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.

Content

Topics will include:

• The purpose of the Spiritual Exercises;
• The role of desire in the Spiritual Exercises;
• Introduction to the Spiritual Exercises;
• The Dynamics of the Spiritual Exercises (Weeks One – Four);
• Scriptural Foundations: How Ignatius uses Scripture in the Exercises;
• The Role of imagination in the Exercises;
• "The Ignatian Way of Proceeding": interpreted through Jesuit documents, the Spiritual Exercises, and key Ignatian Mottoes;
• Framing Ignatius' Spirituality: Key Mottoes in Key contexts;
• Two Spiritual Approaches — Mastery and Response — and the Exercises;
• The soul in the Spiritual Exercises.

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.