SYLLABUS FOR UNDERGRADUATE COURSES

MAJOR, CORE CURRICULUM and ELECTIVES

1. COURSE INFORMATION

COURSE NO. OF
THEO 12 3
NUMBER UNITS

COURSE TITLE Theology of the Catholic Social Vision

PREREQUISITE/S Theology 11: Faith, Spirituality and the Church

DEPARTMENT/
Theology SCHOOL Humanities
PROGRAM

SCHOOL YEAR 2022 – 2023 SEMESTER 2

INSTRUCTOR/S John Lemuel L. Lenon E-mail jlenon@ateneo.edu

B1: BEL-208 B1, B1: MTh 930-1100

D1: BEL-103C D1, D1: MTh 1230-1400
VENUE E2: BEL-103C SECTION E2, SCHEDULE E2: MTh 1400-1530
N1: B-305 N1, N1: TF 1400-1530
O1: B-305 O1 O1: TF 1530-1700

2. COURSE DESCRIPTION

Theology 12 studies the ecclesial and communal dimensions of the Christian faith with an
emphasis on Catholic social teaching. It explores the question of what it means to be a Christian
and Church in today’s wounded and broken world. The course provides students with the
opportunity to enter into dialogue and direct personal contact with individuals and communities
living on the margins of Philippine society. In the context of these encounters, students critically
reflect upon the signs of the times and their own lifestyles, employing other disciplines to analyze
social realities. This analysis is brought into dialogue with Scripture and the Christian tradition
toward developing a faith-inspired, interdisciplinary view of Philippine society and the planet.
The faith vision that emerges challenges students to live in solidarity with those on the margins
through a spirituality that is responsive to the situation and needs of our people and committed to
justice in collaboration with all peoples of good will.

3. COURSE LEARNING OUTCOMES

By the end of this course, students should be able to:

COURSE LEARNING OUTCOMES

CLO1: Explain key themes associated with the social dimension of Christian faith
 CLO2: Analyze contemporary Philippine community-based, sectoral and/or national
realities and correlate this analysis with the Christian faith; and

CLO3: Demonstrate a more critical and broadening understanding of how issues and
perspectives intersect and reinforce each other through verbal, visual, or written
communication that is appropriate for various contexts and sources.

CLO4: Develop a sense of compassion and service, shaped by human encounters and
informed by an understanding of the socio-cultural, economic and political
infrastructures, leading to a discerned and critically engaged response.

CLO5: Use the resources of the Christian faith to evaluate their lifestyles and
formulate courses of action in dialogue and solidarity with all especially the poor and
marginalized.

4. COURSE OUTLINE and LEARNING HOURS

Course Outline CLOs Estimated

Learning
Hours
Module 1: The Realization of the Kingdom of God
as the Catholic Social Vision
a. The Kingdom of God CLO 1, 2 and 5
15 Hours
b. The Life and Mission of the Church Today
c. An Introduction to the Pastoral Cycle: A Framework for
Linking Faith with Justice

Module 2: Encountering and Engaging Social

Reality
CLO 2, 3 and 4
a. Human Experience as the Locus of Theology 15 Hours
b. Global, Social and Ecological Challenges
c. Social Analysis Frameworks

Module 3: Theological Reflection

a. God’s Ongoing Creation CLO 1, 2 and 5
15 Hours
b. The Reality of Sin and Sinful Social Structures
c. God’s Desire for Integral Salvation

Module 4: The Catholic Social Teaching

a. CST documents: interpreting the signs of the times in CLO 1, 2, 4
the light of Gospel and 5 15 Hours
b. Applying CST Principles to contemporary social and
ecological realities

Module 5: Nurturing the Struggle for Justice with

Prayer
CLO 1 and 5
a. Developing a practice of prayer that does justice 15 Hours
b. Communal and Interfaith Dimension of Prayer
c. Formulating Individual Prayers for Justice

Module 6: Synthesis and Integration

a. Listening to students’ concerns CLO 1, 2, 3, 4
15 Hours
b. Takeaways and Thanksgivings and 5
c. Final Group Project
5. ASSESSMENTS AND RUBRICS

Assessment Assessment CLOs

Tasks Weight

INDIVIDUAL FORMATIVE ASSESSMENT: Quizzes 10 % CLOs 1, 2 & 3

Quizzes are to be administered during class, the schedule and the coverage of which
will remain unannounced unless the teacher decides otherwise. There should ideally
be at least five (5) quizzes in the semester, but there could be more depending on
how the course progresses. They are essay-type quizzes, designed to evaluate just
how well students were able to comprehend the lectures and/or the readings
assigned in class. Typically, a quiz should only be 10 minutes long and students are
only allowed to answer in five (5) sentences or less. Students are required to always
have ½ sheet crosswise pad paper (size 2) with them, since this will be the paper
used for the quizzes. In the spirit of social justice, asking paper from one’s seatmate
is strongly discouraged.

