Institute of Religious education

School Year 2018-201

1. Course and Instructor Information

College:

Department: Institute of Religious Education

Course Title: Transforming the World towards the Reign of God in the spirit of St.
Vincent De Paul
Course Code: TH221E
Pre-Requisite: Theology 3 - Celebrating God’s Presence in the Christian Community
Co-Requisite: None
Credit Units: 3 Units
Instructor:

Consultation Hours:

2. Course Description
Theology IV is the fourth and last in the series of theology subjects in “Faith Journey Towards
Social Transformation”. It is designed within the context whereby people today face new challenges
brought about by scientific and technological advancements. We also need new solutions to new
challenges. But these new solutions must still be rooted in the gospel values and in the spirit of St.
Vincent De Paul and guided by the social traditions of the church. Distinct from other course in the
university that deal with philosophical perspectives, this theology course offers the theological and
ethical principles for responding to the challenges of the times. In particular, theology IV will assist
the students on how, as current students and future professionals; can help transform the world
towards God’s Kingdom or reign, in the spirit of St. Vincent De Paul.

3. Institutional Graduate Outcomes (IGO) and Relationship to Student Outcomes (SO)

&Course Outcomes (CO)
Institutional Graduate
Student Outcomes Course Outcomes
Outcomes

IGO 1: Generate ideas, plans, CO1 - Respond to various

and multiple perspectives in organized social and religious
various fields to solve current advocacies by participating in
needs and issues of society with socio-political activities to
preference for the socially promote solidarity with socially
disadvantaged. disadvantaged in the light of
Catholic Social Teachings.

IGO 4: Manifest affective and CO2 - Develop leadership with

effective leadership qualities integrity through school-based
with integrity to contribute programs such as
positively to the integration/exposure/immersion
accomplishment of objectives to different sectors of
and goals in an ethical ways. community in the spirit of
Vincentian Systemic Change.

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4. Course Outcome-Student Outcome Matrix

STUDENT OUTCOMES

COURSE OUTCOMES Course Intended Learning Outcomes a b c d e f g h i j k l m

Composed a Personal Prayer for

Migrants that reflects my understanding /
of their situation and the situation of the
families they have left behind.

CO2 - Develop leadership with Design a plan of action that shows an

integrity through school-based
programs such as
integration/exposure/immersio
n to different sectors of
community in the spirit of
Vincentian Systemic Change.
understanding of workers plight or /
concerns and is responsive to their needs
and problems.
Make a checklist containing 10 or more /
of the most important characteristics of
a “Good Government Leader” to serve as
guide in choosing leaders.

Design a College-Based
Proposal/Advocacy that is a Response /
to the Different Issues Presented in
Class

CO1 - Respond to various Design “A Basic Health Education

organized social and religious
advocacies by participating in
socio-political activities to
promote solidarity with socially
disadvantaged in the light of
Catholic and Vincentian
virtues.
Seminar” for young people, particularly /
for those in
Deprived or Poor Areas.
Create a “Facebook Page” or “blog” or
“Facebook account” or Implement and /
Document any project that will promote
the Vincentian prophetic networking for
charity and justice.

I - Introductory, E – Enabling, D – Demonstrative

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5. Course Output
As evidence of attaining the above course intended learning outcomes (CILO), the student is required
to accomplish and submit the following during the indicated period/dates within the term:

Course Intended Learning

COURSE OUTCOMES Required Output
Outcomes

Help the students have a critical Prelim Period

understanding on a particular
social issues/concerns and its 1. Output:
impact to the individual and to A. Identify community
the community as a whole. based issues/concerns
people are facing
today through written
CO2 - Develop leadership with integrity Have a firsthand knowledge by report.
through school-based programs such as conducting a survey, interview
integration/exposure/immersion to different and research about the B: Design a simple
particular social issues, concerns survey form and
sectors of community in the spirit of
that people are experiencing conduct a survey
Vincentian Systemic Change. related to assigned
today.
social concern/issue
affecting every
individuals/students,
comprising brief but
comprehensive group
analysis of the
findings of the survey.

