimensions of O Tesoiro but also the enduring relevance of its moral lessons in our contemporary world.

Jonathan Acuña Solano


Greed, Brotherhood, and Moral Ruin: Ethical Profiles of the Three Fidalgos in O Tesoiro by Eça de Queirós

 

Abstract

This essay examines the ethical dimensions of the three brothers in O Tesoiro by Eça de Queirós through a detailed analysis of characterization techniques and moral philosophy. By exploring the individual motivations, actions, and psychological transformations of the fidalgos, the study demonstrates how greed, mistrust, and social insecurity lead to their collective downfall. The essay applies frameworks from virtue ethics, deontological ethics, and moral psychology to interpret the brothers’ behavior, drawing on the philosophical contributions of Aristotle, Immanuel Kant, and Friedrich Nietzsche. Additionally, the analysis situates the story within the context of nineteenth-century realism, highlighting Queirós’s critique of aristocratic values and moral decay. Ultimately, the essay argues that the untouched treasure symbolizes the futility of wealth when ethical integrity is absent, reinforcing the timeless moral lesson that material gain cannot compensate for the loss of human values.

Keywords:

Ethics, Greed, Aristocracy, Brotherhood, Moral Philosophy, Realism, Characterization, Betrayal, Wealth, Portuguese Literature, Eça de Queirós

 

 

Resumen

Este ensayo analiza las dimensiones éticas de los tres hermanos en O Tesoiro de Eça de Queirós mediante un estudio detallado de las técnicas de caracterización y de la filosofía moral. A través de la exploración de las motivaciones, acciones y transformaciones psicológicas de los fidalgos, se demuestra cómo la codicia, la desconfianza y la inseguridad social conducen a su trágico desenlace. El análisis se apoya en marcos teóricos como la ética de la virtud, la ética deontológica y la psicología moral, incorporando aportes de pensadores como Aristotle, Immanuel Kant y Friedrich Nietzsche. Asimismo, el ensayo sitúa la obra dentro del contexto del realismo del siglo XIX, resaltando la crítica de Queirós hacia la decadencia moral de la aristocracia. En última instancia, se sostiene que el tesoro no reclamado simboliza la inutilidad de la riqueza cuando falta la integridad ética, subrayando una lección moral atemporal.

 

 

Resumo

Este ensaio analisa as dimensões éticas dos três irmãos em O Tesoiro de Eça de Queirós por meio de uma abordagem baseada nas técnicas de caracterização e na filosofia moral. Ao explorar as motivações, ações e transformações psicológicas dos fidalgos, demonstra-se como a ganância, a desconfiança e a insegurança social conduzem à sua queda trágica. A análise utiliza perspectivas da ética das virtudes, da ética deontológica e da psicologia moral, com base nas contribuições de Aristotle, Immanuel Kant e Friedrich Nietzsche. Além disso, o ensaio contextualiza a narrativa no realismo do século XIX, evidenciando a crítica de Queirós à decadência moral da aristocracia. Por fim, argumenta-se que o tesouro não utilizado simboliza a inutilidade da riqueza quando desvinculada da integridade ética, reforçando uma lição moral de relevância universal.

 





“Dois homens mortos pesavam menos que uma fortuna dividida.” [“O Tesoiro” by Eça de Queirós]


Introduction

The short story O Tesoiro by the Portuguese realist writer Eça de Queirós offers a powerful moral allegory about greed, mistrust, and the collapse of ethical values. The narrative follows three impoverished noble brothers, os três fidalgos, who discover a hidden treasure buried near the ruins of a monastery. What initially appears to be a miraculous opportunity to escape poverty gradually becomes the catalyst for suspicion, betrayal, and death. By the end of the story, all three brothers perish, and the treasure remains untouched, creating a striking image of moral failure and wasted fortune.

Queirós constructs this narrative not merely as a tale of greed but as a critique of aristocratic identity and human moral weakness. The brothers or os fidalgos belong to a declining noble class whose titles survive despite their economic hardship. Their discovery of the treasure therefore represents both a financial opportunity and the possibility of restoring their lost social prestige. However, instead of inspiring cooperation, the treasure awakens fear and selfish ambition among the three brothers.

Using an analytical framework for characterization created by the author of this post, this essay examines the ethical dimensions of the three fidalgos as individual characters. Rather than treating them as a single collective figure, the discussion will analyze each brother’s motivations and moral reasoning separately. Their actions will be interpreted through several philosophical frameworks, including virtue ethics associated with Aristotle, deontological ethics developed by Immanuel Kant, and critiques of moral psychology proposed by Friedrich Nietzsche. Through these perspectives, the story reveals how greed, fear, and social insecurity corrupt the brothers’ judgment and ultimately transform a shared opportunity into a tragic catastrophe.

The Oldest Brother: Ambition and the Illusion of Aristocratic Honor

The eldest of the three fidalgos, Rui, emerges as the most assertive figure in the group. As the senior brother, he naturally assumes leadership in decisions about the treasure and how it has to be divided. However, his leadership is not grounded in moral responsibility but in a sense of entitlement derived from aristocratic tradition.

Early in the narrative, Queirós emphasizes the brothers’ poverty despite their noble lineage. The narrator describes them as noblemen whose lives have been reduced to hardship and wandering. When they discover the buried treasure chest, the sudden possibility of wealth appears almost miraculous. At this moment, the eldest brother expresses enthusiasm and confidence about their future, suggesting that their fortunes have finally changed.

Yet this optimism quickly gives way to suspicion. As the brothers decide to guard the treasure overnight, the eldest brother’s thoughts begin to reveal an emerging moral conflict. The narrator suggests that each brother privately contemplates how the treasure might be claimed individually rather than shared.

