Unit rationale, description and aim
Thinking deeply about what it is to be a human being is itself a distinctively human activity. This unit, which is available in ACU’s Core Curriculum, introduces students to a wide range of topics in this field, as they examine key concepts, theories and debates concerning a range of matters. These include issues, such as the nature of mind and its relation to the body; the basis of personal identity and the ’self’; the relationship between rationality and emotion; the meaning and extent of personal freedom; the inter–personal nature of being human; the significance of gender & sexuality, race & ethnicity, ability & disability; considerations about the meaning of life; and the implications of human finitude and mortality. The unit aims to assist students to develop an understanding of key philosophical debates, in the context of the Catholic intellectual tradition, enabling them to reflect on their beliefs and assumptions and to engage with the views of others. It also looks to enhance students’ skills in critical reflection on experience, the analysis of arguments, and the formulation and communication of coherent positions of their own.
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.
Describe some of the central problems and importa...
Learning Outcome 01
Analyse key debates in philosophical anthropology...
Learning Outcome 02
Develop reasoned responses to key debates in the ...
Learning Outcome 03
Content
Topics may include:
- Theories of mind, body and soul;
- Historical and contemporary understandings of what makes humans distinct;
- Foundational understanding and skills in critical analysis and argumentation;
- The meaning of gender/sexuality, race/ethnicity, ability/disability;
- Understandings of personal identity and the ‘self’;
- The social nature of being human, and the common good;
- The meaning and extent of personal freedom and creativity;
- The relationship between reason, emotion and knowledge;
- The human quest for meaning, value, and fulfilment;
- The implications of human finitude & mortality.
- The place of religion and the transcendent in human experience.
Assessment strategy and rationale
To pass this unit, students are required to achieve an overall minimum grade of pass (50%).
The assessment strategy is designed to enable students to display achievement of all learning outcomes.
To assure assessment in the age of Gen AI, as well as enhance authenticity, assessment is integrated with engagement in class. This involves written and oral activities that assess understanding of key concepts and debates about being human, as well as discussion with peers and the production of individual pieces of work. Application of these debates to contemporary issues is emphasised.
Task 1 asks students to explain key ideas or approaches discussed in the unit. This task enables achievement of Learning Outcome 1. It is a low-risk task fostering core skills which will be further developed in Tasks 2 and 3.
Task 2 invites students to develop a project which analyses key themes in the unit. The focus of this task is on enabling students to display achievement of Learning Outcomes 2 and 3.
In Task 3, students reflect on their range of learning across the unit, and apply key insights to contemporary contexts. Task 3 enables students to display achievement of all three learning outcomes.
Overview of assessments
Task 1: In-class assessment task Requires student...
Task 1: In-class assessment task
Requires students to explain and engage some key concepts and theories.
20%
Task 2: Critical Analysis Project Requires s...
Task 2: Critical Analysis Project
Requires students to analyse key debates
40%
Task 3: Reflection and application task Requires ...
Task 3: Reflection and application task
Requires students to reflect critically on the key themes of the unit and apply insights to specific contemporary contexts.
40%
Learning and teaching strategy and rationale
This unit is offered as a flipped classroom, drawing on the standard 150 hours of focused learning. Students are required to complete online modules as well as attend on-campus seminars, where some assessment will be conducted.
The collaborative learning aspect emerges most strongly through interactions in the class or online forums, which require students to engage critically with one other in thinking through key problems.
Students are asked to define key terms and approaches, analyse and integrate new information with existing knowledge, draw meaningful new connections, and then apply what they have learned to contemporary contexts. Active participation in this unit is an essential element of student learning, reflected in the assessment strategy. Learning is aimed to be engaging and supportive, helping students to develop critical thinking and reflection skills by engaging with a wide range of approaches and perspectives.
Because of the humanities-based nature of the unit, the learning strategy aims to help students develop skills in analysis, critical thinking, reflection, and the interpretation of complex and nuanced themes, and then to relate these themes back to their own contexts. In this way, the student is placed at the centre of learning, which is an active and relevant process.