ATTACHMENT 3.4.2 DISCIPLINE & SUBDISCIPLINE
RATIONALE & OUTCOMES
RATIONALE FOR THE DISCIPLINE OF BIBLICAL STUDIES
Biblical Studies is central to the undergraduate and graduate programs of the SCD because it provides a
firm grounding in the content of the divine revelation as recorded in Scripture. As such, Biblical
Studies forms the basis of theology and related disciplines. Through the study of Scripture, students
gain an understanding of the content, purpose, and manner of God’s self-revelation. They learn
historical and literary skills that enable them to distil the theological meaning of the original text and its
application to issues of modern society and culture.
Biblical Studies lays a foundation that enables students to think critically, develop analytical skills, and
handle a vast body of secondary literature. In coming to appreciate the enormous contribution of
biblical scholars throughout the ages, students are able to draw upon the fruits of these studies and to
engage with them as they grow in their ability to form their own judgments.
Outcomes for the Discipline of Biblical Studies
In line with the latest version of the Australian Qualifications Framework, outcomes are presented in
three categories: knowledge, skills, and application of knowledge. The outcomes below conform to the
new framework.
Type of Outcome
Outcome
Knowledge
Students in the Biblical Studies discipline will:
Skills
Application

demonstrate familiarity with the overall structure and contents of the
biblical books

relate biblical texts to the historical, geographical, socio-cultural and
religious contexts of their times

describe the principal literary features of the Old and New Testaments

identify key theological biblical themes
Students in the Biblical Studies discipline will:

exegete critically passages from both the Old and New Testaments

draw upon various lexical and grammatical aids in a biblical language

access, utilise and engage critically with significant secondary literature
of Students in the Biblical Studies discipline will apply their knowledge and skills
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knowledge and skills to:

articulate the value of the Bible as a primary source of God’s selfrevelation, and its significant contribution to centuries of human
civilisation

recognize the contribution of sound biblical interpretation to other
theological disciplines

make use of the acquired knowledge and skills in relevant areas of
ministry

apply the fruits of sound biblical education to public debate, literature,
music and the arts
RATIONALE FOR THE DISCIPLINE OF CHRISTIAN LIFE & MINISTRY
Christian Life & Ministry is inspired by a theology of imago Dei (Gen.1:27), a term that denotes the
profound relationship between God and humanity, and which underscores the worth and unique gift of
the human person. The consequence of this relationship is the Christian call to assist the human person
to develop their potential in the light of the gospel. As both a reflection and preparation for such a
response, Christian Life & Ministry is an interdisciplinary activity that proceeds from the descriptive,
normative, critical, dialectical, contextual and practical realities of a living faith. Thus, the Discipline
stresses the importance that theology be concerned not only with orthodoxy but also with orthopraxis,
i.e. its concern is not only the confession of faith but Christian practice in the world.
The transformative orientation of Christian Life & Ministry is achieved by remaining located in the
interface between Christian truth and practice; through its affirmation of theory and action working in
concert with each other, and by grounding the theological endeavour in the life and service of the faith
community. It seeks to transpose theoretical inquiry by regard to how the Christian faith might be
lived and served within the contemporary context.
The study of Christian Life & Ministry in the SCD is undertaken in six sub disciplines – Christian
Ethics focuses on the person in their moral decision making; Mission focuses on the person engaging
the world; Pastoral Counselling focuses on the person grasping the subjective experience of the other;
Pastoral Theology focuses on the person in their assisting others to live a life of faith in the context of
everyday reality; Worship & Liturgy focuses on the person who worships; and Christian Spirituality
focuses on the person seeking a fulfilled and authentic life founded on the beliefs and values of
Christianity.
Outcomes for the Discipline of Christian Life & Ministry
Type
Outcome
Knowledge
of Outcome
Students in Christian Life & Ministry will have:

a familiarity with the sources and methods of Christian Life &
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Ministry;
Skills
Application
knowledge
skills