One of the most revealing moments occurs when the brothers discuss leaving two of them behind to guard the chest while the other brings food. The scene is described with an atmosphere of restrained anxiety:

“E cada um deles, olhando para os outros dois, pensava em silêncio que talvez aquela riqueza fosse melhor guardada por um só.”

This brief reflection exposes the psychological transformation taking place within the eldest brother and his siblings. The treasure immediately disrupts their fraternal bond by introducing the possibility of exclusive ownership.

From the perspective of virtue ethics, the eldest brother’s reaction reveals a failure of phronesis, or practical wisdom. According to Aristotle, moral virtue requires the ability to deliberate rationally about what constitutes the good life. Individuals guided by virtue act in ways that promote harmony, fairness, and moderation (Aristotle, trans. 2009).          The eldest brother instead demonstrates pleonexia, the desire to possess more than one’s rightful share. Rather than recognizing the moral value of cooperation with his brothers, he begins to see them as potential rivals. His aristocratic identity intensifies this tendency because he associates wealth with honor and social legitimacy. Ironically, the eldest brother’s claim to noble honor becomes meaningless in the presence of temptation. His internal reasoning illustrates how fragile inherited moral codes can be when they are not supported by genuine ethical conviction.

The Middle Brother: Suspicion and the Ethics of Self-Preservation

The second brother, Guanes, occupies a psychologically complex position within the narrative. Unlike the eldest, he does not attempt to assert authority. Instead, his behavior is characterized by observation, calculation, and growing paranoia. The middle brother is particularly attentive to the possibility of betrayal. While guarding the treasure, he studies the behavior of the others carefully, searching for signs that they might attempt to claim the gold alone. This vigilance creates a self-reinforcing cycle of mistrust especially when each one of the brothers decides to keep one of the three keys to open the olden Moorish chest.

Queirós describes the tense atmosphere among the brothers with subtle irony:

“Dormiam pouco, vigiando-se uns aos outros, como se a própria fraternidade se tivesse tornado suspeita.”

This passage illustrates the psychological breakdown of their familial bond. Brotherhood, which should represent loyalty and trust, becomes a source of anxiety. The treasure transforms their relationship into a silent competition in which each brother fears becoming the victim of betrayal. From an ethical perspective, the middle brother’s reasoning reflects what philosophers describe as defensive egoism. He justifies his distrust by imagining the worst possible intentions in the others. Because he assumes that his brothers may betray him, he begins to consider preemptive actions to protect himself.

Within the framework of deontological ethics, such reasoning violates the principle articulated by Immanuel Kant (1785/2012) that individuals must treat others as ends in themselves rather than as means to an end. Kant (1785/2012) argued that moral actions should be guided by universal principles rather than personal advantage. The middle brother’s logic is fundamentally incompatible with this principle. Instead of respecting his brothers as moral equals, he views them primarily as threats. His actions are motivated not by duty or fairness but by the instinct of self-preservation.

However, his reasoning also reveals an important psychological truth about greed. The treasure does not simply create selfishness; it produces fear. Once the brothers begin to imagine betrayal, they feel compelled to act defensively. Their paranoia therefore becomes a self-fulfilling prophecy. This dynamic aligns with the analysis of moral psychology proposed by Thomas Hobbes (1651/1996), who argued that competition for scarce resources naturally generates mistrust and conflict. In such situations, individuals often adopt aggressive strategies to secure their own survival (Hobbes, 1651/1996). In O Tesoiro, the middle brother exemplifies this transformation from cooperation to suspicion. The treasure creates a state of psychological insecurity in which moral principles are replaced by strategic calculation.

The Youngest Brother: Greed, Temptation, and Moral Collapse

The youngest brother, Rostabal, represents the most tragic ethical profile in the story. Unlike the others, he initially appears more impulsive and emotionally expressive. His excitement about the treasure reflects youthful optimism and a longing to escape poverty. However, this same emotional intensity makes him particularly vulnerable to temptation. When the brothers send him to the nearby village to obtain food and wine, he experiences a moment of moral decision. Carrying the provisions back to the treasure site, he suddenly realizes that he could eliminate his brothers and claim the wealth alone.

The narrator describes his reasoning with chilling clarity:

“E enquanto caminhava pela vereda solitária, começou a pensar que dois homens mortos pesavam menos que uma fortuna dividida.”

This reflection reveals the full extent of the youngest brother’s ethical collapse. The value of human life is reduced to a practical calculation about wealth. His brothers cease to be family members and become obstacles to personal gain. From the perspective of moral philosophy, this reasoning illustrates what Friedrich Nietzsche (1887/2007) described as the transformation of values under the influence of desire. Nietzsche (1887/2007) argued that individuals often reinterpret moral principles in ways that justify their own ambitions.

The youngest brother does not openly reject morality; instead, he reframes his intentions as a necessary step toward securing the treasure. His reasoning becomes instrumental: if killing his brothers allows him to obtain wealth and restore his status, he convinces himself that the act is justified. This moral rationalization demonstrates the psychological power of greed. The treasure becomes an absolute value that overrides every other ethical consideration. Even the bonds of blood and family lose their significance.

Ironically, his plan ultimately fails. The same logic of betrayal that motivates him also motivates the other brothers. By the time he returns with the poisoned food, they have already decided to eliminate him. The youngest brother dies before he can enjoy the treasure he hoped to possess alone. His fate illustrates the destructive symmetry of greed: each brother becomes both potential murderer and victim.

Cultural Context and Social Critique

Understanding the cultural context of Queirós’s writing deepens the ethical interpretation of O Tesoiro. As a major figure of nineteenth-century Portuguese realism, Queirós frequently criticized the moral stagnation of traditional institutions, including the aristocracy. The three fidalgos represent a class whose social prestige survives despite economic decline. Their noble titles contrast sharply with their impoverished circumstances. The treasure therefore symbolizes the possibility of restoring their lost social status.

