TMMC1117: Introducing Theological Reflection

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• Theological reflection is a core skill that permeates and underpins the whole programme. The module therefore aims:
• To enable students to understand the central place of theological reflection in their learning and in their preparation for, and practice of, their chosen vocation.
• To introduce students to the principles and methods of theological reflection.
• To enable students to apply this in a variety of settings.

• Models of theological reflection and their relationship to reflective practice.
• The application of theological reflection to a number of settings, for example: pastoral incidents, spiritual life, ethical issues, formational issues, ecclesiological issues.

Subject-specific Knowledge:

• Describe competently, and discuss knowledgeably, traditions and methodologies of theological reflection for Christian personal and professional practice and/or ministry.

Subject-specific Skills:

• Reflect on Christian practice for ministerial and/or professional development as appropriate to context, drawing on relevant theological and non-theological disciplines, and communicating their findings accurately and reliably.

Key Skills:

• Identify, gather and evaluate source materials for a specific purpose.
• Evaluate the appropriateness of different approaches, communicating their findings sensitively and respectfully, showing self-awareness about their own beliefs, commitments and prejudices.
• Carry out a guided task that involves: independent inquiry; management of time and resources; using IT; meeting deadlines; evaluating the task and learning from it.
• Recognise key issues in their own personal and professional development.

• Teaching methods to be specified by each TEI, selecting from the following:
• Lectures provide content, a conceptual framework and a survey of approaches within a subject area that enable students to locate their learning in a wider context, to make connections with other disciplines, and to evaluate and apply their learning to different contexts.
• Seminars offer students an opportunity to present, evaluate and apply their knowledge to specific contexts, and to engage with teaching staff and peers in debate and reflection.
• Small group learning creates an environment where students learn to articulate their knowledge and understanding effectively and in a way that is relevant to the group and its context.
• Tutorials enhance learning by offering feedback and encouraging students to reflect on their own response to the knowledge and skills they have acquired.
• Practical classes enable students to practice their ability to communicate a subject matter orally, creatively and appropriately and to learn from the feedback of teachers and peers.
• Placements and/or work-based learning ensures that students make habitual connections between knowledge, understanding, skills, professional practice and the reality of a specific context, under the supervision of an experienced practitioner.
• Programmed online learning materials guide students through knowledge content, its wider framework and different approaches to its application.
• Virtual discussion forums offer students the opportunity to articulate the knowledge and understanding they have acquired to others and to engage in informed debate.

Students will be expected to demonstrate engagement with the subject matter and the learning outcomes throughout the module by suitable formative assessments that encourage integrative and reflective skills.

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