PC059-812 - Contemporary Biblical Preaching

Developing knowledge and understanding equates to AQF Level 6 and refers to a wider range of knowledge and understanding of, and a more analytical perspective on, the Christian story, message and practice than for Level 5 using key sources and scholarship sufficient for professional Christian work under supervision and for further learning.

Functional knowledge and understanding equates to AQF Level 7 and refers to a broad and coherent knowledge and understanding of, and a critical perspective on, the Christian story, message and application, using standard sources and scholarship sufficient for autonomous professional practice in Christian ministry and for further learning.

Advanced knowledge and understanding equates to AQF Level 8 and refers to up-to-date and critical knowledge and understanding of the concepts, principles, sources and scholarship that inform the maintenance and practice of the Christian story and message in the contemporary world for enhanced professional practice and for further research-based learning.

Specialised knowledge and understanding equates to AQF Level 9 and refers to advanced, research-based knowledge and understanding of the concepts, principles, sources and scholarship that inform the development and practice of the Christian story and message in the contemporary world for enhanced professional practice and for further research-based learning.

Demonstrate means to show understanding and capacity by providing evidence in word and action.

Exegete means to explain a text on the basis of close analysis and evaluation with a view to drawing out and clarifying meaning and relevance. Analysis and evaluation of the text is a multi-faceted operation which includes: ascertaining the text, consideration of grammar and syntax, drawing out the bearing of authorship, date, occasion, audience, historical and cultural background, literary genre and rhetorical conventions.

Observe in Ministry and Practice contexts is a technical term which means to watch carefully and systematically the way something happens and to describe/analyse/evaluate it without intervening or trying to change it. The aim is to discover more about it as a basis for learning and reflection with a view to developing and improving practice.

Reflective practice is the process by which professional people deliberately and systematically review their role-performance and experience with a view to sustaining continuous learning and improvement in the way they work. By disclosing assumptions and values, revealing strengths and weaknesses, and identifying needs for particular learning and training, reflective practice is a basis of life-long learning, one of the ideals of theological education in the ACT.

The Unit Learning Outcomes for all units include a ‘communication’ requirement. At every level perspectives must be evidence-based. That is, students’ views must be rational and informed, and arise from conscientious engagement with the best available data and scholarship appropriate to each AQF level. The distinctive ‘threshold’ requirements of the AQF levels are specified as:
Organised (5): ie. planned and arranged in a structured and coherent manner.

The Unit Learning Outcomes for all units include a ‘communication’ requirement. At every level perspectives must be evidence-based. That is, students’ views must be rational and informed, and arise from conscientious engagement with the best available data and scholarship appropriate to each AQF level. The distinctive ‘threshold’ requirements of the AQF levels are specified as:
Analytical (6): ie. topics are broken down into component parts on the way to coming to a defensible conclusion or position. This is an advance on ‘organised’ because higher levels of method, insight and logic are required.

The Unit Learning Outcomes for all units include a ‘communication’ requirement. At every level perspectives must be evidence-based. That is, students’ views must be rational and informed, and arise from conscientious engagement with the best available data and scholarship appropriate to each AQF level. The distinctive ‘threshold’ requirements of the AQF levels are specified as:
Critical (7): ie. judgment is added to method as matters are not taken at face value and are assessed for strengths and weakness, merits and faults, bias, perspectivalism and logical fallacies. This is an advance on ‘analytical’ in that higher levels of discrimination are required.

The Unit Learning Outcomes for all units include a ‘communication’ requirement. At every level perspectives must be evidence-based. That is, students’ views must be rational and informed, and arise from conscientious engagement with the best available data and scholarship appropriate to each AQF level. The distinctive ‘threshold’ requirements of the AQF levels are specified as:
Research-aware (8): ie. reflects understanding of the provisional nature of knowledge and its dependence on the research process behind current scholarship. It entails an understanding of the theoretical framework and methodology in the field of learning represented in a unit. This is an advance on ‘critical’ in that it requires the familiarity with up-to-date literature and practice that marks it as ‘advanced’.