However, Queirós presents this possibility with deep irony. Instead of elevating the brothers, the treasure exposes their moral emptiness. Their aristocratic identity proves incapable of guiding ethical behavior when confronted with temptation. This critique resonates with broader philosophical debates about wealth and morality. Utilitarian philosophers such as John Stuart Mill (1863/2001) argued that ethical actions should promote the greatest happiness for the greatest number. From this perspective, the rational solution for the brothers would be to share the treasure and improve their lives collectively.

Yet they choose the opposite path. Their pursuit of exclusive ownership produces the worst possible outcome: universal loss. No one benefits from the treasure because their greed prevents cooperation. The story thus functions as both a moral allegory and a social critique. By portraying the collapse of aristocratic values, Queirós suggests that inherited status cannot substitute for genuine ethical character.

The Symbolism of the Untouched Treasure

The final scene of the story, three dead brothers lying beside an unopened treasure chest, serves as a powerful symbol of moral failure. The gold remains buried in silence, untouched by those who killed each other to possess it. This image reinforces the story’s central irony. The treasure never truly belonged to the brothers because they lacked the moral integrity required to use it wisely. Instead of bringing prosperity, it reveals their deepest ethical weaknesses.

In philosophical terms, the story illustrates the classical idea that external goods such as wealth have value only when guided by virtue. Without ethical principles, material success becomes destructive rather than beneficial. Queirós therefore transforms a simple narrative about greed into a meditation on human nature. The treasure functions as a test of character, exposing the fragility of moral values when confronted with temptation.

Conclusion

The tragedy of the three fidalgos in O Tesoiro demonstrates how greed, mistrust, and social insecurity can destroy even the strongest bonds of family and honor. Through careful characterization, Eça de Queirós constructs three distinct ethical profiles that illustrate different aspects of moral failure. The eldest brother represents ambition shaped by aristocratic entitlement. The middle brother embodies suspicion and defensive self-preservation. The youngest brother illustrates the destructive power of temptation and moral rationalization. Together, their actions reveal how the pursuit of wealth can corrupt judgment and transform cooperation into violent competition.

Viewed through the lenses of virtue ethics, deontological ethics, and moral psychology, their downfall becomes a broader commentary on human behavior. Their deaths do not result from fate or external enemies but from their own ethical weaknesses. The untouched treasure left behind at the end of the story serves as a powerful symbol: material wealth cannot compensate for the absence of moral character. In exposing the emptiness of aristocratic values and the dangers of unchecked desire, Queirós delivers a timeless ethical lesson about the true cost of greed.

San José, Costa Rica

Friday, April 17, 2026

 


📚 References

Aristotle. (2009). Nicomachean ethics (W. D. Ross, Trans.). MIT Classics Archive.
http://classics.mit.edu/Aristotle/nicomachaen.html

Hobbes, T. (1996). Leviathan. Cambridge University Press. (Original work published 1651).
http://www.gutenberg.org/files/3207/3207-h/3207-h.htm

Kant, I. (2012). Groundwork of the metaphysics of morals. Cambridge University Press. (Original work published 1785).
http://www.earlymoderntexts.com/assets/pdfs/kant1785.pdf

Mill, J. S. (2001). Utilitarianism. Batoche Books. (Original work published 1863).
http://socserv2.socsci.mcmaster.ca/econ/ugcm/3ll3/mill/utilitarianism.pdf

Nietzsche, F. (2007). On the genealogy of morality. Cambridge University Press. (Original work published 1887).
https://www.cambridge.org/core/books/on-the-genealogy-of-morality/0CDBF0D41C5A0A7D7F7E2B1B3B9A6B5A

Walonen, M. K. (n.d.). Chapter 5: Analyzing characterization. Introduction to the Analysis of Fiction.
http://saintpeters.pressbooks.pub/introductiontotheanalysisoffiction/chapter/chapter-5-analyzing-characterization/


Click to enlarge the infographic



Greed, Brotherhood, And Moral Ruin, Ethical Profiles of the Three Fidalgos in O Tesoiro by Eça de Queirós by Jonathan Acuña



Tune in to the podcast version of this article and explore the ideas in a new way.

If the Google Drive player doesn’t load right away, a quick page refresh should do the trick.

Prefer your favorite podcast app? 

Simply copy the link below and paste it into your app to enjoy the conversation wherever you are:

https://podpod.me/rss/1worOGGkLrw1Z.rss




Friday, April 17, 2026


Location: San José, Curridabat, Freses, Costa Rica

0 responses to "Greed, Brotherhood, and Moral Ruin: Ethical Profiles of the Three Fidalgos in O Tesoiro by Eça de Queirós"


Post a Comment

Older Post Home
Subscribe to: Post Comments (Atom)

