TMMC1157: Sexuality, Gender and Christian Ministry (Integrative Learning for Collaborative Practice)

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• To enable students to develop skills in study and reflection that are cross-disciplinary through the integrated study of a specific topic.
• To encourage students to integrate their current learning with their own and other peoples prior experience in a reflective way.
• To encourage clear understanding of the challenges presented by the topic under consideration for Christian discipleship and mission and encourage the formulation of students own coherent personal response.
• To encourage and facilitate collaborative learning practices through group learning and group project work, offering and receiving constructive and appropriate feedback.
• To encourage students to make connections between the topic and their past, present and future life and ministry.

• Selected topics from:
• Sexuality and Gender: problems of definition
• Gender stereotypes
• Gender, language and liturgy
• Feminist Theology
• Gender, sexuality and Christian ministry; the ordination of women, celibacy; singleness in the Church
• Homosexuality and pastoral care
• Biblical Theology of Gender
• Sexual and Physical Abuse; issues for ministry and pastoral care.

Subject-specific Knowledge:

• Articulate a basic understanding of the topic under discussion and the questions to which it gives rise, informed by several disciplines in theology, ministry and mission, and in relation to core aspects of Christian discipleship.

Subject-specific Skills:

• Apply cross-disciplinary skills to reflect on the topic under consideration in a way that demonstrates sensitivity to a variety of approaches and views, communicating their findings accurately and reliably.

Key Skills:

• Work collaboratively with others to identify, gather and evaluate source materials for a specific purpose.
• Demonstrate good reflective practice in being able to evaluate different approaches, communicating sensitively and respectfully in a group setting.
• Carry out a collaborative project that involves independent and collaborative inquiry; management of time and resources, meeting deadlines, evaluating the project 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 by subject specialists and expert practitioners 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. The formal input will include lectures by subject specialists and expert practitioners.
• 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.
• Visits enable students to encounter the subject matter in a way that provokes formational as well as cognitive learning that demands critical reflection on the subject area and its implications.
• 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.
• 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.

Formative assessment will be through the students' participation in structured tasks within the small groups including students offering constructive and appropriate group and individual feedback to their peers In addition, students will write a learning journal of personal reflections and engagement with the themes of the module.

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