PHILOSOPHICAL AND THEOLOGICAL REFLECTION LEARNING STANDARDS
Learning Objective:
Novice to Expert categories
To create habits of philosophical and theological reflection that will last for life and have a positive effect upon autonomous and rational decision-making.
Expert
Proficient
Competent
Novice
Beginner
Graduates as experienced
professionals can
Graduates as new professionals can
Graduates of this course can
Students in the middle stages can
Students in the early stages can
Philosophical reasoning
Communicate and model best practice regarding Understand the phases of arguments as applied within
philosophical reasoning in professional contexts. the professional context. Confidently and consistently
Mentor others in applying processes of reasoning apply reasoning tools to problem-solving in
and in communicating to all stakeholders.
professional contexts. Clearly articulate reasoning
Innovatively respond to challenges in
processes behind evaluations of philosophical
professional contexts; raise public profile of a
reasoning within various professional contexts and
profession by employing philosophical reasoning. make adaptations as necessary.
Understand the structure of argument and
knows the rules of reasoning. Consistently and
reliably employ a suite of reasoning tools.
Critically evaluate own arguments and those of
others and apply philosophical reasoning to
various contexts.
Demonstrate a rudimentary understanding of the
structure of argument. Use the basic language of
argument. Employ basic tools of reasoning and
apply practical reasoning to own arguments.
Understand the language of argument and
the need to make sense. Listen carefully and
respond appropriately to questioning.
Attempt to apply basic philosophical
reasoning to assessment tasks.
Exploration of Revelation
Can maturely contribute to the field of
theological endeavour, is willing to have one’s
work reviewed and leads others into the
exploration of Revelation.
Incorporates Sacred Scripture and Tradition in
relation to God.
Understands revelation as the underlying
principle of theology and reflects on the lived
experience of Revelation
Knows the differences between tradition and
Revelation and between biblical and extra-biblical
literature while beginning to appreciate the
personal dimension of Revelation.
Knows of the Bible and can define
Revelation. While understanding the
difference between theology and religious
studies, one has not reached the stage of the
ability to integrate theology with personal
life.
autonomy
Will actively pursue their own research and Educational interests and pursuits exist and flourish
further knowledge out of interest and to outside classroom requirements. Knowledge and/or
experiences are pursued independently.
serve as the basis of contribution to
personal and professional life
Beyond classroom requirements, pursues
Beyond classroom requirements, pursues
substantial, additional knowledge and/or actively additional knowledge and/or shows interest in
pursues independent educational experiences.
pursuing independent educational experiences.
Begins to look beyond classroom
requirements, showing interest in pursuing
knowledge independently.
Rational Decision making
Actively contribute to the profession on the basis Demonstrate in-depth understanding of rational
of expertise in rational decision-making. Mediates decision-making and understand its principles as
between stakeholders and mentor peers in
relevant to professional practice. Can utilise this
processes of rational decision-making.
knowledge and understanding in practice, using
various approaches to decision-making. Evaluate
success of this process and respond making
appropriate adaptations.
Clearly identify problems and understand factors
impacting upon decision-making. Apply the
rules of reasoning and understand and employ
various models of rational decision-making.
Apply rationally decision-making techniques to
everyday life and to learning contexts.
Understand that decision-making requires rational
deliberation and begin to apply rules of reasoning
to problem-solving, recognising that other factors
will impact upon decision-making processes.
Make decisions taking a significant number of
relevant considerations into account.
Recognise a problem to be solved or issue
addressed and begin a rudimentary
clarification of the problem/issue. Consider
some solutions and attempt to make an
informed decision on basis of a limited
number of considerations.
Can articulate an understanding of Revelation, knows
and uses the appropriate tools to explore faith in the
workplace or personal life. Demonstrates an
understanding of Revelation as the boundaries of the
discipline of theology.
Reflection
Will have acquired the habit of
philosophical and theological reflection in
such a ways as to serve as an example to
others in pursuit of ongoing and life-long
learning
Has acquired the habit of reviewing life experience
and philosophical and theological reasoning in a deep
and integrated way, which serves as the foundation for
ongoing and life-long pursuit of further learning
Reviews learning to integrate their life
experience with philosophical and theological
reasoning in depth and in a coherent way.
Students will also be able to synthesise their
learning of philosophical and theological
reasoning with their life experience as the basis
for planning further educational or life goals
Reviews past experiences inside and outside of
the classroom in some depth, revealing the basic
capacity to integrate life experience into their
learning about philosophical and theological
reasoning. Students will be able to begin
connecting philosophical and theological
reasoning back to life experience
Reviews past experiences inside and outside
of the classroom at a surface level, without
revealing any real depth of application of life
experience to learning about philosophical or
theological reasoning. There is some
disconnect between theory and life
experience.
Appreciation of a Good Life
(habit\virtue)
Will live out and enact their understanding
of the good life and will be able to
communicate this to others through
professional activities especially in the
roles of mentoring, teaching, or leadership
Will be able to apply, communicate, and enact their
understanding of the good life within a professional
context; will be able to provide well reasoned
arguments regarding moral action and goods; will act
in both professional and personal life on the basis of
habitual practical reasoning and personal integration
of the pursuit of a good life
Will be able to articulate knowledge of the main
theories of what a good life is, will be able to
offer reasoned arguments for their own view of
a good life, and will actively engage in activities
that reflect habits of practical reasoning and
personal integration of thinking about a good
life
Will be able to articulate why living a good life is
desirable, will be capable of providing some
justification for their views on what constitutes a
good life, and will engage in thoughtful
conversations, debates, and activities outside the
educational context that reflect their views on a
good life
Able to express a basic level of desire for
living a good life, will be capable of
expressing opinions about some of the main
characteristics of what they believe a good
life to be
Exemplars
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Support for this resource has been provided by the Australian Learning and Teaching Council Ltd, an initiative of the Australian Government Department of Education, Employment and Workplace Relations.The views expressed in this resource do not
necessarily reflect the views of the Australian Learning and Teaching Council. Last updated May 2011