    Blog Stats

    Blog Stats
    Wednesday, Apr 15, 2026

    Reflective Online Teaching

    Reflective Online Teaching
    Since 2010

    Costa Rica

    Costa Rica
    My Home Country

    550 Posts and counting

    550 Posts and counting

    TESOL Certified Instructor

    TESOL Certified Instructor

    Certified Virtual Instructor

    Certified Virtual Instructor

    PD Talks & NCTE-Costa Rica

    PD Talks & NCTE-Costa Rica

    Copyscape

    Protected by Copyscape

    Blog Archive

    • ▼  2026 (46)
      • ▼  April (4)
        • Greed, Brotherhood, and Moral Ruin: Ethical Profil...
        • The Bamboo Metaphor in Elora Hardy’s TED Talk: Imp...
        • Identity, Fatalism, and Recursive Time: A Structur...
        • From Boards to Screens: Reconfiguring Classroom Re...
      • ►  March (15)
      • ►  February (15)
      • ►  January (12)
    • ►  2025 (81)
      • ►  December (10)
      • ►  November (12)
      • ►  October (11)
      • ►  September (10)
      • ►  August (8)
      • ►  July (7)
      • ►  June (6)
      • ►  May (3)
      • ►  April (4)
      • ►  March (6)
      • ►  February (2)
      • ►  January (2)
    • ►  2024 (28)
      • ►  December (3)
      • ►  November (2)
      • ►  October (4)
      • ►  September (4)
      • ►  August (5)
      • ►  July (3)
      • ►  June (2)
      • ►  May (2)
      • ►  April (3)
    • ►  2023 (6)
      • ►  September (1)
      • ►  August (5)
    • ►  2022 (1)
      • ►  July (1)
    • ►  2020 (54)
      • ►  November (4)
      • ►  October (7)
      • ►  September (11)
      • ►  August (15)
      • ►  July (10)
      • ►  April (2)
      • ►  March (5)
    • ►  2019 (13)
      • ►  August (5)
      • ►  July (8)
    • ►  2018 (11)
      • ►  June (2)
      • ►  May (7)
      • ►  April (2)
    • ►  2017 (6)
      • ►  May (2)
      • ►  April (2)
      • ►  January (2)
    • ►  2016 (101)
      • ►  November (4)
      • ►  October (7)
      • ►  September (10)
      • ►  August (4)
      • ►  May (22)
      • ►  April (17)
      • ►  March (21)
      • ►  February (14)
      • ►  January (2)
    • ►  2015 (53)
      • ►  November (5)
      • ►  October (13)
      • ►  August (4)
      • ►  July (8)
      • ►  June (5)
      • ►  May (14)
      • ►  April (4)
    • ►  2014 (40)
      • ►  October (5)
      • ►  September (11)
      • ►  August (4)
      • ►  June (3)
      • ►  May (8)
      • ►  April (5)
      • ►  February (1)
      • ►  January (3)
    • ►  2013 (46)
      • ►  December (1)
      • ►  November (1)
      • ►  October (3)
      • ►  September (5)
      • ►  August (6)
      • ►  July (7)
      • ►  June (6)
      • ►  May (7)
      • ►  April (1)
      • ►  March (4)
      • ►  February (3)
      • ►  January (2)
    • ►  2012 (17)
      • ►  December (3)
      • ►  November (4)
      • ►  October (4)
      • ►  September (6)
    • ►  2011 (5)
      • ►  September (2)
      • ►  August (2)
      • ►  January (1)
    • ►  2010 (46)
      • ►  December (9)
      • ►  November (14)
      • ►  October (3)
      • ►  March (4)
      • ►  February (8)
      • ►  January (8)

