Unit rationale, description and aim
Graduates of programs in Church History and Spirituality should develop knowledge and skills in these disciplines and be able to reflect critically on the ways in which their personal development impacts upon their professional roles. This unit addresses the subject of medieval Christian mysticism in Europe (1100‐1600) through the study of primary sources using significant authors from various linguistic traditions. The unit will help students reflect meditatively upon selected material and will invite them to relate the study of Christian mysticism to their own personal contexts and their spiritual formation. It aims to provide students with an understanding of common characteristics of mystical texts as well individual differences related to different historical 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.
Articulate a detailed knowledge of the history, co...
Learning Outcome 01
Demonstrate a knowledge of the defining characteri...
Learning Outcome 02
Reflect critically on medieval mysticism in dialog...
Learning Outcome 03
Reflect critically on the relevance of medieval my...
Learning Outcome 04
Content
Topics will include:
- Medieval Mysticism: Its origins in Scriptures and Greek philosophy and its definitions;
- Medieval Mysticism: Developments up to 1100 and the radical changes of the twelfth century;
- Medieval Mysticism: 1100-1600—Selected Authors such as Meister Ekhart, Johannes Tauler, Marguerite Porete, Julian of Norwich, Catherine of Siena, Gerlach Peters, Teresa of Avila;
- Assessing the relevance of figures studied to contemporary spirituality.
Assessment strategy and rationale
In order to pass this unit, you are required to complete all assessment tasks and achieve an overall minimum grade of pass. All assessment tasks are designed for you to show your achievement of each learning outcome and graduate attribute. They require you to demonstrate the nexus between your learning, dispositions, and spiritual practice, and the evidence on which you base this demonstration.
Overview of assessments
1. Critical Reflection (3000-words) on the contri...
1. Critical Reflection (3000-words) on the contribution of the spiritual writers studied to one’s personal spiritual development. This task is designed to support students’ personal appropriation of different spiritual approaches and emphases.
50%
2. Textual study (3000-words) linking texts from ...
2. Textual study (3000-words) linking texts from two of the spiritual writers studied to contemporary spiritual practice. This task is designed to enable students to integrate their understanding of the historical and spiritual material of the unit and to consider its contemporary relevance.
50%
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.
THSP611 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.