Help the students understand Mid Term Period

CO2 - Develop leadership with integrity importance of the church and
through school-based programs such as government authority’s duty 2. Output :
integration/exposure/immersion to different respond needs and concerns of
A. Written report
sectors of community in the spirit of the individual and of the
documents about a
community as a whole.
Vincentian Systemic Change. concrete government
and church
Learn to design a small project
authorities responded
proposal that will show concern to the particular
or response to the particular issues/concerns
social issue on how people can affecting the lives of
live a meaningful life or how the people.
they can develop a healthy
relationship with the other. B. Create a campus-
based project
proposal and
programs relevant
to the arising social
issues in which
individuals/students
are affected.

FinalPeriod

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CO1 - Respond to various organized social 3. Output:

and religious advocacies by participating in Create a “Facebook Page” or
socio-political activities to promote “blog” or “Facebook account” A. Group Project
solidarity with socially disadvantaged in the or Implement and Document Implementation
light of Catholic Social Teachings. any project that will promote the Advocacy and
Vincentian prophetic Documentation
networking for charity and Report through FB
justice. page or Blog.

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6. Rubrics

PRODUCT: PRELIM
CRITERIA EXEMPLAR SATISFACTOR DEVELOPIN BEGINNING
Y Y G
1
4 3 2
The student The student has The student The student
has presented presented through has presented has not
through the the survey two through the presented
Organization and Clarity of survey three (2) positive and survey only through the
Presentation (3) positive two (2) negative one (1) survey any
and three (3) issues regarding positive and positive and
negative issues the effects of the (1) negative negative issue
regarding the social issue issues regarding the
effects of the regarding the effects of the
social issue effects of the social issue
social issue

The student The student has The student The student

has presented a presented a has presented has not
Implications clear doubtful of the implication submitted any
implications of effects of the which is not implications of
the effects of social issue connected with the effects of
the social issue the issue of the the social issue
effects of the
social issue

The report The report The report The report did

discusses the discusses the either not discuss the
Critique strengths and strengths and discusses the strengths and
weaknesses of weaknesses of strengths or weaknesses of
the survey and the survey only. weaknesses of the survey.
suggests ways the RESULT.
in which it can
be improved.

The student The student has The student The student

has presented a presented a has presented a has not
Recommendations/Suggesti valid doubtful recommendati presented any
ons recommendati recommendation on that is recommendati
on regarding of regarding of the irrelevant and on at all.
the effects of effects of insignificant to
globalization. globalization. the issue.

TIMELINESS Submitted on Submitted late Submitted Submitted 2

due date 1day late days late

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PROJECT/PROGRAM PROPOSAL

CRITERIA EXEMPLARY SATISFACTORY DEVELOPING BEGINNING

4 3 2 1

CONTENT Presented all Lacks 1 major Lacks 2 major Lacks 3 or

the major part/section parts/sections more major
parts/sections parts/section

CLARITY OF All the 1 statement is not 2 statements are 3 or more

THOUGHT statements are clear or not not clear or not statements are
clear and related to the topic related to the not clear or
related to the topic not related to
topic the topic

COMPLETENESS Presents all the Lacks 1 part of a Lacks 2 parts of Lacks 3 parts
necessary parts section or different a section or of a section or
of the different sections different sections different
sections sections
Faithful to the 1-2 items are not 3-4 items are not 5 or more
FORMAT given format or faithful to the faithful to the items are not
pattern format format faithful to the
format

TIMELINESS Submitted on Submitted 1 day Submitted 2 days Submitted 3

due date late late days late

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CREATIVE PROJECT: ON-LINE BLOG

Criteria 4 - Exemplary 3 - Proficient 2 – Limited 1-

Unsatisfactory

Postings provide Postings provide Postings provide Postings show

comprehensive moderate insight, minimal insight, no evidence of
Content and
insight, understanding and understanding insight,
Creativity
understanding, and reflective thought and reflective understanding
reflective thought about the topic. thought about or reflective
about the topic by the topic. thought about
...building a the topic.
focused argument
around a specific
issue or
...asking a new
related question or
...making an
oppositional
statement
supported by
personal
experience or
related research.