The Unit Learning Outcomes for all units include a ‘communication’ requirement. At every level perspectives must be evidence-based. That is, students’ views must be rational and informed, and arise from conscientious engagement with the best available data and scholarship appropriate to each AQF level. The distinctive ‘threshold’ requirements of the AQF levels are specified as:
Research-driven (9): reflects an investigative approach that prioritises evidence and experience as the bases of personal knowledge and understanding. It entails use of the theoretical framework and methodology in the field of learning represented in a unit. This is an advance on ‘research-aware’ in that engages with current literature and practice with a view to testing its validity as the grounds for independent thinking and action.

Describe means to give a detailed account in words.

Outline means to provide a general account of a matter showing the essential features without going into close detail.

Reflect means to think intentionally, carefully and systematically with a view to deepening understanding and improving practice, and to identifying areas for further learning and training.

List means to present in some order a number of connected items.

Recognise means to discern or make out or show an awareness.

Relate means to make connections between two or more things.

Define means to state what something is or may become with particular reference to its boundaries and special features.

Comment on means to express an informed, evidence-based opinion.

Trace means to give an account of the essential features of a matter with particular reference to its sources and development.

Account for means to give a satisfactory record of and the reasons for something. It involves both describing and explaining.

Analyse means to break a matter into its component parts and to look at those parts using evidence and arguments for and against for their meaning and legitimacy and to identify the connections between them. Analysing is required at AQF level 6 and above. Analysis becomes more complex and critical as it probes the assumptions and relevant contexts of positions/perspectives/practices.

Assess means to estimate the nature, ability, value and importance of.

Consider means to think carefully about something with a view to forming an opinion.

Compare and contrast means to find similarities and differences between two or more elements with a view to making meaningful comment about the subject(s).

Critically refers to a habit of mind characterised by comprehensive exploration of evidence, texts, language, ideas, issues, perspectives and practices with reference to context, assumptions and presuppositions, usage and layers of meaning before accepting or formulating an opinion or position.

Discuss means to talk or write about a matter, identifying its various aspects and considering the issues it raises.

Explain means to make clear and understandable what is meant by a word, text, concept, event, etc., by providing revealing information about and the reasons for it.

Explore means to inquire or look into a matter in detail with a view to making and reporting discoveries.

Evaluate means to determine the worth or fitness of perspectives and practices on the basis of criteria, evidence and analysis taking into account relevant scholarship and learning.

Appraise means to make a comprehensive judgment about the worth and success of something.

Examine means to survey comprehensively and probe deeply with a view to determining character, quality, viability and legitimacy. A method for achieving advanced knowledge and understanding (AQF Level 8), it represents an advance on ‘critically analyse’ because it suggests a coupling of high level of critical awareness with individual agency and responsibility.

Interpret means to expound the meaning of a matter and clarify its significance. It requires rising above discrete facts and evidence to form integrated and synthetic perspectives. The scope of the underlying scrutiny, the coherence of the outcome and the value-judgment on the matter constitute advanced knowledge and understanding (AQF Level 8) and lifts ‘interpretation’ above ‘explanation’ and ‘discussion’ at AQF Level 7.

Review means formally to survey and assess something with a view to judging its worth, achievement, shortcomings and possible changes for improvement.

Critique means to formulate an informed and considered judgment on the basis of detailed critical analysis and assessment of evidence and scholarly perspectives as an expression of advanced knowledge and understanding (AQF Level 8). Critique is an advance on ‘evaluation’ in that it requires a higher level of critical understanding, integration of previous learning and experience, and independent judgment.

Investigate means to plan and conduct a systematic inquiry into a matter with a view to identifying and sifting the relevant evidence, ascertaining and examining the facts, defining and addressing the issues, and formulating judgments and making recommendations. A method for achieving advanced knowledge and understanding (AQF Level 8), it represents an advance on lower AQF levels by the depth of degree and scrutiny expected and the higher levels of autonomy and responsibility involved.

Integrate means to bring together unconnected elements to form a more coherent and effective whole.

Identify means to recognise, name correctly and describe the identity (who/what it is, its nature and origins, special features and its importance