Unit rationale, description and aim
In THCT100, students were introduced to the study of theology and its major branches. As a necessary next step, this unit considers the nature of theology itself, its history, sources and methods. It analyses the place of Scripture, Tradition and the teaching authority of the Church in the development of theology through a study of key moments and figures in the history of theological investigation. It introduces a range of contemporary theological methods and their relation and application to current issues.
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.
Explain the main sources of Christian theology in ...
Learning Outcome 01
Analyse the perspectives, contexts, methods and co...
Learning Outcome 02
Evaluate key themes of Christian theology, taking ...
Learning Outcome 03
Content
Topics will include:
- Definition of theology in the Catholic/Christian tradition;
- Delineation of theological method in relation to other disciplines;
- Overview of key stages in the history of Catholic theology;
- Exploration of the essential elements and sources of theological reflection: Scripture, Tradition, reason and experience;
- Introduction to main figures in contemporary Catholic and Christian theology;
- Analyse current themes, challenges and foci of theological reflection
Assessment strategy and rationale
In order to pass this unit, students are required to attempt all assessment tasks and achieve an overall grade of Pass (50% or higher).
The assessment tasks for this unit are designed for students to demonstrate their achievement of each learning outcome.
Assessment task 1 enables students to display achievement of LO 1 and analyse the four key theological sources and their interconnections with each other. Building on this, Assessment Task 2 requires students to select a key theologian and analyse their sources, perspectives and methods, providing students with the opportunity to show achievement of LO 2.
The essay (assessment task 3) enables students to bring together and apply the spectrum of learning gathered in the unit about the sources, methods and content of theology by demonstrating deep understanding of one area of theology.
Overview of assessments
Written analysis: Requires students to analyse t...
Written analysis:
Requires students to analyse the four key sources of theology: Scripture, Tradition, reason and experience, indicating how the sources relate to each other.
20%
Presentation with written component: Requires s...
Presentation with written component:
Requires students to analyse the ideas, sources and methods of a theologian in the Catholic/Christian tradition.
30%
Essay: Requires students to demonstrate clear a...
Essay:
Requires students to demonstrate clear and deep understanding of an area of theology by writing an entry into a new dictionary of theology aimed at undergraduate theology students.
50%
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 and online learning. The remaining hours typically involve reading, research, and the preparation of tasks for assessment.
The unit is normally offered in attendance mode or multi-mode. Students learn through formally structured and sequenced learning activities that support the achievement of the learning outcomes. Students are asked to critically reflect, analyse, and integrate new information with existing knowledge, draw meaningful new connections, and then apply what they have learned. Collaborative and peer learning is also emphasized.
THCT220 emphasises students as active, adult learners. Students are recognised as adult learners who engage best when what they are learning is relevant to them and gives them the opportunity to be responsible for their own learning. In many ways, the student is the one who drives the learning forward, and their active participation in this unit is essential. Learning is designed to be an engaging and supportive experience, which helps students to develop critical thinking and reflection skills.