This unit introduces learners to the theological foundations, empirical frameworks, and pedagogical perspectives of the Enhancing Catholic School Identity (ECSI) approach to the mission of church schools. A survey of relevant demographic and cultural trends in Australia will help to identify key factors affecting the transmission of religious identification and personal faith formation. In this context, the key insights of Vatican II’s theology of revelation, faith, and the person in relation to God and others will be explored. The ECSI data-gathering instruments will be explained and evaluated as useful tools for Catholic communities seeking to respond strategically to the challenges of faith formation in today's context. We will examine the hermeneutical pedagogies and learning encounters called for by the revelatory dialogue with humanity initiated by God in and through the church in its missional agencies, and most clearly manifested in the person and ministry of Jesus Christ. (This unit may be offered in online mode. Cross-listed with DR9011C).
Unit code: CT9011C
Unit status: Approved (Major revision)
Unit level: Postgraduate Elective
Unit discipline: Systematic Theology
Proposing College: Catholic Theological CollegeShow when this unit is running
Describe the current Australian cultural and demographic context and discuss its implications for the transmission of religious faith and the tasks of evangelisation.
Articulate and assess various options open to Catholic schools and communities to enhance and strengthen their institutional identity in the contemporary Australian context.
Accurately read and effectively interpret data produced through the ECSI survey instruments used by schools and parishes.
Communicate through independently researched academic writing a sound understanding of the theological and pedagogical underpinnings of the ECSI approach to religious identification and faith formation.
Foundational studies equivalent to BS8602C and CT8605C or equivalent
Learners will engage with lecture input, directed reading activities, facilitated peer discussion, electronic resources and formative feedback, in synchronous or asynchronous settings, to achieve the learning outcomes.
|Type||Description||Word count||Weight (%)|
1500-word report on pre-reading
2500-word (directed reflective practice)
Unit approved for the University of Divinity by Maggie Kappelhoff on 22 Jul, 2020
Unit record last updated: 2021-06-07 08:43:51 +1000