a broad and coherent understanding of the primacy of theory
and action working in concert with each other in theological
method;

an in-depth knowledge of ministry in one Christian theological
tradition;

a familiarity with contemporary issues in Christian Life &
Ministry
Students in Christian Life & Ministry will have:

cognitive skills to ground theological endeavour in a faith
community;

cognitive and creative skills to interpret the Gospel to
contemporary culture;

relational skills embodying an understanding of personhood in
relation to God that further love, justice, and peace
of Students in Christian Life & Ministry will apply their knowledge and
and skills:

to teach, counsel, and enable others to connect life issues with
theological and spiritual traditions

to form, lead, and sustain faith communities with a theological
and spiritual understanding of the Church’s mission in a
changing world.

to facilitate interdisciplinary dialogue

in ways that demonstrate accountability in professional
practice in ministry
RATIONALE FOR THE DISCIPLINE OF HUMANITIES IN THE CHRISTIAN TRADITION
“The arts have been in existence for as long as human civilisation. As a way of human knowing and
action, they play a central role in the identities and cultural practices of all indigenous peoples.”
(Australian Education Review, ACER, 2010). The study of the humanities has long been associated with
the study of theology, because the various studies in the humanities shed light on fundamental
questions about who we are as human beings, on what it is to be human, and on the history and
achievements of human culture and civilisation.
The Christian faith holds that human beings are ‘hearers of the Word’, the recipients of God’s
revelation. Of particular relevance to Christian theology are the study of ancient and ecclesiastical
languages, the study of the history of the Christian Church and churches, and the study of philosophy
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as it seeks to understand reality in all its forms. These studies enhance students’ understanding of the
context in which they will study theology and, secondly, provide technical competence in a range of
ancient languages and in research methodologies.
The study of the Humanities in the SCD is undertaken in two sub disciplines – Church History and
Philosophy. (Ancient and ecclesiastical languages are grouped with their related disciplines of Biblical
Studies and Theology respectively).
RATIONALE FOR THE DISCIPLINE OF THEOLOGY
Theology arises from Christian faith through the integration of the sources of revelation, the history of
reflection on that revelation, and the practical concerns of Christian living. Theology explores, through
the study of the content and development of major Christian doctrines, especially the Christian
community’s appropriation of God’s revelation. Theologians are also concerned to articulate the faith
of the Church in today’s world. In order to do this, theologians must be aware of the interaction
between their disciplines and contemporary issues and culture. The study of Theology thus promotes
the development of analytical and critical skills and the ability to utilise the corpus of theological
literature towards authentic Christian living.
Theology is ultimately at the service of the Gospel. Theology addresses issues such as the division of
the Christian Churches, the connection between faith and praxis, and the interaction between faith and
culture as these issues affect how the Gospel is lived and perceived in contemporary society. Because
of their study of theology, students can come to appreciate the complexities of these issues and be
encouraged to make their contribution to the determination of these issues within the Christian
Community.
The following emphases can be identified in Theology: Systematic Theology, which highlights the
integrated understanding of faith, usually but not exclusively within a philosophical framework; Biblical
Theology which stresses that it is biblical revelation which determines the content of Christian faith;
Historical Theology which gives prominence to the development of Christian doctrines within key eras
of the Christian story; Patristic theology which illustrates the articulation of Christian doctrine within
the framework of the Church Fathers. Each of these approaches is likely to be used at some stage in a
program of theological studies.
Outcomes for the Discipline of Theology
Type of Outcome
Outcome
Knowledge
Students in the Theology discipline will have:

a familiarity with the sources and methods of theology;

a broad and coherent understanding of the major Christian doctrines
and their development in the Christian tradition;

an in-depth knowledge of one Christian theological tradition;
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
Skills
a familiarity with contemporary theological writing
Students in the Theology discipline will have:

cognitive skills to critically review, analyse and synthesise several major
theological texts;