    Labels

    • #EdChat (8)
    • #LTTO (14)
    • A Princess of Mars (1)
    • A Tale of Two Cities (1)
    • A Woman fo No Importance (1)
    • A1 Learners (1)
    • ABLA (9)
    • Academic Integrity (1)
    • Academic Research (9)
    • Adaptive Learning (1)
    • ADDIE Model (7)
    • Adult Education (1)
    • Adult ELT (1)
    • Adult Learners (3)
    • Adult Learning (1)
    • Adventure Fiction (1)
    • Affective Filter (2)
    • Afro-Caribbean Lore (1)
    • Agile Professional Development (1)
    • AI Detection (1)
    • AI Ethics (1)
    • AI in ELT (1)
    • Alberto Delgado Alvarez (1)
    • Aldous Huxley (1)
    • Aldus Huxley (1)
    • Alexander Luria (5)
    • Algorithmic Bias (2)
    • Alienation (1)
    • Anansi (1)
    • Ancient Astronaut Theory (1)
    • Ancient Mysteries (1)
    • Andragogy (5)
    • Andy Curtis (1)
    • Angelology (2)
    • Animal Consciousness (1)
    • Animal-Machine (1)
    • António Vieira (1)
    • Aouda (1)
    • Apps for Education (1)
    • Archaeology (1)
    • Archetypal Analysis (1)
    • Archetypes (1)
    • Archimedes (1)
    • Aristocracy (1)
    • Arsène Lupin (1)
    • Art and Technology (1)
    • Artificial Intelligence (2)
    • Artistic Philosophy in ELT (1)
    • Assessment (12)
    • Assessment in Action (2)
    • Assessment Literacy (1)
    • Assessment Practices (6)
    • ASSURE (1)
    • Asynchronous Tools (2)
    • Attention Span (1)
    • Augustine (1)
    • Aural/oral skills (1)
    • Authenticity (1)
    • autonomous learning (1)
    • Autonomy (1)
    • Bamboo (1)
    • Baroque Thought (1)
    • Barthesian Analysis (6)
    • Behavior (1)
    • Being vs. Having (1)
    • Benjamin Button (1)
    • Bergson (1)
    • Betrayal (2)
    • Bettelheim (1)
    • Biblical Monotheism (1)
    • Biblical Text Analysis (1)
    • Big Data (6)
    • Bilingualism (1)
    • Biopolitics (1)
    • Blended Learning (1)
    • BlendIt Course (8)
    • Blind Faith (1)
    • Bloom's Taxonomy (5)
    • BNCs (9)
    • Board Work (2)
    • Book Critique (2)
    • Book of Enoch (1)
    • Book of Job (1)
    • Book of Revelation (1)
    • Bookmarking Sites (1)
    • Bourgeois Society (1)
    • Brave New World (1)
    • Brazilian Literature (4)
    • Brazilian Romanticism (2)
    • Breakout Rooms (3)
    • British Council (17)
    • Brotherhood (1)
    • Bureaucracy (3)
    • Burnout Prevention (1)
    • Cain (1)
    • Carl Jung (3)
    • Case Study (4)
    • Catalog of Rubrics (1)
    • Catholic Storytelling (1)
    • CEF (2)
    • CEFR (1)
    • CEFR-Aligned Assessment (1)
    • Centro Universitario de Desarrollo Intelectual (1)
    • Character Analysis (3)
    • Character Development (1)
    • Characterization (3)
    • Charles Dickens (1)
    • Christian Demonology (1)
    • Civil Obedience (1)
    • Civilization (1)
    • Classical Biography (1)
    • Classical Literature (1)
    • Classroom Interaction (2)
    • Classroom Management (8)
    • Classroom Organization (1)
    • Classroom Practice (1)
    • Classroom Routines (1)
    • Cloud Reader (1)
    • CLT (4)
    • Coaching (1)
    • Coaching in Teacher Classroom Observation (2)
    • Code of Ethics (1)
    • Cognition (1)
    • Cognitive Load (1)
    • Collaborative Learning (1)
    • Collectivism (1)
    • Colombian Poetry (1)
    • Color Motifs (1)
    • Communicating about Uncertainty (1)
    • Communicative Competence (4)
    • Communicative Language Teaching (6)
    • Communities of Practice (2)
    • Community of Practice (8)
    • Comparative Mythology (1)
    • Comparative Religion (2)
    • Competency-Based Learning (9)
    • Conformity (2)
    • Conformity Pressure (1)
    • Connectivism (1)
    • Conscience (1)
    • Constructive Alignment (1)
    • Constructivism (1)
    • Contemporary Aesthetics (1)
    • Contemporary Short Fiction (1)
    • Content Assimilation (1)
    • Content Design (1)
    • Cooperative Learning (2)
    • CoP (3)
    • Corrective Feedback (1)
    • Costa Rica (2)
    • Costa Rican Literature (1)
    • Course Project (2)
    • Creativity (1)
    • critical skills (1)
    • Critical Thinking (1)
    • Critical Thinking Skills (2)
    • Cultural Allegory (1)
    • Cultural Assimilation (1)
    • Cultural Centers (1)
    • Culture (11)
    • Culture Framework (2)
    • Culture Teaching (8)
    • Curriculum Design (3)
    • Curriculum Development (6)
    • Custom eLearning (2)
    • Custom Training (1)
    • Dante Alighieri (2)
    • Dante Studies (2)
    • Data Science (7)
    • Data-Driven Teaching (5)
    • Data-Informed Leadership (1)
    • David Fincher (1)
    • DDT (1)
    • Death (1)
    • Deborah Tannen (1)
    • Deductive Grammar Instruction (2)
    • Deep Ecology (1)
    • Dehumanization (1)
    • Demonology (2)
    • Demonology and Devil-Lore (2)
    • Demythologization (1)
    • Deontology (1)
    • Desire (1)
    • Determinism (1)
    • Developmental Feedback (1)
    • Diane Larsen-Freeman (1)
    • Dictator (1)
    • Didactics (4)
    • Differentiation (3)
    • Digital Culture (1)
    • Digital Inequality (1)
    • Digital Pedagogy (2)
    • Digital Resources (1)
    • Dignity (1)
    • Dino Buzzati (1)
    • Discourse Analysis in ELT (1)
    • Distance Education (2)
    • Dualism (1)
    • Dysfunctional Families (1)
    • Dystopia (2)
    • Dystopian Fiction (1)
    • Dystopian Society (1)
    • E-Portfolios (1)
    • Eça de Queirós (5)
    • Eco-Criticism (1)
    • Edgar Rice Burroughs (2)
    • Education and Learning (34)
