Unit rationale, description and aim
Students of programs in Ignatian Spirituality need to develop knowledge, understanding and skills in this discipline because it helps them to demonstrate a capacity to evaluate the various ways in which their personal development impacts upon and contributes to their professional roles. Ideally, every Christian seeks to know God more intimately, to love God more dearly, and to follow God more faithfully. Ignatius of Loyola discovered a method for achieving this goal through reflection on his own experience; his development of the Spiritual Exercises was his way of sharing this gift with others. This unit assists participants to deepen their understanding and practice of prayer, develop their capacity to identify the Spirit of God in their lives, and grow in the ability to discriminate between that Spirit and other ‘spirits’. Based on (i) the Rules for Discernment of Spirits, and (ii) the Election in the Spiritual Exercises of Saint Ignatius of Loyola, this unit will provide a theoretical framework for personal discernment and decision-making as well as discernment in common. Discernment is a key focus of the Exercises, and this unit aims to help all participants arrive at a sophisticated, contemporary understanding and appropriation of it.
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 Rules for Discernment of Spirits in t...
Learning Outcome 01
Explain the process of Election in the Spiritual E...
Learning Outcome 02
Articulate a critical, reflective, values and skil...
Learning Outcome 03
Content
Topics include:
- The meaning of discernment in the Ignatian tradition;
- Discernment and spiritual freedom;
- Rules for discernment close reading (Weeks One & Two of the Spiritual Exercises);
- Discernment and Election: “Times” and “Ways”;
- Discernment: the psychological factors;
- Discernment and Social Justice;
- Discernment and “Ecological Conversion”;
- Discernment and the Apostolic Preferences of the Society of Jesus;
- Discernment in Common;
- Discernment and Spiritual Conversation.
Assessment strategy and rationale
The assessment strategy of this unit has been designed to enable students to demonstrate their self-appropriation of the content.
All assessment tasks are designed for students to show their achievement of each learning outcome and graduate attribute. They require students to demonstrate the nexus between their learning, dispositions, and spiritual practice, and the evidence on which this demonstration is based.
Overview of assessments
Hurdle Task Contributions to Discussion Forum (mi...
Hurdle Task Contributions to Discussion Forum (minimum of 4). This task enables participants to demonstrate active reflection on their learning in this unit, in dialogue with others.
0%
Critical reflection on selected readings (2000 wo...
Critical reflection on selected readings (2000 words). This task is designed to enable students to demonstrate appropriation of the Rules for Discernment.
40%
Integrative essay (3000 words). This task is desi...
Integrative essay (3000 words). This task is designed to enable students to consolidate their learning through critical reflection on how to apply Ignatian discernment in a variety of contexts.
60%
Learning and teaching strategy and rationale
This unit involves 150 hours of focused learning, which reflects the standard volume of learning for a unit in a university qualification of this Australian Qualifications Framework type.
The unit is normally offered in scheduled online mode, a way that blends the use of online delivery of learning materials and activities that can be undertaken synchronously and asynchronously. This means that students can undertake some learning activities on their own at times that do not depend on the availability of others, and other learning activities that are undertaken interactively with other students and teaching staff at the same time. Using scheduled online delivery means that students do not have to be at the same place as each other, but can interact remotely.
In order to benefit from this mode of learning, students need to be independently motivated. Units offered in the course normally follow a cycle: students complete preparatory activities before meeting together; in webinars, students work collaboratively with each other and the lecturer to clarify, extend and apply what they have learned; and after each collaborative session, students reflect critically on their personal experience and observations in light of materials covered in the unit. As the cycle is repeated, students bring new understandings to bear on further issues and ideas, so that each cycle of learning deepens the one before. Students co-construct a supportive and encouraging learning community through their active participation in classes as well as through offline engagement, such as through discussion boards.