cognitive and creative skills to apply appropriate theological method to
address new theological questions;

communication skills to develop and present a synthesis of Christian
theology
Application
of Students in the Theology discipline will apply their knowledge and skills to:
knowledge and skills
 adapt theological knowledge to a range of personal and ecclesial
contexts;

make sound judgements about the articulation of Christian faith in the
public forum;

be accountable for professional practice in ministry
Rationale for the Subdiscipline of Christian Ethics
Christian Ethics finds its distinct objectives in the moral dimension of Christian discipleship. The
emphasis is on providing a framework for moral decision making with the goal of promoting Christian
moral living. To this end, students gain an understanding of the development of the Christian ethical
tradition; they learn how this tradition informs a Christian approach to contemporary issues and how to
employ moral principles derived from a variety of sources. This allows students to analyse the ethical
elements in concrete situations and arrive at reasoned and informed responses to those situations.
Within the SCD, the different member institutions emphasise various aspects of the study of Christian
Ethics. Some emphasise the Biblical basis of moral decision-making. Some reflect a more
philosophical approach. Some approach the subject area by a consideration of the developing history
of moral reflection in the Christian traditions. Some focus more in the concrete pastoral and practical
context of moral issues. The SCD recognises each of these approaches as a valid approach to the study
of Christian Ethics.
RATIONALE FOR THE SUBDISCIPLINE OF CHRISTIAN SPIRITUALITY
Christian Spirituality is the study of the ways whereby the Mystery of Christ Jesus may be “followed” or
lived out in discipleship. As such, it helps to provide an integrative framework for students’ human and
Christian formation and so makes an essential contribution to the overall program of the College.
While Theology approaches divine matters largely in terms of belief, Spirituality approaches them in
terms of experience. Christian Spirituality draws together studies from across the range of Disciplines.
It particularly illuminates central Biblical themes, particularly those drawn from the New Testament,
and applies them to contemporary discipleship. It locates the great classics of spiritual literature in their
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historical context and identifies their recurring themes. It draws on contemporary authors as they
develop their insights for Christian Spirituality in the present pastoral setting for Christian life.
Through their study of Christian Spirituality, students learn to identify the place of the Spirit in
everyday life. Most significantly, they learn to integrate insights from Scriptures, from the spiritual
classics and from contemporary authors into their personal lives and into the lives of the communities
to which they belong. In an Australian setting, this will involve an appreciation of our common search
for Christian Spirituality in a pluralist, multicultural and multi-religious society. An appreciation of the
diversity of traditions of Christian Spirituality within Christianity will assist in an appreciation of the
wider communal search for meaning and direction in life.
Member Institution within the College have varying emphases in the study of Christian Spirituality:
some emphasise the central place of the Scriptures; some focus more on the spiritual classics; some
locate Christian Spirituality more within the lived liturgical tradition of the Church; some draw more on
the contribution of contemporary authors struggling with the present context of society. The College
recognises each of these as valid approaches to the study of Christian Spirituality and indeed
encourages such a diversity of approaches.
Outcomes for the Subdiscipline of Christian Spirituality
In line with the latest version of the Australian Qualifications Framework, outcomes are presented in
three categories: knowledge, skills, and application of knowledge. The outcomes below are in draft
form and need revision to conform to the new framework.
Type of Outcome
Outcome
Knowledge
Students in the Christian Spirituality subdiscipline will have:
Skills

develop an integral framework for Christian spiritual growth

identify the theological foundations of Christian spirituality
Students in the Christian Spirituality subdiscipline will have:

recognise the key scriptural themes and their relevance for human and
Christian formation

recognise the recurring themes of the classics in Christian spiritual
literature

recognise the insights into spirituality offered by contemporary writers
Application
of Students in the Christian Spirituality subdiscipline will apply their knowledge and
knowledge and skills skills to:

articulate the place of the spiritual in everyday life

discern the contextual and timeless elements in Christian spiritual
classics

integrate insights into their own personal and communal living
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
appreciate the place of spirituality as the basis for living

appreciate the inter-relationship between spirituality and theology

appreciate the various traditions of spirituality within the Christian
tradition
RATIONALE FOR THE SUBDISCIPLINE OF CHURCH HISTORY (H)
Church History is the study of Christianity's past and its meaning for the present. Church historians
reconstruct the past using evidence from a wide range of sources, including documents, visual records,
and material artefacts. Utilising a range of methodologies, they examine past religious and ecclesiastical
events as well as the Church's role in broader cultural, social, and political events, interpret their causes,
significance, and long-term impact. Church History is used to enrich our understanding of the place of
the Christian Church in the world by considering the changes and continuities in its relationships from
earliest times to the present era. A broad knowledge of Church History is foundational to Christian
identity and practice.
The study of history provides the student with the broad cultural context in which to understand the
major events and intellectual movements in the life of the church through the ages. The study of key
periods enables students to view the great theological debates within the complex interaction of
ideologies, socio-political systems, and personalities. In addition, historical method plays a crucial role
in the study of theology because from it are derived many of the tools of the historical-critical method,
which are essential for the interpretation of text and context. In encouraging the consideration of a
variety of interpretations and perspectives, the study of history contributes to the development of
attitudes of tolerance and respect for the views of others.
Church history is related to many of the theological disciplines studied in the College. It is strongly
associated with Biblical Studies and Philosophy, while Missiology, Christian Spirituality, and Liturgical
Studies involve historical perspectives. History is thus valued in its own right and for its contribution
to the theological enterprise.
Within the College, a variety of Church History programs are offered which cover the crucial centuries
of the early church, periods of climactic change such as the Reformation, Australian Religious History
and the Church in the Modern World. More specific areas include Women in Christian History,
History of Missions, and the History of the Ecumenical Movement.
Outcomes for the Subdiscipline of Church History
Type of Outcome
Outcome
Knowledge
Students in the Church History subdiscipline will:

Demonstrate a broad knowledge of the Church’s past situated within the
broader human story.

Identify, analyse, contextualise, and synthesise a wide variety of primary
and secondary materials.

Identify, analyse, contextualise, synthesise, and reflect critically upon
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historical scholarship.
Skills

discuss critically the significance of events and periods of change

explain how church history must be understood within the context of
the history of the wider community

recognise the complexity of any given historical situation and the validity
of different interpretations
Students in the Church History subdiscipline will:

Construct and support a coherent historical argument in oral and
written form, according to the methodological and ethical
conventions of the discipline.

Demonstrate knowledge of the varieties of approaches to
understanding, constructing and interpreting the past
Application
of Students in the Church History subdiscipline will apply their knowledge and
knowledge and skills skills to:

Formulate historical problems and propose and review means
for their resolution through the gathering, analysis, and synthesis
of historical information.

Demonstrate understanding of how historical phenomena – and
historians – inform the present.

