Unit rationale, description and aim
“Spiritual accompaniment, important first and foremost for self-knowledge, … is an indispensable condition for discernment. Looking at oneself in the mirror … does not always help….. Instead, looking at oneself in the mirror with the help of another … helps a great deal because the other tells you the truth– when he or she is truthful – and in this way helps you.”
“He or she who accompanies does not substitute the Lord, does not do the work in the place of the person accompanied, but walks alongside him or her, encouraging them to interpret what is stirring in their heart, the quintessential place where the Lord speaks." (Pope Francis, 2023).
Graduates of programs in Ignatian spiritual direction need dispositions of openness and humility and highly developed listening skills. In this unit, students continue their practical preparation for the ministry of spiritual direction in the Ignatian tradition. They practise spiritual direction skills in triad groups, learning how to use Ignatian frameworks and adapted forms of the Exercises to help directees understand their method and dynamic. The aim of the unit is to develop students’ skills in spiritual direction and to reflect critically on the implications of their learning for their practice.
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.
Present advanced knowledge of the ways in which th...
Learning Outcome 01
Model foundational dispositions, attitudes and key...
Learning Outcome 02
Analyse feedback from peers and supervisors on acc...
Learning Outcome 03
Apply the Spiritual Exercises creatively as a mean...
Learning Outcome 04
Content
Topics will include:
- The First Week: introduction to the method, process, and dynamics of the First Week; some particular elements and the role of the director;
- The Second Week: introduction to the method, process, and dynamics of the Second Week; particular elements and the role of the director;
- The Third Week: The Role of the Director;
- The Fourth Week: and the Role of the Director;
- The Contemplation to Attain Love;
- Defense mechanisms including: transference, resistance, projection, and rigidity;
- Practical skills in spiritual direction.
Assessment strategy and rationale
To pass this unit, all assessment tasks must be attempted and the student must receive an overall grade of DISTINCTION. AI may not be used in this unit.
The assessment strategy of the unit has been designed to deepen students’ understanding and self-appropriation of the Spiritual Exercises. All three Assessment Tasks are designed to assess the quality of the students’ reflexive praxis in spiritual direction activities and assist them to transition to supervised independent practice. 2 and 3, in particular support authentication of students’ understandings, skills and abilities, needed for professional practice. Assessment Task 1 is designed to provide students with the opportunity to evaluate their learning from the triad groups. Assessment Task 2 is designed to give students the opportunity to share with others these learnings from their experience as a director, directee and observer in the triads. Assessment Task 3 is designed to assist students to consolidate their learning by reflecting critically on their experience of this apostolic instrument.
Overview of assessments
Reflective practice review on triad work (linked t...
Reflective practice review on triad work (linked to the literature) (1500-words). This task is designed to provide students with the opportunity to evaluate their learning from the triad groups. Students must incorporate relevant insights from the literature as well as feedback provided by their peers and unit supervisor who has observed their practice.
30%
15-minute presentation, with accompanying notes (1...
15-minute presentation, with accompanying notes (1500-word equivalent). Presentation on the student’s experience in triad groups. This task is designed to give students the opportunity to share with others their learnings from their experience as a director, directee and observer in the triads. Students must incorporate the feedback provided by their peers and unit supervisor who has observed their practice.
30%
Oral examination on the theory and practice of giv...
Oral examination on the theory and practice of giving the Exercises. This task is designed to assist students to consolidate their learning by reflecting critically on their experience of this apostolic instrument. Students must incorporate the feedback provided by their peers and unit supervisor who has observed their practice.
40%
Learning and teaching strategy and rationale
This unit involves 150 hours of focused learning, which reflects the standard volume of learning for a unit in a university qualification of this Australian Qualifications Framework type.
The unit is normally offered in online scheduled mode, using a flipped classroom model. This means that students undertake preparatory learning activities independently and are well prepared to engage, question and collaborate with other students and teaching staff in the online classroom. After each session, students reflect critically on their personal experience and observations in light of feedback and materials in the unit. As the cycle is repeated, students bring new understandings to bear on further issues and ideas, so that each cycle of learning deepens the one before. Students co-construct a supportive and encouraging learning community through their active participation in classes.