    • Education Policy (2)
    • Education Technologies (9)
    • Educational Evolution (1)
    • Educational Leadership (1)
    • Educational Philosophies (1)
    • EFL/ESL Activities (1)
    • El Clis de Sol (1)
    • eLearning (1)
    • Electracy (1)
    • ELF (1)
    • ELL (17)
    • Elohim (3)
    • Elora Hary (1)
    • ELT (58)
    • ELT Conference (1)
    • ELT Institutions (1)
    • ELT Leadership (1)
    • ELT Methodology (1)
    • ELT Pedagogy (2)
    • ELT Professional Development (3)
    • ELT. Teacher Growth (1)
    • Emotional Intelligence (1)
    • Emotional Literacy (2)
    • Emotional Repression (1)
    • Empathy (1)
    • English Grammar (3)
    • English Language Teaching (12)
    • English Teaching (1)
    • Enkidu (1)
    • Environmental Destruction (1)
    • Environmental Philosophy (1)
    • Envy (1)
    • Epistemology (1)
    • Eric Mazur (1)
    • Erich Fromm (4)
    • Error Correction (1)
    • Escape from Freedom (1)
    • Eschatology (1)
    • Esotericism (1)
    • ESP (2)
    • Ethical Inaction (1)
    • Ethical Judgments (1)
    • Ethical Leadership (1)
    • Ethical Sacrifice (1)
    • Ethics (46)
    • Ethics Analysis (2)
    • Ethics Education (1)
    • Ethics of Care (1)
    • Etiological Storytelling (1)
    • Evaluating Digital Tools (1)
    • Evaluation (4)
    • Evil (1)
    • Executives' School (9)
    • Existentialism (1)
    • Ezekiel (1)
    • F. Scott Fitzgerald (1)
    • Fairy Tales (2)
    • Faivre (1)
    • False Positives (1)
    • Fatalism (2)
    • Fear (1)
    • Feedback (5)
    • Female Identity (1)
    • Flipped Classroom (1)
    • Flipped Learning (1)
    • Formative Assessment (5)
    • Forums (1)
    • Fossilization (1)
    • Frames-Based Teaching (1)
    • Framing in Discourse (1)
    • Frankenstein (1)
    • Franz Kafka (1)
    • Freedom (1)
    • French Literature (1)
    • Freudian Analysis (3)
    • From theory to practice (2)
    • Frommian Analysis (2)
    • Fulfillment (1)
    • Future for Education? (2)
    • Gabriel Escorcia Gravini (1)
    • Gamification (1)
    • George Orwell (1)
    • Global Competence (1)
    • Global Ethics (7)
    • Gnosticism (1)
    • Gothic Literature (1)
    • Grading Ranges (1)
    • Grammar (3)
    • Greed (1)
    • Group Dynamics (2)
    • Group Work (2)
    • Guest Author (1)
    • Guided Practice (2)
    • H. G. Wells (1)
    • H.P. Lovecraft (3)
    • Haiku (2)
    • Hanegraaff (1)
    • HD Brown (1)
    • Hebrew Mythology (1)
    • Hermeticism (2)
    • Hero’s Journey (1)
    • Higher Education (49)
    • Higher Education Ethics (1)
    • Historical Context (1)
    • Historical–Biographical Criticism (1)
    • History (2)
    • Holistic Education (1)
    • Homerton College Cambridge Course (2)
    • Hootcourse (1)
    • Horacio Quiroga (1)
    • Human Dignity (1)
    • Human Rights (1)
    • Human-Centered Narrative (1)
    • Human-Centered Pedagogy (1)
    • Humanistic Morality (1)
    • Hybrid and Blended Learning (61)
    • Hybrid In-person Teaching (1)
    • Hybrid Learning Models (1)
    • Identit (1)
    • Identity (1)
    • Ideology (2)
    • Idioms (1)
    • Iktomi (1)
    • Imagery (2)
    • Inclusive Education (1)
    • Inclusive Pedagogy (2)
    • Independent Practice (1)
    • Indianism (1)
    • Indigenous Heroism (1)
    • Individuation (2)
    • Inductive Grammar Instruction (2)
    • Inferno XXXIII (1)
    • infographic (1)
    • Institutional Culture (1)
    • Institutional Improvement (1)
    • Institutional Memory (1)
    • Instruction-Giving (1)
    • Instructional Design (4)
    • Instructional DesignBritish Council (1)
    • Integration of Technology into Teaching (10)
    • Interaction (1)
    • Interaction Patterns (2)
    • Intercultural Awareness (1)
    • Interdisciplinary Inquiry (1)
    • Interlanguage (1)
    • Interventions in ELL (1)
    • Irony (3)
    • Isaac Asimov (1)
    • Issus (1)
    • Italian Literature (1)
    • Jacqueline Alves Souza (1)
    • Jacques de Molay (1)
    • Jacques Lacan (4)
    • James Knowles (1)
    • James Thurber (1)
    • Japanese Folklore (1)
    • Jehovah (1)
    • Jeremiah (1)
    • Jewish Apocalypticism (1)
    • Jewish Mysticism (1)
    • John Carter (1)
    • José de Alencar (2)
    • JotForm (1)
    • Journey to the Center of the Earth (1)
    • Jules Verne (3)
    • Jungian Analysis (8)
    • Just-in-Time Training (1)
    • Kabbalah (1)
    • Kahlil Gibran (2)
    • Kathleen M. Bailey (1)
    • Kindness (1)
    • King Arthur and his knights (1)
    • Kirkpatrick Model (15)
    • Knight Templars (1)
    • Knowledge (1)
    • Kurt Vonnegut (1)
    • La gran miseria humana (1)
    • La Insolación (1)
    • Lacan (1)
    • Lacanian Analysis (7)
    • Language (1)
    • Language Competences (1)
    • Language Education (2)
    • Language Institutions (1)
    • Language Learning (15)
    • Language Series Comparative Analysis (1)
    • Language Teaching (8)
    • Latin American Literature (3)
    • Laureate Course Module 3 Teaching with Technology (19)
    • Laureate Educator (4)
    • Laureate Educator in the XXI Century (2)
    • Laureate Educator-Week 1 (1)
    • Laureate Educator-Week 2 (1)
    • Laureate Educator-Week 3 (1)
    • Leadership (10)
    • Learner Agency (1)
    • Learner Attention (1)
    • learner autonomy (3)
    • Learner Diversity (3)
    • Learner Engagement (1)
    • Learner Grouping (2)
    • Learner-Centered Pedagogy (1)
    • Learner-Centeredness (1)
    • Learning (8)
