Unit rationale, description and aim
This unit introduces the student to moral theology, particularly in the Catholic tradition. It examines foundational perspectives in moral theology and how these may be related to specific contemporary moral questions.
Understanding and being able to apply complex moral theological reasoning and argument to ethical issues of the day is an important component of theological formation. If theology is about the human quest to understand God, then moral theology is about the human desire to understand and live out the implication of that theology in the moral life. This is especially important in a world characterised by secularity and pluralism, where good moral theological arguments are always accessible to human reason and not simply matters of ‘faith’.
This unit introduces the student to moral theology, particularly in the Catholic tradition. It examines foundational perspectives in moral theology and how these may be related to specific contemporary moral questions.
The aim of this unit is to help students to acquire the knowledge and develop the understanding and skills needed for them to engage with complex moral theological concepts within the Catholic intellectual tradition. The development of such knowledge and skills can guide future behaviours, meet ministerial and employment needs, provide a basis for further study, and support the flourishing of students and their community.
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.
Analyse and assess the complementary roles played ...
Learning Outcome 01
Demonstrate an awareness of the importance of cons...
Learning Outcome 02
Relate the teachings and insights of moral theolog...
Learning Outcome 03
Content
Topics will include:
- Sources of moral theology: scripture, tradition, human experience, the human sciences, and ‘natural law’;
- The relationship between Christian faith and ethics;
- The nature of the moral person: a relational being with moral commitments and obligations;
- Freedom, responsibility, conscience, character and the virtues; the dignity of the human person;
- Theological ethical reasoning in a Catholic context; the role of authority and Church teaching;
- The application of theological ethics to moral problems.
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.
Task 1: The extended written task asks students to crystalize their thought through analysis of theoretical issues covered in the early stages of the unit, so as to lay the groundwork for applications to contemporary issues later in the unit. It addresses Learning Outcomes 1 and 2.
Task 2: Building on the theoretical knowledge assessed in Task 1, students apply the theory and methods of moral theology in oral form. The oral medium is chosen in this case to encourage to students to develop ways of articulating theoretical and moral arguments as a core competency of theological studies and particularly relevant to moral discourse. Learning outcome 3 and Graduate attributes 3 and 5 are the focus.
Task 3: Students demonstrate their understanding of the theoretical considerations and practical applications of moral theology in an examination. The examination, which may be centrally administered, or by the school, or online via Canvas, and may be open or closed book, requires students to consolidate their theoretical and practical knowledge in a relatively short space of time on a focussed task. Moral theology is often practiced under such constraints as people are asked to formulate a view on an issue. This format of assessment enables the student to demonstrate their advancement from comprehension to active and creative use of concepts key to moral theology which they have developed in tasks 1 and 2.
Overview of assessments
Extended written task: Requires students to anal...
Extended written task: Requires students to analyse select theoretical issues covered in the early stages of the unit.
40%
Live Presentation: Requires students to apply th...
Live Presentation: Requires students to apply the theory and methods of moral theology in an oral argument.
20%
Examination: Requires students to demonstrate th...
Examination: Requires students to demonstrate their understanding of the theoretical considerations and practical applications of moral theology.
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, video-conferencing, 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 emphasized.
These face-to-face activities enable students to acquire and assimilate knowledge of moral theology and identify the importance of moral theology, particularly through the presence and articulation of the lecturer and tutors. Students will be guided in beginning to develop the academic skills needed for moral theological study and theological ethical reasoning about contemporary moral issues.
THCT316 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 through both individual and group learning and assessment activities. Consequently, 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.