Appreciate that historical knowledge provides a necessary
context for theological studies
RATIONALE FOR THE SUBDISCIPLINE OF MISSION
Mission is God's work of bringing about the Kingdom of God on earth. Mission originates from the
nature of God himself; the Father sending the Son, and the Father and the Son sending the Spirit into
the world. The triune God sends the Church into the world as an agent of his missio Dei activity. Called
by God to participate in his redemptive drama, the Church is missionary by its very nature. Its task is to
seek, uncover and proclaim God's presence and action in the world. Just as God is constantly engaged
in creating, healing, reconciling, transforming and uniting the world through Jesus Christ; so the
Church is called to embody the life of God within its own community, and to strive for justice, peace,
freedom and reconciliation between peoples, religions and the environment in the name of Christ.
The primary concern and focus of the study of Mission is with how the gospel is communicated across
geographic, cultural, linguistic and religious boundaries. As an academic discipline, Mission investigates
the foundations, aims, content, methods and models of mission – from their biblical, historical,
theological and ecclesial sources. Mission researches and reflects on how the people of God are called
and sent out to participate in God's mission for the salvation of the world. Mission stands at the
interface between Church and world, and finds its particular point of reference in both the theological
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academy and the frontiers of ministry. It sharpens theology's critical and constructive reflection on the
beliefs and practices of the Christian faith by focusing them towards the Church's fulfilment of its
missionary mandate, addressing questions related to the ongoing encounter between gospel and culture,
and the development of new and creative approaches to communicating the gospel of salvation to a
world in need of the obedience of faith.
Mission includes the following dimensions:
1. Local – the activities of a particular church community to penetrate and transform the
surrounding society with Gospel values
2. Ecumenical – joint action with other Christian churches in common witness and common
service to the wider society
3. Interreligious – engaging with believers from other religions and people of good will for mutual
understanding and collaboration for the welfare of all
4. Global – exchange of people and resources between churches and nations, especially for
solidarity on international issues that have global repercussions
5. Frontier – reaching out to those nations or sectors of societies where the Gospel message has
not yet penetrated or is not yet fully effective
6. Liberation – advocacy for justice in support of the poor, the oppressed and the marginalized
7. Inclusive – crossing boundaries of culture, language, faith and gender.
8. Environmental – recognising that God’s mission is holistic and embraces all of creation
Outcomes for the Subdiscipline of Mission
Type
Outcome
Knowledge
Skills
of Outcome
Students in the Mission subdiscipline will have:

familiarity with the sources and methods of Mission;

have a broad and coherent understanding of the relevance of
the Christian message for society and the world;

have an in-depth knowledge of at least one other culture or
religion;

a familiarity with contemporary missiological issues
Students in the Mission subdiscipline will:

have cognitive skills to recognise and critically analyse major
missiological issues;

have ministry skills to apply the Gospel message appropriately
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in new situations;

Application
knowledge
skills
possess communication skills to develop and present a
culturally sensitive synthesis of the Christian message
of Students in the Mission subdiscipline will apply their knowledge and
and skills to:

adapt the Christian message to a range of ecclesial, social,
cultural, religious and secular contexts;

make sound judgements about the contribution of Christian
faith in the public forum;

be accountable for professional practice in missionary activities
RATIONALE FOR THE SUBDISCIPLINE OF PASTORAL COUNSELLING (C)
Pastoral counselling of itself does not lead to a professional counselling qualification. It is a ministry of
compassion of the Christian Churches. It is a process in which human experience is interpreted within
a pastoral counselling relationship, in which the minister’s framework is fundamentally oriented
towards a Christian mode of interpretation, in dialogue with contemporary psychology. Pastoral
counselling tools are therefore hermeneutical tools. The pastoral counsellor may be an implicit or
explicit representative and interpreter of the Christian tradition who invites the sufferer to be an
interpreter of their self experience. Pastoral counselling involves an endeavour on the minister’s part to
grasp the subjective experience of the sufferer, based on an informed and empathic observation and
interpretation of the sufferer’s story, words, and actions.
The pastoral counsellor works with the awareness that he or she is representing Christian forms of
interpretation that draw upon a primary Christian understanding of human existence, of human
identity, and dignity.
The pastoral counsellor approaches the task of interpretation with profound respect for the unique
experience of each suffering person. This respect forbids any one-sided imposition of the Christian
ethos by the minister.
Pastoral counselling is an activity which asserts the normative value of the Christian tradition’s witness
to what life in God is meant to be. It takes as a fundamental precept that human experience is a primary
place of God’s revelation.
Pastoral counselling is a highly skilled activity that requires self knowledge, psychological knowledge
and clinical skills, and a capacity to minister that is both psychologically and theologically informed.
Done well, it is one of the best witnesses to theological truth.
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Outcomes for Subdiscipline of Pastoral counselling
Type
Outcome
Knowledge
Skills
Application
knowledge
skills
of Outcome
Students in the Pastoral Counselling subdiscipline will have:
•
a coherent knowledge of a wide range of pastoral counselling
theories
•
a clear understanding of theories of development concerning
major developmental issues and personal adjustments within
the human life-span

