Module THEO46030: Conceiving Change in Contemporary Catholicism (DL)

Department: Theology and Religion

THEO46030: Conceiving Change in Contemporary Catholicism (DL)

Prerequisites

• None

Corequisites

• None

Excluded Combination of Modules

• None

Aims

• To explore the ecclesial and theological dynamics of conceiving change in the contemporary Catholic Church
• To introduce students to key elements of fundamental ecclesiology and the issues involved in being an ecclesial theologian.
• To examine closely a range of texts including recent church documents, and related theological and methodological writings.
• To introduce students to the theology and practice of 'Receptive Ecumenism' .

Content

• In this module we will explore the ecclesial and theological dynamics of conceiving change in the Catholic Church through an in-depth examination of the concept of catholicity, approaches to understanding the development of tradition, and the potential for receptive Catholic learning in relation to key sites of stress within the Catholic ecclesial system.
• Texts for study and discussion are generally drawn from 20th -21st century Catholic teaching and theology, although key 19th century texts are also examined (e.g. Möhler and Newman)
• This module takes as its starting point the recognition of there being significant areas of stress and strain within contemporary Catholic ecclesiology and practice. After an introductory session the module divides into two closely related phases.
• The first phase of the module examines key conceptual and theological issues pertaining to conceiving and managing change within Catholicism. This includes different approaches to ecclesiology, an in-depth examination of the notion of catholicity, different understandings of doctrinal development, and the principles and potential of ‘Receptive Ecumenism’
• The second phase of the module takes the form of a series of particular critical-constructive examinations of the possible development of Catholic understanding and practice.

Learning Outcomes

• Critical understanding of the ways in which the dynamics of doctrinal development are conceptualised and tested in Catholic thought and practice;
• Theological and practical understanding of the notion of catholicity, and its relationship to other significant themes in conceiving change in contemporary Catholicism, such as synodality, plurality, and ecumenicity.
• Understanding of differing approaches to ecclesiology
• Understanding of the principles and practice of 'Receptive Ecumenism' in relation to contemporary Catholic ecclesial practice

• The ability to critically engage church teaching and theological analysis on a range of methodological and ecclesiological issues.
• An ability to engage in a critical, constructive, and theologically responsible manner with sites of potential development in Catholic ecclesial thought and practice.
• Ability to discriminate between different ecclesiological approaches, and to articulate and justify the rationale for a chosen approach.
• Conducting a focussed, critically-constructive and theologically responsible examination of a chosen area of possible development in contemporary Catholic ecclesiology and practice.

• Research and analysis; presentation and communication skills; peer learning and feedback; developing and defending an argument; planning, organising and time management; computer literacy.

Modes of Teaching, Learning and Assessment and how these contribute to the learning outcomes of the module

• The module is delivered via online learning, divided up into study weeks with specially produced resources within each week. Resources vary according to the learning outcomes but normally include: video content, directed reading, reflective activities, opportunities for self-assessment and peer-to-peer learning within tutor-facilitated discussions.
• Each topic covered in the module is introduced using resources prepared by the tutor to set the context for the detailed textual reading which follows, introducing key concepts, highlighting key points of differentiation in approaches to the topic, and relating the individual topics to each other in the overall scope of the module.
• A key learning tool for the module is the online forum. Over the course of the module each student produces at least one short video presentation responding to texts under discussion. This allows the students to engage critically with theological and ecclesial texts, to develop expertise in presenting an argument, and to practice skills of ecclesial theology. These discussions are the primary means of exemplifying and promoting student competence in both the conceptual understanding fundamental to the module and in the application of such understanding to particular aspects of contemporary Catholic thought and practice.
• Students respond to each other’s presentations using an online forum, moderated by the tutor. The dialogical nature of the forum is an important part of the learning approach, encouraging reflection on issues of plurality and dissensus in contemporary ecclesiology.
• The first part of the module introduces a number of key concepts in Catholic ecclesiology and different approaches to understanding and applying doctrinal development.
• The second part of the module focusses on putting these principles into practice by critical-constructive examination of specific sites of potential change and receptive Catholic learning.
• The formative assessment takes the form of a 2000 word essay based on one of the student’s presentations. This is focussed upon promoting and assessing students' knowledge, understanding, and critical-constructive competencies in relation to the fundamental concepts that are at issue in the module (e.g. development, Catholicity, ecclesiology, ecumenical theology) by requiring first-hand analysis of relevant primary sources.
• The summative assessment takes the form of a 5000 word essay. This assessment is focussed upon promoting and assessing the ability of students to apply, test, and refine their preferred understanding of such concepts as are mentioned above in the context of one specific area of possible development in contemporary Catholic ecclesiology and practice.

Teaching Methods and Learning Hours

Summative Assessment

Formative Assessment:

10-15 minute recorded presentation, supported by a 2000 word essay.

■ Attendance at all activities marked with this symbol will be monitored. Students who fail to attend these activities, or to complete the summative or formative assessment specified above, will be subject to the procedures defined in the University's General Regulation V, and may be required to leave the University