Year
2024Credit points
10Campus offering
Prerequisites
(THBS501 Biblical Studies OR THBS562 Introducing the Scriptures ) AND (THCT500 Foundations of Christian Faith OR THCT563 Introducing Theology )
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 include a residential intensive.Unit rationale, description and aim
The Enhancing Catholic Schools Identity (ECSI) Project is deployed throughout Victorian Catholic dioceses as a tool for enhancing Catholic identity in schools within an increasingly secular and pluralist environment. It provides a theoretical framework and language that assists staff, students and school communities in clarifying their Catholic identity and beliefs, ascertaining the Catholicity of their school and confirming their future direction and practices. Embedded in Victorian Catholic schools, it is also being adopted by a number of other dioceses across Australia, and extended into parishes. In this unit, participants will examine critically the theological foundations, theoretical tools, practical applications, and implications of ECSI, in order to enhance their engagement with it.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 | Analyse and evaluate the theological implications of the ECSI project, including the implications for authentic Christian witness | GC1 |
| LO2 | Explain key Christian beliefs in terms reflecting the frameworks for belief and thought of different historical and cultural contexts | GC7 |
| LO3 | Recontextualise and communicate key Christian beliefs with attentiveness to the contexts of those with whom they may be in dialogue (including factors, for example, such as developmental readiness, religious affiliation and so on) | 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 include a residential intensive.
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: Critical Analysis of Theological Background For example: essay, annotated bibliography (2000 words) | 40% | LO1 | GC1 |
Assessment 2: Analysis of ECSI results For example: written report, oral presentation (1500 words) | 30% | LO2 | GC7 |
Assessment 3: Critical reflection on Personal Challenges For example: podcast, reflection papers | 30% | LO1, LO2, LO3 | GC1, GC2, GC7 |
Representative texts and references
Boeve, L. “Religious Education in a Post-Secular and Post-Christian Context.” Journal of Beliefs & Values: Studies in Religion & Education 33 (2012): 143-156.
--- “The Identity of a Catholic University in Post-Christian European Societies: Four Models.” Louvain Studies 31 (2006): 238-58.
Hutsebaut, D. (1996) “Post-Critical Belief. A New Approach to the Religious Attitude Problem.” Journal of Empirical Theology 9.2 (1996): 48-66.
Lombaerts, H. & D. Pollefeyt (ed.), Hermeneutics and Religious Education. Leuven: Peeters, 2004.
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., & Bouwens, J., Dialogue as the Future. A Catholic Answer to the 'Colourisation' of the Educational Landscape, English translation of the Dutch article: 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. & J. Bouwens. “Framing the Identity of Catholic Schools. Empirical Methodology for Quantitative Research on the Catholic Identity of an Education Institute.” International Studies in Catholic Education 2(2) (2010): 193-210.
Sharkey, Paul. Educators Guide to Catholic Identity. Vaughan Publishing, 2015.
Wulff, D. M. Psychology and Religion. Classic and Contemporary Views. New York: Wiley, 1991, 1997.