GROUP FORMATIVE ASSESSMENT: Sector Research Infographic* 20 % CLOs 1-5

The Sector Research Infographic aims to give students the opportunity to integrate
what they have learned from Theology 12 with what they have encountered in their
immersion. They will be asked to present an overview of the human development
issues that are relevant to the sector they were assigned to, as well as an intelligent
analysis of its history and development. Students are tasked to make use of the
Social Analysis frameworks taught to them by their OSCI formators.

Each NSTP 11 program group will use as a starting point the information and
inputs provided during their community engagement
sessions. Please consult us—your OSCI formator and Theology 12
teacher, respectively—for guidance with regard to what you may include and
focus on in your respective infographic. You are also expected to gather additional
data and analyses from the internet and all other relevant sources. Using
all the relevant information and data that you are able to gather, create an
infographic that contains a clear and detailed exposition of the following:
1. General description of the sector and its primary human
development issue(s)
2. Analysis of the primary human development issue(s) of the
sector in terms of:
o Historical background/ perspective on how these issue(s) have
evolved over time
o Societal structures and processes (economic, political and/ or
cultural) and considerations with regard to the environment that
are involved in the issue(s)
o Creative responses to the issue(s) of concerned institutions (in
terms of business, government and/ or civil society organizations)
3. Based on the analysis above, discussion of the involvement of
Ateneans in the issue(s) and situation of the sector and the
potential realistic contributions of Ateneans to the well-being of
their fellow Filipinos in the sector:
o How is the life situation of Ateneans connected to the life situation
of fellow Filipinos who are members of the sector? How do our
decisions and actions affect them and vice-versa?
o How can Ateneans make positive contributions to the well-being of
fellow Filipinos who are members of the sector? (Focus on
Ateneans as future “professionals” and “citizens” who will be: [a]
directly involved in addressing the human development issue[s] of
the sector and/ or [b] called to actively participate in the renewal of
society as a whole and thereby indirectly help the sector.)

INDIVIDUAL SUMMATIVE ASSESSMENT: Midterm Oral Exams 30% CLOS 1-5

This oral exam is designed to evaluate how well students have comprehended the
concepts taught in class halfway through the semester. A more detailed set of
instructions will be given in class, but basically, students will have to pick one (1)
partner that they will take this exam with. The pair will be given a list of thesis
statements that they will have to prepare for. This list will be given at least a week
before the midterm exam. On the exam itself, they will choose a card that will
correspond to the thesis statement that they will have to explain. They will be given
15-20 minutes to explain this thesis statement and answer questions that may or
may not be posed after the exam. The pair will be given a group grade, but in some
special cases where there seems to be one member of the dyad who knows more
than the other, they may be given different grades. The teacher reserves the right to
decide when such an action might be necessary.

GROUP SUMMATIVE ASSESSMENT: Final Group Project* 40 % CLOs 1-5

This final major requirement is a group output that (1) integrates the
NSTP 11 engagements of students with the principal lessons and insights
of the TH 12 course and (2) makes use of the Pastoral Circle framework.
This requirement will also serve as the final exam for Theology 12.

Students will be asked to prepare a 20 minute presentation (time allotment

might be subject to change) that includes the four steps of the Pastoral Circle.
Students are required to include in their presentation:

• an exposition of their immersion experience. This includes personal

experiences and anecdotes that they garnered from interacting with their
partner communities. In this part of the paper, students must be able to
identify pertinent issues that the members of their community struggle
with. Students are expected to have engaged their communities in a
personal level that goes beyond just fulfilling a school requirement.

• an intelligent analysis of the social situations in the community.

In this part of the paper, students are expected to make use of the social
analysis frameworks that were taught to them by their OSCI formators.
They are supposed to use these tools to shed light as to why the social
realities they encountered exist within their partner communities. It is also
in this part that students are expected to formulate concrete action steps
that could help alleviate the situation of their community.

• an in-depth theological reflection on the reality they

encountered. Students are expected to make use of the vast treasures of
the Christian faith to enlighten the reality they encountered. They are
expected to answer the key question of the course which pertains to what it
means to be “Christian and Church in today’s broken world.”