Selects and inserts Selects and inserts Selects and Does not insert
high quality graphics and inserts many low- any graphics, or
Text Layout, Use
graphics and multimedia that quality graphics uses only low-
of Graphics and
multimedia when are mostly high and multimedia quality graphics
Multimedia
appropriate to quality and which do not and multimedia,
enhance the enhance and clarify enhance the which do not
content’s visual the content. content. enhance the
appeal and content.
increase
readability.

Written responses Written responses Written Written

are free of are largely free of responses include responses
Quality of
grammatical, grammatical, some contain
Writing and
spelling or spelling or grammatical, numerous
Proofreading
punctuation punctuation spelling or grammatical,
errors. The style of errors. The style of punctuation spelling or
writing facilitates writing generally errors that punctuation
communication. facilitates distract the errors. The style
communication. reader. of writing does
not facilitate
effective
communication.

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All images, media Most images, Some of the No images,

and text created by media or text images, media or media or text
Citations
others display created by others text created by created by
appropriate display appropriate others does not others display
copyright copyright display appropriate
permissions and permissions and appropriate copyright
accurate citations. accurate, properly copyright permissions and
formatted permissions and do not include
citations. does not include accurate,
accurate, properly
properly formatted
formatted citations.
citations.

PROJECT IMPLEMENTATION REPORT DOCUMENTATION

(PORTFOLIO)

CRITERIA EXEMPLARY SATISFACTORY DEVELOPING BEGINNING

4 3 2 1

Rationale/Objective Complete Lacks 1 major Lacks 2 major Lacks 3 major

s/ Project rationale/objective component components components
Details/Evaluation/ s/ projects detail/ (rationale/objective (rationale/objectives/ (rationale/object
Annexes Evaluation and s/ projects detail/ projects ives/ projects
Annexes evaluations and detail/Evaluation detail/Evaluatio
Annexes) and Annexes) n and Annexes)

Group member’s Member Member Member performed Member

participation performed 5 or performed 4 major 3 major tasks performed 2
more major tasks tasks major tasks or
less

Photo Narrative Complete Lacks 1 or 2 Lacks 3 or 4 Lacks 5 or more

sequence of sequence of sequence of activities sequence of
activities activities activities

Group member’s Member gave 5 Member gave 4 Member gave 3 Member gave 2
Reflection (1-5) reflections or reflections reflections reflections or
more less

Timeliness Submitted on due Submitted 1 day Submitted 2 days Submitted 3

date late late days late

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7. Learning Plan

Course Course
Outcomes Intended Teaching and
Assessment
Learning Topics Week No. Learning
Task
Outcome Activities
(CILO)

CO2- Develop Socialization: See:

leadership with the students Group dynamics
integrity will be able to
Introduction/
through school familiarize Discern:
themselves Orientation Week 1 Processing/exerci
based programs
Such as with one se in computing
another and grades
integration/
with the
Exposure/
methodology. Act:
Immersion to Secure a copy of
different sectors Orient the the Syllabus/Go
of community in students on over the syllabus/
the spirit of class syllabus , Feed
Vincentian requirements backing/Sample
Systemic and policies Computation of
Change. grades

CO2- Develop Design a plan

leadership with of action that
integrity shows an TOPIC 1:
through school understanding Week 2& 3
Church
based programs of workers
plight or RESPONSE IN
Such as solidarity with
concerns and
integration/ the world of
is responsive to
Exposure/ globalization
their needs
Immersion to and problems.
different sectors
of community in
the spirit of
Vincentian
Systemic
Change