• a clear understanding of a theology of the human person
guiding pastoral care and counselling
Students in the Pastoral Counselling subdiscipline will have skills to:
•
demonstrate appropriate helping skills in pastoral counselling
relationships
•
assess the impact of the social, cultural, and faith contexts upon
pastoral counselling
•
demonstrate a level of personal awareness and an ability to
separate the minister’s personal issues from those who are
being pastorally counselled.
of Students in the Pastoral Counselling subdiscipline will apply their
and knowledge and skills to:
•
engage in pastoral counselling with an appreciation of the
processes and limits of such counselling
•
pursue theological reflection generally and specifically to reflect
upon limit situations (e.g. suffering, guilt, forgiveness, meaning)
•
reflect upon the use of one’s self in the pastoral counselling
relationship
RATIONALE FOR THE SUBDISCIPLINE OF PASTORAL THEOLOGY
Pastoral Theology is pedagogy of faith, hope and charity. It is a sub-discipline in Christian Life and
Ministry; as such it shares the aims and methodology of Christian Life and Ministry. In making an
essential contribution to the overall program of the Sydney College of Divinity, Pastoral Theology is
concerned with the practical application of theology to ministry. Reciprocally it also seeks, through
lived experience, to give insights into theology, allowing the life of faith, to become the social and
epistemological context for discussion in theology.
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Pastoral Theology is inevitably interdisciplinary, it is the final stage of theological method; it is the place
where theology (biblical studies, theology, history, philosophy) bears fruit in the context of
contemporary ministry.
Central to Pastoral Theology, is its vocational dimension of ministry, both lay and ordained, in all of its
diverse manifestations. While traditional theology approaches the divine mystery from a predominately
philosophical perspective, Pastoral Theology draws upon the human behavioural sciences, in a lived
tension, to advance the treatment of the care of souls. Pastoral Theology is a matrix through which
theological endeavour, lived experience, and biblical tradition is inserted into the local and universal
ecclesial community..
Outcomes for the Subdiscipline of Pastoral Theology
Type of Outcome
Outcome
Knowledge
Students in the Pastoral Theology subdiscipline will have:
Skills
Application
knowledge
skills

a coherent knowledge of the sources and methods of pastoral
theology;

a familiarity with contemporary issues in pastoral theology and
practice;

an in-depth understanding of the vocational dimension of ministry;

a board understanding of theology and the human sciences in relation
to contemporary ministry in the church
Students in the Pastoral Theology subdiscipline will have:

cognitive skills to critically review, analyse and synthesise theology for
the purposes of ministry;

access and utilise contemporary literature and pastoral methodology;

communication skills to develop and present a pastoral response to
issues in ministry
of Students in the Pastoral Theology subdiscipline will apply their knowledge
and and skills to:

adapt theological endeavour to the context of contemporary pastoral
ministry;

make sound judgments with regard to all aspects of pastoral ministry;

