Unit rationale, description and aim
This unit investigates the doctrine of the Trinity and its centrality to Christian faith and life. The scriptural foundations of the doctrine of the Trinity will be explored.. The doctrine's development including key patristic debates, will be examined. Key Trinitarian theologies will be evaluated, from Augustine and Aquinas to Barth and Rahner. Finally, various theological approaches to the revealed mystery of God will be considered in the light of contemporary worldviews and interfaith dialogue.
The aim of the unit is for students to show an understanding of Trinitarian theology by explaining and evaluating significant perspectives, methods, and issues in this area, in the light of contemporary and historical contexts. Moreover, this unit will assist students to develop a critical understanding of the relevance and implications of Trinitarian belief to the life of individual Christians, the church and diverse 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.
Explain the scriptural origins of the Christian co...
Learning Outcome 01
Evaluate the post-biblical development of the Chri...
Learning Outcome 02
Assess the significance of key Trinitarian theolog...
Learning Outcome 03
Propose a critical understanding of the practical ...
Learning Outcome 04
Content
Topics will include:
- Questions to do with method in Trinitarian theology, including the use of analogy, critical and constructive hermeneutics;
- The foundations of Trinitarian doctrine in the Scriptures;
- The emergence and historical development of Trinitarian doctrine in the Patristic era;
- The Trinitarian theologies of Augustine and Aquinas;
- Modern Trinitarian theologies of Barth and Rahner;
- The Trinity and its interconnection with Christian understandings of creation, Church, grace, and liturgy;
- The Trinity and contemporary concerns, such as interfaith dialogue, spirituality and creation.
Assessment strategy and rationale
The assessment tasks for this unit are designed for students to demonstrate their achievement of each learning outcome.
Given the alignment of learning outcomes to the assessment tasks, in order to pass this unit, students are required to attempt all assessment tasks and achieve a mark of 50% or higher.
Task 1 asks students to explain the scriptural origins of Christian faith in the Trinity, in order to demonstrate achievement of learning outcome 1.
Task 2 asks students to evaluate key classic and contemporary approaches to the Trinity, so as to address learning outcome 2.
Task 3 invites students to either assess the significance of a key Trinitarian theology through history; or, propose an argument for the practical implications of Trinitarian belief and theology in the life of Christians and the church, especially in light of contemporary concerns. This task is particularly aimed to address learning outcome 3 and 4.
Overview of assessments
Descriptive Task: Requires students to explain t...
Descriptive Task: Requires students to explain the scriptural origins and main developments of the doctrine.
20%
Evaluative Essay: Requires students to evaluate ...
Evaluative Essay: Requires students to evaluate a key approach to the Trinity, whether classic or modern
40%
Extended Written Task: Requires students to eith...
Extended Written Task: Requires students to either: assess the significance of a Trinitarian theology through history; or develop an argument for why Trinitarian faith has specific practical implications and relevance in the life of Christians and for the Christian community.
40%
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 or supervision. 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 emphasised.
THCT213 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.