Year
2024Credit points
10Campus offering
Prerequisites
THCT605 Enhancing Catholic Identity: Introducing the Leuven Project , THBS501 Biblical Studies OR THBS562 Introducing the Scriptures , THCT500 Foundations of Christian Faith OR THCT563 Introducing Theology , 30cps in 600-Level Theology units
Teaching organisation
This unit involves 150 hours of focused learning, or the equivalent of 10 hours per week for 15 weeks. The total includes formally structured learning activities such as lectures, tutorials, online learning, video-conferencing, or supervision. The remaining hours typically involve reading, research, and the preparation of tasks for assessment. This unit may be offered in residential mode.Unit rationale, description and aim
The Enhancing Catholic Schools Identity (ECSI) Project from Leuven relies on the capacity of teachers and others to witness authentically to Christian faith while bringing it into rich and open dialogue with persons of all ages and faith perspectives - including atheistic perspectives - in contemporary contexts. This inherently theological task is known as "recontextualisation." In this unit, participants will explore key Christian beliefs and ways in which they have been and can further be recontextualised to promote personal transformation and meaningful dialogue in their Catholic or other Christian contexts.
Learning outcomes
To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.
Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.
Explore the graduate capabilities.
| Learning Outcome Number | Learning Outcome Description | Relevant Graduate Capabilities |
|---|---|---|
| LO1 | Explain the theological foundations of the ECSI project and the hermeneutic-communicative model | GC1 |
| LO2 | Demonstrate an understanding of the theoretical framework for the ECSI instrument | GC2 |
| LO3 | Interpret data generated by the ECSI instruments accurately and with insight with respect to personal areas for growth | GC2 |
Content
Topics will include:
Learning and teaching strategy and rationale
This unit involves 150 hours of focused learning, or the equivalent of 10 hours per week for 15 weeks. The total includes formally structured learning activities such as lectures, tutorials, online learning, video-conferencing, or supervision. The remaining hours typically involve reading, research, and the preparation of tasks for assessment. This unit may be offered in residential mode.
Assessment strategy and rationale
A range of assessment procedures will be used to meet the unit learning outcomes and develop graduate attributes consistent with University assessment requirements. Such procedures may include, but are not limited to: essays, reports, examinations, student presentations or case studies.
Overview of assessments
| Brief Description of Kind and Purpose of Assessment Tasks | Weighting | Learning Outcomes | Graduate Capabilities |
|---|---|---|---|
Assessment 1: Theological Recontextualisation For example: Essay | 50% | LO1, LO2, LO3 | GC1, GC2 |
Assessment 2: Communication Task For example: Presentation to a School Board | 50% | LO1, LO2, LO3 | GC1, GC2 |
Representative texts and references
Boeve, L. Lyotard and Theology: Beyond the Christian Master Narrative of Love. Philosophy and Theology Series, London, UK: Bloomsbury T&T Clark, 2014.
--- God Interrupts History. London: T & T Clark Continuum, 2007.
Dillen, A. & D. Pollefeyt. “Catechesis Inside Out. A Hermeneutical Model for Catechesis in Parishes.” The Person and the Challenges 1.1 (2011): 151-177.
Horner, Robyn. “Jesus and the Woman Caught in Adultery: Phenomenology as Lectio Divina.” Forthcoming in Illuminating Scripture: Phenomenological Approaches to the Bible. Ed. Adam Wells. New York: Fordham University Press, 2016.
--- “The Problem of Evil and Original Sin.” Trans. of “Problème du mal et péché des origines.” Trans. Jean-Yves Lacoste. Recherches de Science Religieuse 90.1 (mars 2002): 57-79.
Lombaerts, H. & D. Pollefeyt. “The Emergence of Hermeneutics in Religious Education Theories: An Overview,” in H. Lombaerts & D. Pollefeyt (eds.), Hermeneutics and Religious Education (betl, 180), Leuven: Peeters, 2004, p. 3-53.
Pollefeyt, D., & Bouwens, J. “Dialogue as the Future. A Catholic Answer to the 'Colourisation' of the Educational Landscape.” Trans. of Dialoog als Toekomst. Een Katholiek Antwoord op de Verkleuring van het Onderwijslandschap, in P. Keersmaekers, M. van Kerckhoven & K. Vanspeybroeck (ed.), Dialoogschool in Actie! Mag Ik er Zijn Voor U? Antwerpen: Halewijn / VSKO / VVKHO: 2013, 49-60.
Pollefeyt, D. and J. Bouwens. Identity in Dialogue: Assessing and Enhancing Catholic School Identity. Research Methodology and Research Results in Catholic Schools in Victoria, Australia. Berlin: Lit Verlag, 2014.
Pollefeyt, D. “Difference Matters. A Hermeneutic-Communicative Concept of Didactics of Religion in a European Multi-Religious Context.” Journal of Religion Education 56.1 (2008): 9-17.
Pollefeyt, D. “Interreligious Dialogue Beyond Absolutism, Relativism and Particularism. A Catholic Approach to Religious Diversity,” in J. Roth & L. Grob (ed.), Encountering the Stranger: A Jewish, Christian, Muslim Trialogue. Washington, DC: University of Washington Press, 2013.