CO2- Develop Design a plan TOPIC 2: See: Picture-

leadership with of action that Labor in the Analysis.
integrity shows an context of
through school understanding Globalization in Discern:
based programs of workers solidarity with Week 3& 4 Interactive Class
Such as plight or the world. The Discussion
concerns and need/search for
integration/
is responsive to Justice and Act: A written
Exposure/
their needs Peace Plan of Action to
Immersion to and problems. respond to the
different sectors needs/ problems
of community in or issues
the spirit of discovered
Vincentian
Systemic
Change
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CO2- Develop Composed a TOPIC 3:

leadership with Personal Contemporary See: Prelim Output1
integrity Prayer for human Week 5&6 Brainstorming/ A. Identify
through school Migrants that mobility: Discussion commun
based programs reflects my “ZEAL” for the Discern: ity
Such as understanding migrants and Synthesis & based
of their families left Lecture issues/co
integration/
situation and behind and ncerns
Exposure/
the situation of Youth Act: people
Immersion to the families Empowerment. Compose a short are
different sectors they have left prayer for facing
of community in behind. migrants today
the spirit of through
Vincentian written
Systemic report.
Change.

Prelim Output2
B: Design a
simple survey
form and
Prelim conduct a
Examination Week 6 survey related
to assigned
social
concern/issue
affecting every
individuals/stud
ents, comprising
brief but
comprehensive
group analysis
of the findings
of the survey.

CO2- Develop Make a TOPIC 4: See:

leadership with checklist Humility and Library/ Internet
integrity containing 10 Simplicity in Research Work
through school or more of the Public Service and Reporting
based programs most towards Good
Such as important Governance Week 7 & 8
integration/ characteristics And Engaged Discern:
of a “Good Citizenship Synthesis and
Exposure/
Government Input
Immersion to Leader” to
different sectors serve as guide Act:
of community in in choosing Checklist for
the spirit of leaders. Good
Vincentian Government
Systemic Leader
Change.

CO2- Develop Design a TOPIC 5: Care See:

leadership with Project and “Promenade”/Vid
integrity Proposal for Responsibility Week 9 & 10 eo clip viewing
through school Advocacy that for the Earth’s
based programs is a Response Flourishing: Discern:
to this topic or
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Such as to one of the Ecological Interactive

integration/ Different Solidarity Discussion and
Exposure/ Issues And Care for Input
Immersion to Presented in Creation.
different sectors Class
of community in Act:
the spirit of Project Proposal
Vincentian for
Systemic Advocacy
Change.

Midterm
Output2
B. Create a
campus-
based
Midterm Week 11 project
Examination proposal
and
programs
relevant to
the arising
social issues
in which
individuals/
students are
affected.

CO1 - Respond Design “A TOPIC 6: See: Final Output

to various Sample of a Health Personal
organized social Basic Health and Wellness: Health
and religious Education “Mortification Week 12 &13 Assessment
advocacies by Seminar” for Reconsidered.”
participating young people, The Challenge Discern:
In socio- particularly Of Poverty Input/ Discussion
political for those in Alleviation.
activities to Depressed or Act:
promote Poor Areas A Sample of
solidarity with Health Education
socially dis- Seminar
advantaged in (For Young
the light of People in
Catholic Social Depressed of
Teachings. Poor Areas)

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CO1 - Respond Create a TOPIC 7: See:

to various “Facebook Computer- Personal
organized social Page” or Mediated Assessment/
and religious “blog” or Communication Brainstorming
advocacies by “Facebook s and the Week 14 & 15
participating account” or Vincentian
In socio- any project Ethic of Discern:
political that will Prophetic Synthesis/
activities to promote the Networking for Interactive
promote Vincentian Charity and Discussion/ Input
solidarity with prophetic Justice
socially dis- networking for
advantaged in charity and Act:
the light of justice. Create a
Catholic Social “Facebook Page”
Teachings. or “blog” or
“Facebook
account”

CO1 - Respond Topic 8: SVP’s

to various Attentiveness to
organized social Details of
and religious Events and Week 16
advocacies by Circumstances;
participating The Approach
In socio- of “Systemic
political Change”
activities to
promote
solidarity with
socially dis-
advantaged in
the light of
Catholic Social
Teachings.

Synthesis/ Class Week 17

Documentation

Final Output
A. Group
Final Project
Examination Week 18 Implementati
on Advocacy
and
Documentati
on Report
through FB
page or Blog.