    • Learning Activities (1)
    • Learning Analytics (1)
    • Learning Objectives (2)
    • Learning Preferences (1)
    • Learning Styles (1)
    • Learning Technologies (1)
    • Leopoldo Lugones (1)
    • Les Demoiselles d’Avignon. Pablo Picasso (1)
    • Lesson Closure (1)
    • Lesson Design (2)
    • Lesson Openings (1)
    • Lesson Planning (6)
    • Lev Vygotsky (4)
    • Libraries (1)
    • Life is a Dream (1)
    • Life Stories (1)
    • Linguistics (2)
    • Listening (1)
    • Literary Analysis (8)
    • Literary Criticism (26)
    • Literary Ethics (1)
    • Literary Psychology (1)
    • Literature (35)
    • LMS (6)
    • Lord’s Prayer (1)
    • LOTI Profile (5)
    • Love (2)
    • Lycurgus (1)
    • Machado de Assis (2)
    • Machiavellian Narration (1)
    • Mãe (1)
    • Magón (1)
    • MakerSpace (1)
    • Manuel González Zeledón (1)
    • Marcel Duchamp (6)
    • Marcellus (1)
    • Marxist Literary Approach (1)
    • Mary Shelly (1)
    • Materials Design (1)
    • Maurice Leblanc (1)
    • Meaning of Justice (1)
    • Melodrama (1)
    • Mentalism (1)
    • Mentorship (1)
    • MEP (Ministerio de Educación Pública) (1)
    • Metacognition (3)
    • Metadata (1)
    • Metaphor (1)
    • Metaphysics. Self-Mastery (1)
    • Methodology (3)
    • Micro-Ethics (1)
    • microcelebrities (1)
    • Microlearning (1)
    • Mimetic Desire (1)
    • Mind Maps (2)
    • Mindfulness (12)
    • Misogyny (1)
    • Mistake vs. Error (1)
    • Mixed-Ability Classes (1)
    • Mixed-Methods Research (4)
    • Mobile Learning (1)
    • Modeling in ELT (1)
    • Modern Realism (1)
    • Modernity (1)
    • Modular Learning (1)
    • Moncure Daniel Conway (5)
    • MOOCs (1)
    • Moodle (5)
    • Moral Agency (1)
    • Moral Allegory (1)
    • Moral Biography (1)
    • Moral Cannibalism (1)
    • Moral Education (1)
    • Moral Lesson (1)
    • Moral Philosophy (1)
    • Moral Responsibility (1)
    • Moral Theology (2)
    • Moral-Humanistic Criticism (1)
    • Morality (1)
    • Motherhood (1)
    • Motivation (3)
    • Music and Learning (1)
    • Myth Interpretation (1)
    • Myth of Evil (1)
    • Mythic Narrative (1)
    • Mythological Archetypes (1)
    • Mythology (1)
    • Narrative Distance (1)
    • Narrative Empathy (1)
    • Narrative Irony (1)
    • Narrative Structure (4)
    • Narrative Voice (1)
    • Nature (1)
    • Nature Spirits (1)
    • Necropolitics (1)
    • Needs Assessment (3)
    • Netiquette (1)
    • Network Community (1)
    • NGL (1)
    • Nicaraguan Literature (2)
    • Nicatesol (1)
    • Nietzsche (1)
    • Nive Events of Instruction (1)
    • Nonviolent Communication (6)
    • ñor Cornelio Cacheda (1)
    • Noticing Hypothesis (1)
    • Nouns in English (1)
    • Novice Teachers (3)
    • Nudos (1)
    • Objective Writing (1)
    • OER (1)
    • Off-the-Shelf Learning (1)
    • Online Community (1)
    • Online EFL (1)
    • Online Instruction (55)
    • Online Language Teaching (2)
    • online learning (47)
    • Online Learning Programs (1)
    • Online Persona (9)
    • Online Program Design (1)
    • online teaching (8)
    • Online Teaching Approach (1)
    • Online Teaching Practices (72)
    • Oral Assessment (1)
    • Oral Communication (1)
    • Oral Skills (2)
    • Organizational Learning (1)
    • Orientalism (1)
    • Oscar Wilde (1)
    • Padre Luis Coloma (1)
    • Paideia (1)
    • Paper.li (1)
    • Passepartout (1)
    • Pater Noster (1)
    • Paul of Tarsus (1)
    • Paz a los muertos! (1)
    • PBL (1)
    • PD (2)
    • Peace to the Dead! (1)
    • Pedagogy (2)
    • Pedro Calderón de la Barca (1)
    • Peer Instruction (1)
    • Penitence (1)
    • Penny Ur (2)
    • Persona (1)
    • Personal Learning Networks (2)
    • Pessimism (1)
    • Phileas Fogg (1)
    • Philip K. Dick (1)
    • Philosophy (1)
    • Phonemics (4)
    • Phonetics (4)
    • Phonotactics (3)
    • Pilot Programs (1)
    • PLEs and PLNs for Lifelong Learning Competencies Week 1 (1)
    • Plot Analysis (1)
    • Plutarch (6)
    • Poetry (2)
    • Poetry Analysis (1)
    • Political Discourse (1)
    • Political Heroism (1)
    • Political Terminology (1)
    • Popol Vuh (1)
    • Population Control (1)
    • Portuguese Literature (3)
    • Portuguese Realism (1)
    • Postcolonialism (1)
    • Posthumanism (1)
    • Pride (1)
    • Procrustean Syndrome (1)
    • Produsage (1)
    • Produser (1)
    • Professional Capital (2)
    • Professional Competencies (1)
    • Professional Development (10)
    • Professional Growth (1)
    • Professional Identity (1)
    • Projec-Based Learning (1)
    • Promethean Myth (1)
    • Pronunciation (7)
    • Psychoanalysis (2)
    • Psychological Analysis (1)
    • Psychological Resilience (1)
    • Psychological Transformation (1)
    • Psychology (1)
    • Public Speaking (1)
    • Purgatorio XI (1)
    • Qualitative Research (4)
    • Quantitative Research (4)
    • Rapport (2)
    • rationality (1)
    • Reading (1)
    • Reading and Vocabulary (2)
    • Realism (2)
    • Recruitment (1)
    • Recycling in Education (1)
    • Reflective Communities (1)
    • Reflective Evaluation (2)
    • Reflective Journaling (5)
    • Reflective Practice (17)
    • Reflective Reading (1)
    • Reflective Teacher Communities (1)
    • Reflective Teacher Leadership (1)
    • Reflective Teaching (60)
    • Religious Authority (1)
    • Religious Critique (1)
    • Religious Evolution (1)