• a concrete, realistic and informed Pastoral Action. After everything

that has been discussed, students are also expected to formulate an
informed response to the realities they encountered. This can be in the form
of an advocacy campaign, a social entrepreneurship proposal, or any form
of artwork that students feel can affect real change. Students are
encouraged to exercise creativity in this part of the project.

Students are not required to submit any paper for this requirement, but
they are strongly encouraged to come up with slides to substantiate their report.
They must also be responsible for the technical requirements of their
report. This includes making sure they have the necessary equipment to be able to
project their slides, procuring a sound system if it is necessary, and even dressing
appropriately for the report.

Each group will present to a panel that includes both the Theology 12
professor and the OSCI formator. For the Service Learning Sections, their
Development Studies professor may be asked to sit in the panel as well. The
formator (and whoever teacher might be present) will be asked to give a
consultative grade that will be taken into consideration in formulating the final
grade of the group.

After the presentation, the students will also be asked questions regarding their
report. This part of the exam may last for about 40 minutes (time allotment may
be subject to change) and it will also function as a comprehensive exam. This
means that students can be asked questions about relevant concepts discussed all
throughout the semester. This requirement will be discussed in greater detail during
class.

*These requirements are shared with NSTP 11 (PUNLA)

RUBRICS:

1. Quizzes

Needs Improvement
Excellent (A or 4.0) Good (B or 3.0) Average (C or 2.0) Failure (F or 0)
(D or 1.0)

The student was able to
demonstrate mastery of
the concept being asked in
the quiz question. This
means that apart from not
having any conceptual
errors, the student was
able to go beyond what
was being asked. The
student was able to give
appropriate examples to
demonstrate his or her
point, and he or she may
have even incorporated
other concepts, creating an
even more impressive
answer to the question.
Moreover, all rules were
followed.
The student gave the bare There were minor Students can get this Student did not even
minimum required to errors in the answer grade for a quiz if they try to answer the
answer the question. This to the question. This committed major question at all.
means that there were no means that parts may conceptual errors. This
conceptual errors, but the have been explained means that their answer
student was only able to better or that some demonstrates a complete
repeat the concepts parts may have been misunderstanding of the
without adding anything misunderstood. It is question being asked. A
new to them. possible that a student may also receive
Furthermore, a student student can get this this grade if there were
may get a B for a quiz if grade if his or her rules that were not
they were able to answer is only followed.
demonstrate mastery of partially correct. A
the quiz question, but student may get this
there were some rules grade too if there
that were not followed. were rules that were
not followed.

2. Midterm Oral Exams*

Criteria Ratings Points
Excellent Meets Standards Needs Improvement
Accuracy of Content 1.5 pts 1.0 pt 0 pts 1.5 pts

The midterm exam The midterm exam is The midterm exam

demonstrates a superior average in terms of the completely missed the
grasp of the existing grasp of the existing mark. There were major
literature on the issue. material on the issue. conceptual errors that
It was able to do justice There were some need significant
to what the Church and conceptual errors and adjustments.
other sources of the presentation
knowledge have could’ve used some
contributed to the minor improvements.
discussion.
Depth of Insight 1.5 pts 1.0 pt 0 pts 1.5 pts

The students were able The presentation was The insights are shallow
to deliver an excellent average in that students or elementary at best.
argument in their were able to make a They are not
presentation. They good enough case. characteristic of insights
substantiated their There were still some that could be fairly
thesis very well and conceptual and logical expected from students
presented it in a logical errors, but not to the at the college level.
fashion. They were also complete detriment of
able to answer the their thesis.
instructor’s questions
very well.
Overall Style and 1 pts 0.5 pts 0 pts 1 pts
Coherence
The presentation is The presentation The presentation was
well-organized and the could’ve used some disorganized. There
group was able to follow minor adjustments. were major revisions
the instructions given to There were some needed.
them. instructions that were
not followed.
Total 4.0 pts
* Since this is a requirement to be done in pairs, there will be peer evaluations. Any student who was not able to
contribute substantially to the group work may receive a significantly lower grade than the rest of the group.
3. Sector Research Infographic
Criteria Ratings Points
Excellent Meets Standards Needs Improvement
Accuracy of Content 1.5 pts 1.0 pt 0 pts 1.5 pts

