Unit rationale, description and aim
Graduates of programs in Ignatian Spirituality should develop knowledge and skills in this discipline and be able to reflect critically on the ways in which their personal development impacts upon their various roles. In this unit, participants will explore Ignatian mystical spirituality as a resource for the construction of religious narratives that contribute to intentional, social transformation in a secular context. They will also develop an understanding of the evolution of religious and cultural recognition of the autonomous rights of indigenous peoples. The aim of this unit is for participants to develop a transdisciplinary approach to ecological, social, cultural and ecclesial reconciliation.
Campus offering
No unit offerings are currently available for this unitLearning 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.
Identify the principles of Ignatian mystical spiri...
Learning Outcome 01
Apply their knowledge of recognition, vulnerabilit...
Learning Outcome 02
Propose a transdisciplinary approach to ecological...
Learning Outcome 03
Content
Topics will include:
- Theologies of reconciliation and forgiveness;
- Reconciliation and forgiveness in contemporary contexts;
- Ignatian spirituality as an inspiration for justice;
- Narratives of social transformation;
- Recognition theory and transitional justice;
- Canada’s Truth and Reconciliation Commission on Indian Residential Schools;
- Australian Indigenous Reconciliation
Assessment strategy and rationale
In order to pass this unit, students are required to complete all assessment tasks and achieve an overall minimum grade of pass. 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
Paper Proposal (300 words) with Annotated Bibliog...
Paper Proposal (300 words) with Annotated Bibliography (1200 words, including 10-15 bibliographical references). This task is designed to provide students with the opportunity to read widely in order to identify a relevant research question or problem for further research.
20%
Seminar Presentation (15 minutes, equiv. 1500 wor...
Seminar Presentation (15 minutes, equiv. 1500 words). This task is designed to enable students to present their research question to their peers and develop their ideas through discussion and feedback.
30%
Essay (3000 words plus bibliography, on the appro...
Essay (3000 words plus bibliography, on the approved topic). This task is designed to enable students to apply a relevant, critical methodology to their research question, and formulate and support a well-defined thesis statement with a reasoned argument and evaluated evidence.
50%
Learning and teaching strategy and rationale
THSP607 will be delivered in multi-mode, that is, in various combinations of face to face and mediated learning environments, utilising strategies which may include:
- Self-directed activities (such as completing scaffolded reading tasks or web-based exercises) which enable each student to build a detailed understanding of a topic;
- Small-group tasks and activities (such as contributing to discussion forums or undertaking peer review) which enable students to test, critique, expand and evaluate their understandings;
- Plenary seminars and webinars which enable students to link their understandings with larger frameworks of knowledge and alternative interpretations of ideas;
- Practical or fieldwork activities which enable students to rehearse skills necessary to the discipline and to be mentored in that practice;
- Critically reflective activities (such as a guided Examen or private journal-writing) which assist students to learn reflexively, that is, to identify their affective responses to the learning and to integrate their learning with action
- The unit is delivered with the expectation that participants are adult learners, intrinsically motivated and prepared to reflect critically on issues as well as on their own learning and perspectives.