    • Research (9)
    • Resilience (2)
    • Responsibility (1)
    • Return on Investment (1)
    • Richard Schmidt (2)
    • Risk Communication (1)
    • Robert Frost (1)
    • Robert Gagné (2)
    • ROI (1)
    • ROI in ELT (1)
    • Roland Barthes (3)
    • Roman Conquest (1)
    • Roman Offices (1)
    • Roman Republic (1)
    • RTC (1)
    • Ruben Puentedura (1)
    • Rubric-Based Planning (1)
    • Rubrics (3)
    • Samael (1)
    • SAMR Model (1)
    • Scaffolding (2)
    • Schema (1)
    • Scholasticism (1)
    • Science Fiction (2)
    • Science Fiction Studies (1)
    • Scoop.it! (1)
    • Second Language Acquisition (5)
    • Secret Societies of the Middle Ages (1)
    • Self-Fulfilling Prophecy (1)
    • Semantic Change (1)
    • Semiotics (2)
    • Sentence Patterns (1)
    • Sermão de Santa Teresa (1)
    • Shadow (2)
    • Short Films (1)
    • Short Stories (4)
    • Short Story Analysis (1)
    • Simplicity (1)
    • Sioux Legends (3)
    • Sir Gareth (1)
    • Sir Gawain (1)
    • Sir Lancelot (1)
    • Sir Tristam (1)
    • Skepticism (1)
    • Sketchpads (1)
    • Skill Gap Analysis (1)
    • SLA (4)
    • Slavery in Brazil (1)
    • Social Agency (1)
    • Social Criticism (1)
    • Social Language (3)
    • Social Media (29)
    • Social Networking in Education (3)
    • Social Perception (1)
    • Social Satire (1)
    • Social Transformation (1)
    • Son of Man (1)
    • Sparta (1)
    • Speaking (1)
    • Speaking Scenarios (1)
    • Stephen Krashen (1)
    • Sticky Curriculum (1)
    • Storytelling (1)
    • Strategies for online teaching (2)
    • Student Agency (1)
    • Student Assessment (1)
    • Student Engagement (1)
    • Student Interest (3)
    • Student Motivation (2)
    • Student Talk Time (1)
    • Student Tips (2)
    • Sumerian (1)
    • Summative Assessment (2)
    • Supervision (1)
    • Sustainability (2)
    • Symbolic Philosophy (1)
    • Symbolism (3)
    • Synchronous Online Teaching (1)
    • Syntax (2)
    • Syracuse (1)
    • Task-Based Instruction (1)
    • Task-Based Language Teaching (1)
    • Task-Based Learning (1)
    • TBI (1)
    • TBLT (2)
    • Teacher Agency (2)
    • Teacher Development (23)
    • Teacher Education (1)
    • Teacher Evaluation (2)
    • Teacher Feedback (2)
    • Teacher Identity (2)
    • Teacher Inquiry (1)
    • Teacher Mentoring (2)
    • Teacher Mentorship (1)
    • Teacher Observation (1)
    • Teacher Professional Development (2)
    • Teacher Reflection (2)
    • Teacher Training (5)
    • Teacher Well-being (4)
    • Teacher Well-Being. Kirkpatrick Model (1)
    • Teacher–Student Relationships (1)
    • Teaching (47)
    • Teaching Adolescents (1)
    • Teaching ePortfolio (1)
    • Teaching Grammar (2)
    • Teaching Models (1)
    • Teaching Online (9)
    • Teaching Philosophy (4)
    • Teaching Portfolio (1)
    • Teaching Practices (49)
    • Teaching Practicum (22)
    • Teaching Presence (2)
    • Teaching Styles (8)
    • Teaching Tips (9)
    • Teaching With Technology (4)
    • Teaching With Technology-Week 1 (1)
    • Teaching With Technology-Week 2 (1)
    • Teaching With Technology-Week 3 (2)
    • Teaching With Technology-Week 4 (4)
    • Teaching With Technology-Week 5 (3)
    • Teaching With Technology-Week 6 (2)
    • Teaching With Technology-Week 7 (3)
    • Teaching With Technology-Week 8 (2)
    • Teaching With Technology-Week 9 (1)
    • Tech Tip (5)
    • Technocriticism (1)
    • Technological Assessment (2)
    • Technology Use Tips (1)
    • TED (1)
    • Templars (1)
    • Temporal Paradox (1)
    • Temporality (1)
    • Testing (1)
    • The Art of Loving (1)
    • The Assassins (1)
    • The Book of Proverbs (1)
    • The Butterfly Circus (1)
    • The Cats of Ulthar (1)
    • The Data Scientist (5)
    • The Epic of Gilgamish (1)
    • The Gods of Mars (1)
    • The Kybalion (2)
    • The Loincloth (1)
    • The New Normal (1)
    • The Noticing Hypothesis (2)
    • The Outsider (1)
    • The Prophet (2)
    • The Real (1)
    • The Road Not Take (1)
    • The Skull (1)
    • The Time Machine (1)
    • Theater Criticism (1)
    • Themistocles (1)
    • Theophoric Names (1)
    • Theseus (1)
    • Thomas Keightley (2)
    • Thomistic Ethics (1)
    • Thomistic Grace (1)
    • Tolkien (1)
    • Transformation (1)
    • Trickster (1)
    • Trinity (1)
    • Turnitin (1)
    • UCC (1)
    • Ugarit (1)
    • Ugolino (1)
    • Universidad Mariano Gálvez (2)
    • Unreliable Narration (1)
    • Unreliable Narrator (1)
    • Utilitarianism (1)
    • Vengeance (1)
    • Videoconferencing Platforms (1)
    • Virtual Classroom Features (1)
    • Virtual Classroom Management (1)
    • Virtual Classrooms (1)
    • Virtual Learning Environments (8)
    • Virtual Teaching (5)
    • Virtualized Teaching (1)
    • Virtue (1)
    • Visual Literacy (1)
    • Visual Scaffolding (1)
    • VLE (47)
    • VLEs (38)
    • Vocabulary learning (10)
    • WAS (14)
    • Wealth (1)
    • Web 2.0 (4)
    • Web search engine options (1)
    • Web Tools (6)
    • WebQuests (1)
    • Western Esotericism (1)
    • Western Mysticism (1)
    • Wilbert Salgado (12)
    • William Elliot Griffis (1)
    • Working Adult Student (5)
    • Workplace Dynamics (1)
    • writing (2)
    • Writing Skills (1)
    • Yahweh (1)
    • Yzur (1)
    • Zecharia Sitchin (1)
    • ZPD (1)

Copyright © All Rights Reserved. Reflective Online Teaching | Converted into Blogger Templates by Theme Craft