be accountable for professional practice in pastoral ministry
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RATIONALE FOR THE SUBDISCIPLINE OF PHILOSOPHY (W)
Philosophy is that discipline which examines the nature and place of human reasoning and judgement
in the quest to understand reality in all its forms. Philosophy seeks on that basis to articulate those
most general categories needed for describing and analysing the natural and human world. Philosophy
does this by asking after truth, which requires asking after the nature of things and the ends to which
they exist. In doing so philosophy addresses issues that are of concern to contemporary culture by
showing how philosophical reasoning clarifies and helps to address problems which are central to
human life and action.
The study of philosophy enables the student to recognise and analyse the conceptual assumptions and
evaluations behind contemporary debates and to make informed judgements about them. Students
learn to develop their own philosophical positions and to argue cogently on the basis of them. This is a
task which is not done once and for all, but which must be done afresh in response to new situations
and new learning.
The philosophy units in the SCD cover the main philosophical issues in Western philosophy, such as
human knowledge, human nature and moral reasoning, metaphysics and God. These issues are studied
both systematically and historically. Indeed the historical study of philosophy is of particular interest
and students grasp something of the development of ideas within Western culture and, in particular, the
interaction between Christian theology and the Western philosophical tradition. In studying the history
of philosophy students grasp both the main features of each major historical period and the ways in
which thought has developed from one to another.
Our philosophy units also attend to the cultural literacy which is required of theological students
whereby they are reasonably versed in contemporary ideas and debates and able to translate and
communicate theological truths within a secular milieu, as well as able to translate ideas back from a
secular milieu into a theological context. For this end, our units provide some cultural understanding
of significant sectors of the broader secular and inter-cultural milieu, the currency of ideas there,
especially as signalled by major thinkers, and ways of philosophical reflection.
Within the College Philosophy maintains close links with the theological disciplines, particularly
Systematic Theology and Christian Ethics. Students who undertake the serious study of philosophy
will be able not only more effectively to call people to embrace the Gospel but also to do this with
understanding of what the Gospel means, of what a call entails, and of the condition in which people
called find themselves.
Outcomes for Subdiscipline of Philosophy
In line with the latest version of the Australian Qualifications Framework, outcomes are presented in
three categories: knowledge, skills, and application of knowledge. The outcomes below are in draft
form and need revision to conform to the new framework.
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Type
Outcome
Knowledge
Skills
Application
knowledge
skills
of Outcome
Students in the Philosophy subdiscipline will have:

a coherent knowledge of the major philosophical issues in
Western philosophy, relating to the human person, the universe
and God, and understand their historical development and
significance

familiarity with contemporary philosophical ideas in the
context of modern society and culture

familiarity with the interactions between Christian theology and
Western philosophical inquiry
Students in the Philosophy subdiscipline will have skills to:

access and utilise the significant literature in this
discipline

recognise and analyse philosophical assumptions and
arguments in various contexts and make informed
critical judgements about them

argue cogently on the basis of their own philosophical
positions
of Students in the Philosophy subdiscipline will apply their knowledge
and and skills to:

to pursue philosophical inquiry and to engage in
rational dialogue with others while respecting their
positions

engage in critical thought prior to the acceptance or
rejection of new ideas
RATIONALE FOR THE SUBDISCIPLINE OF WORSHIP AND LITURGY
The study of Worship and Liturgy involves an exploration of Christian worship. It seeks to understand
how Christians have worshipped in the past and how Christians are evolving new patters of worship
that respond to contemporary circumstances. To this end, the course units introduce students to the
methods, sources, and history of the Christian worship and. liturgical tradition. Students learn how this
tradition informs a Christian approach to contemporary issues in worship and how to employ
principles derived from a variety of sources in their practical endeavours in creating liturgy and leading
worship. This allows students to analyse worship and liturgy in concrete situations and arrive at
reasoned and informed responses to those situations.
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Worship and Liturgy spans the whole field of the science and art of public worship. The field
encompasses spoken or preached words, texts, movement, silence, music, art, symbols, architecture,
and the way in which they are all articulated in space.
Within the SCD, the different member institutions emphasise various aspects of the study of Christian
Worship and Liturgy. Some emphasise communicative aspects by focussing on the importance of
music and preaching. Some reflect a more sacramental approach. Some approach the subject area by a
consideration of the developing history of worship and liturgical studies. Some focus more in the
concrete pastoral and practical context of worship and liturgy. The SCD recognises each of these
approaches as a valid approach to the study of Worship and Liturgy.
Outcomes for the Subdiscipline of Worship and Liturgy
In line with the latest version of the Australian Qualifications Framework, outcomes are presented in
three categories: knowledge, skills, and application of knowledge.
Type of Outcome
Outcome
Knowledge
Students in the Worship and Liturgy subdiscipline will have:
Skills