8. Other Requirements and Assessments

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Aside from the course output, the student will be graded at other times during the term by the
following:Semestral Grade (FG) = 30% Prelim + 30% Midterm + 40% Final Term

Criteria Prelim Mid Term Finals

Attendance 8% 8% 10%
Participation 10% 10% 10%
Output (Major 12% 12% 20%
Exam)
Total 30% 30% 40%

*Attendance:

MWF
Absences Points
0 8
1 7.1
2 6.2
3 5.3
4 4.6
5 3.5
6 2.6
7 1.7
8 0.8
9 0
10 Dropped
TTH
Absences Points
0 8
1 6.6
2 5.2
3 3.8
4 2.4
5 1.6
6 0
7 Dropped

9. Grading System

Semestral
Prelim Period Midterm Period Final Period
Grade

Attendance - 8% Attendance - 8% Attendance - 10%

Participation – 10% Participation – 10% Participation – 10%

Output (M.E) – 12% Output (M.E) – 12% Output (M.E) – 12%

10. Textbooks/References
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Transforming the World with St. Vincent de Paul: A Work Text Book for Theology 4
(in process)
References
1. Church Document and Theological Ethics:
Brazal, Agnes M., Aloysius Lopez Cartagenas, Eric Marcelo O. Genilo, and James
Keenan, eds. Transformative Theological Ethics: East Asian Contexts. Quezon City:
Ateneo de Manila University Press, 2010.
Cartagenas, Aloysius. Unlocking the Church's Best Kept Secret: Principles for the
Interpretation, Communication, and Praxis. Quezon City: Ateneo de Manila
Universuty Press, 2012,
Catechism of the Catholic Church. London: Geofrrey Chapman, 1994.
Catholic Bishops’ Conference of the Philippines.Catholicism for Filipino
Catholics.Manila: ECCCE and Word & Life Publications, 1997.
____________. Second Plenary Council of the Philippines: Acts and Statutes. Manila:
1994.
Curran, Charles. Catholic Social Teaching: 1891-Present: A Historical, Theological, and
Ethical Analysis. Washington DC: Georgetown University Press, 2002.
Dwyer, Judith A., ed. The New Dictionary of Catholic Social Thought. Collegeville,
Minn.: The Liturgical Press, 1994.
Eilers, Franz-Josef, ed. Church and Social Communication in Asia. Documents, Analysis,
Experiences (FABC-OSC Books), Vol. 1, Second Edition, Manila: Logos, 2008.
____________. Church and Social Communication: Basic Documents. Manila: Logos
Publications,
Flannery, Austin, ed. Vatican Council II: The Conciliar and Post Conciliar Documents
New Revised Edition. Pasay City, Philippines: Pauline Publishing House, 1984.
___________.Vatican Council II: More Post Conciliar Documents. Pasay City,
Philippines: Pauline Publishing House, 1996.
Himmers, Kenneth R, et al. Modern Catholic Social Teaching. Commentaries and
Interpretations. Washington DC: Georgetown University Press, 2005.
Hornsby-Smith, Michael P. Introduction to Catholic Social Thought. Cambridge:
Cambrudge University Press, 2006.
Keenan, James. Catholic Theological Ethics in the World Church.Quezon City: Ateneo
de Manila University Press, 2008.
McDonald, David., ed. Catholic Social Teaching in Global Perspective. Maryknoll: Orbis
books, 2010.
Pontifical Council for Justice and Peace.Compedium of the Social Doctrine of the
Church. Vatican City: LibertaEditriceVaticana, 2004.

2. Social Teaching of the Church at

http://www.secondexodus.com/html/vaticandocs/volumedirectories/socialteaching.htm

3. Globalization and Labor

Berger, Peter L. and Samuel P. Huntington, eds. Many Globalizations: Cultural Diversity
in the Contemporary World. Oxford: Oxford University Press, 2002.
Burbules, Nicholas C. and Carlos Alberto Torres. Globalization and Education: Critical
Perspectives. London: Routledge, 2000.
“Globalization and the incorporation of education,” at
http://www.infed.org/biblio/globalization_and_education.htm
http://ibon.org/
Munck, Ronaldo. Globalization and Labor.The New “Great Transformation.” Manila:
VBen Books London: ZED books, 2002.

