Unit rationale, description and aim
The Enhancing Catholic School Identity (ECSI) research emerges from theological reflection on the contemporary context, asking: How can Catholic schools continue to be Catholic when society has changed to such an extent that many people struggle to understand what being Catholic means? This theological question drives empirical research, which involves the administration of instruments designed to provide evidence with regard to the actual as well as the desired Catholic identity of any particular school. Analysis of that evidence then forms the basis for future planning to strengthen Catholic identity in a way that is both theologically legitimate and contextually plausible.
Schools engaging with the ECSI research need to develop a sound basis of theological literacy in order to appreciate what is at stake in it and to effect change in relation to Catholic identity. In this unit, participants are introduced to ECSI and its core requirement of dialogical reflection on faith, a reflection that is important for them both as individuals and as professionals in Catholic contexts. Participants are provided with opportunities to undertake theological reflection in a safe forum. They also rehearse perspective-taking on topical issues in light of Catholic as well as other traditions and worldviews. The overall purpose of this unit is to enable participants to approach freely the question of "where do I stand?" in relation to faith and to appreciate the kind of personal transformation to which they are invited by participation in ECSI.
Campus offering
No unit offerings are currently available for this unit.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 the ECSI Project and its aims, and explai...
Learning Outcome 01
Perform critical reflection on faith in confrontat...
Learning Outcome 02
Apply and evaluate skills in dialogue
Learning Outcome 03
Content
Topics will include:
- What is the Enhancing Catholic School Identity Project and why do we need it?
- Reading the Enhancing Catholic School Identity Scales
- Why do teacher dispositions matter in Catholic schools?
- Talking about faith
- Practising dialogue: rehearsing Catholic and other perspective-taking on topical issues
- The faithful imagination: rehearsing different perspectives on faith
- The moral imagination: rehearsing different perspectives on morality
- Planning to Enhance Catholic Identity
- The practical-theological instruments (PTIs)
- Other topics as determined by negotiation with stakeholders
Assessment strategy and rationale
Assessment in this unit will be undertaken on a PASS/FAIL basis only. The assessment is designed to promote personal critical reflection and practical skills.
Overview of assessments
Critical responses to reflection and dialogue act...
Critical responses to reflection and dialogue activities (2 x 500 words)
20%
Written Task, e.g. guided spiritual autobiography...
Written Task, e.g. guided spiritual autobiography (1,500 words)
30%
Powerpoint Task, e.g. presentation to parent grou...
Powerpoint Task, e.g. presentation to parent group (equivalent to 2,500 words)
50%
Learning and teaching strategy and rationale
This unit will be offered in any one of the following formats or as requested by stakeholders/sponsoring authorities:
- In a combination of online and intensive face-to-face engagement (multi-mode). The rationale behind this approach is to enable participants to prepare for participation in the intensive through reading and critical reflection; to facilitate their active engagement in the intensive; and to provide support for participants in the preparation of assessment tasks OR
- By virtual engagement (online mode), using purpose-built online materials such as ACU's Leuven Web Module or the Leuven MOOC; completing reading and analysis to promote critical reflection; participating in virtual small group discussion; and having opportunities to speak with facilitators one-on-one OR
- As the culmination of 10 x 3-hour professional learning activities conducted face-to-face, supplemented by further online activities and assessment tasks. The rationale behind this approach is to enable participants who have undertaken learning modules without being enrolled to articulate that participation into a unit for credit at Graduate Certificate level.