a familiarity with the deep structures of Christian worship and the
traditions and practices of worship in Christian history and across the
globe;

a broad and coherent understanding of the sources from which our
current patterns of prayer, preaching, music and other liturgical forms
are derived and demonstrate a competence in implementing a range of
liturgical forms;
Students in the Worship and Liturgy subdiscipline will have skills to:

compare sacramental and non-sacramental forms of worship and explain
the transformative power of these in the life and work of the Church;

contribute effectively to worship, through the use of pitch, pace and
body language; skills in arranging liturgical space for worship, in
positioning fittings and furniture, in using art, and in creating
appropriate space for movement and bodily gesture in acts of corporate
prayer;
Application
of Students in the Worship and Liturgy subdiscipline will apply their knowledge
knowledge and skills and skills to:

exhibit sensitivity to, and a greater competence in, a variety of ‘liturgical
languages’, including the use of symbols in worship; measuring the pace
and flow of liturgical rites; and the use of silence, music and song;
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
demonstrate an awareness of the need to be as inclusive as possible to
the needs of differing groups in preparing and leading worship and of
the importance of this within the mission and ministry of the Church.
RATIONALE FOR THE GENERIC UNITS
Generic units are generic in the sense that they can be applied (with appropriate coding) to any
discipline or subdiscipline. Generic units contribute strongly to several of the goals and strategies of
the SCD Teaching and Learning Enhancement Plan 2007-2012.
Generic units designated as “research” foster independent research and study skills and enhance
initiative and creativity as students pursue ideas and areas of interest in the subject area. In this way,
they satisfy Goal 3 of the Plan that seeks to provide a learning environment which fosters increased
independence in learning combined with and a higher degree of student-centredness.
Generic units designated as “teaching” allow lecturers to respond to student initiatives, to the latest
developments in the disciplines, and to the availability of leaders in the field. These units provide an
opportunity through lectures, seminars, guided research, or other means to engage students with
groundbreaking research, creative initiatives, and stimulating variations from the standard curriculum.
In this way, the satisfy Goal 4 of the Plan: “To develop flexibility in teaching practice through
innovations and increased student engagement in learning.”
Capstone generic units help students synthesise their learning across each semester of the program into
a coherent whole. A capstone unit looks forward as well as back – having synthesised their studies, the
capstone unit assists students consider the implications of their studies for the next stage in their
vocational life and to consider further learning experiences that will consolidate and extend their
current knowledge, skills, and values. These units satisfy Goal 3, Strategy 3 of the Plan: “Foster a
culture of life-long learning, peer interaction and the integration of new technologies into the learning
process”.
Although generic units satisfy goals of independence, student-centredness and engagement, flexibility,
innovation, and a culture of life-long learning, they are subject to some limits to ensure that they do not
overly skew the curriculum. Teaching generic units are initiatives of particular Member Institutions and
are designed to enhance the overall curriculum. There is no limit to the number of teaching generic
units a student may do. However, a student may take a maximum of two ‘Issues in …” and one
‘Seminar/Advanced Seminar’ units per subdiscipline. Research generic units, on the other hand,
although approved by the Member Institution, require additional limits because they are subject to the
research interests of the student. A student may do a maximum of 36 credit points in research generic
units with no more than 18cps in Independent Guided Study units and/or 18cps in Research Projects
and/or 18cps as a Research Essay.
Outcome for the Generic Units
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8 August 2012
Author Neil Holm
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When these units are taught they are coded according to the relevant subdiscipline. The outcomes then
fall within the outcomes for the relevant disciplines and subdisciplines described above.
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