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Parreras, Rhacel Salazar. Children of Globalization: Transnational Families and

Gendered Woes. Quezon City: Ateneo de Manila University Press, 2006.

4. Migration:
Asis, Maruja M.A. Understanding International Migration in Asia. Exodus Series 1.
Quezon City: Scalabrini Migration Center, 2005
Baggio, Fabio, and Agnes M. Brazal, eds, Faith on the Move: Toward a Theology of
Migration in Asia. Quezon City: Ateneo de Manila University Press, 2008.
Battistella, Graziano. The Human Rights of Migrants.Exodus Series 11. Quezon City:
Scalabrini Migration Center, 2005.
Brazal, Agnes M. Gender and Migration: Theological Challenges. Exodus Series 13.
Quezon City: Scalabrini Migration Center, 2010.
Brazal, Agnes M., and Emmanuel S. de Guzman. Bridge of Solidarity: Intercultural in
Migration Context. Kentucky: Sopher Press, 2011.
De Guzman, Emmanuel S. Mapping the Church on the Move.Exodus Series 12. Quezon
City: Scalabrini Migration Center, 2010.

5. Computer-Mediated Communications
Castels, Manuel. Networks of Outrage and Hope: Social Movements in the Internet Age.
Cambridge: Polity Press, 2012.
____________.The Rise of the Network Society. Vol. I. Oxford; Malden, MA: Blackwell,
1st. ed. 1996, 2nd. ed. 2000.
Kirby, Alan. Digimodernism: How New Technologies Dismantle the Postmodern and
Reconfigure Our Culture. New York: Continuum, 2009.
Pertierra, Raul. Transforming Technologies, Altered Selves: Mobile Phone and Internet
Use in the Philippines.Manila:De La Salle University Press. 2006.
______________. Txt-ing Selves: Cellphones and Philippine Modernity. Manila: De La
Salle University Press, 2002.

6. Health and Wellness

Ashley, Benedict M., and Kevin D. O’Rourke.Ethics of Health Care. Washington, DC:
Georgetown University Press, 1994.
Keenan, James, Brazal, Agnes M., and Eric Marcelo Genilo, ed. Catholic Theological
Ethics in the World Church.Quezon City: Ateneo de Manila University Press, 2008.

7. Governance
Campomanes, Oscar, and Ma.AntonetteVirtucio, eds. Culture and Governance. Pasay
City: Development Academy of the Philippines, 2004.
Galgo, Arnel B. and Ronnie V. Amorado.Ehem! A Self-check Manual for Combating
Corruption. Davao: Research and Publications Office, Ateneo de Davao, 2005.
_____________. A Manual for Deepening Involvement in Combating Corruption. Davao:
Research and Publications Office, Ateneo de Davao, 2003.

8. Ecology
http://ibon.org/

11. Classroom Policies

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1. Everybody is expected and required to attend all class meetings and activities.
2. Please take note of the maximum number of allowable absences. (For MWF classes: 9
meetings; for TTh classes: 6 meetings). Absences in excess of the numbers given means
that the student will receive a grade of dropped (6.0).
3. Please submit a 1/8 sheet of yellow pad paper with your name, date and the time you
arrive, whenever you enter the class after the roll call. Non submission of the 1/8 means
that the student will remain marked as absent.
4. The student is held responsible for whatever is missed during his/her absence.
5. Oral and written reports must be in English and must be submitted at the time specified
and absence is not an excuse.
6. All written reports are to be computerized, double spaced on a short white bond paper
(8x11), Times New Romans 12.
7. Cheating is not allowed. Please see Student’s Manual for details (p.88, no.13 under
penalty and sanctions). This also includes plagiarism and submitting ready-made
reports.
8. Eating is not allowed in the classroom while classes are being conducted. This includes
chewing gum, candies, soft drinks, and the like.
9. Students should see to it that the classroom should be cleaned of litters and the chairs
organized, before and after the class.
10. Using cell phones and other digital devices for non-class purposes is not allowed, and maybe
confiscated by the teacher, who will turn it over to the Office of Student Affairs.

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