The project The project is average in The project completely

demonstrates mastery terms of the grasp of the missed the mark. There
of the social issue nuances of the issue were major conceptual
chosen. It shows that being discussed. There errors that need
the student was diligent were some conceptual significant adjustments.
enough to research and errors and the project
understand the could’ve used some
complexities of the minor improvements.
social issue.
Depth of Insight 1.5 pts 1.0 pt 0 pts 1.5 pts

The students were able The project was average The insights are shallow
to create a project that in that students were or elementary at best.
integrates the concepts able to make a good They are not
discussed in class and enough case. There characteristic of insights
the chosen social issue were still some that could be fairly
in a meaningful and conceptual and logical expected from students
impactful way. errors, but not to the at the college level.
complete detriment of
the point being made.
Overall Style and 1 pts 0.5 pts 0 pts 1 pts
Creativity
The project is creative The project could’ve The project was
enough to be able to used some minor disorganized and
communicate its adjustments. There lackluster. There were
message in an impactful were some instructions major revisions needed.
way. All rules were that were not followed.
followed as well.
Total 4.0 pts

4. Final Group Project*

Criteria Ratings Points
Excellent Meets Standards Needs Improvement
Accuracy of Content 1.5 pts 1.0 pt 0 pts 1.5 pts

The presentation The presentation is The presentation

demonstrates a superior average in terms of the completely missed the
grasp of the existing grasp of the existing mark. There were major
literature on the issue. material on the issue. conceptual errors that
It was able to do justice There were some need significant
to what the Church and conceptual errors and adjustments.
other sources of the presentation
knowledge have could’ve used some
contributed to the minor improvements.
discussion.
Depth of Insight 1.5 pts 1.0 pt 0 pts 1.5 pts

The students were able The presentation was The insights are shallow
to deliver an excellent average in that students or elementary at best.
argument in their were able to make a They are not
presentation. They good enough case. characteristic of insights
substantiated their There were still some that could be fairly
thesis very well and conceptual and logical expected from students
presented it in a logical errors, but not to the at the college level.
fashion. They were also complete detriment of
able to answer the their thesis.
instructor’s questions
very well.
Overall Style and 1 pts 0.5 pts 0 pts 1 pts
Coherence
The presentation is The presentation The presentation was
well-organized and the could’ve used some disorganized. There
group was able to follow minor adjustments. were major revisions
the instructions given to There were some needed.
them. instructions that were
not followed.
Total 4.0 pts
* Since this is a group requirement, there will be peer evaluations. Any student who was not able to contribute
substantially to the group work may receive a significantly lower grade than the rest of the group.
G. TEACHING and LEARNING METHODS

TEACHING & LEARNING METHODS and ACTIVITIES CLOs Learning

Hours
Opening Prayer CLO 5 5 – 10 minutes
Students begin every module with a prayer that is uniquely designed to
prepare the students for the contents of the upcoming module. These
prayers can come in the form of content pages or music videos that
invite the students to reflect on various social realities and challenge
them to see these situations through the light of the Christian faith.

Content Pages CLOs 1 & 5 3 – 5 hours per

Modules are mainly composed of pages that seek to deliver content module
straightforwardly. This content could come in the form of texts that
elaborate on important concepts and are accompanied by relevant
videos and/or images. Students are also provided with links that would
allow them to download transcripts should they have issues with
accessing videos for whatever reason.

Discussion Pages CLOs 1, 2, & 5 10 – 15 minutes

Modules are peppered with a variety of discussion pages that seek to per discussion
clarify course concepts by giving students the opportunity to apply them
to real-life situations. Through this tool, students are encouraged to go
beyond the realm of theories and concepts, and to explore how these
apply to the larger context to which they belong. Students are required
to at submit a response of any quality, but the teacher reserves the right
to reward students who submit a response that drives the discussion
further and/or offers insight from which members of the class are able
to learn.

Reflection Pages CLOs 1 - 5 30 minutes per

In keeping true to the principles of the Pastoral Cycle, students are reflection page
given the time and the space to be able to freely reflect on what has been
discussed so far. They are guided through a series of questions that they
can answer through a chatbox that is included with the page.

Group Summative Assessment: Final Group Project CLOs 1 - 5 5 – 6 hours

The major requirement of the course is a report that follows the format
of the Pastoral Cycle. This project gives students the opportunity to
integrate all that they have learned from the Theology 12 course to the
experiences they garnered while on immersion. The students will be
given the opportunity to present their experiences, analyses and
reflections through a wide range of media that they could choose from.
It is important that the students be reminded that this particular project
will be shared with OSCI as well.

H. REQUIRED READINGS

Arrupe, Pedro. “Men for Others.” Boston College: Institute for Advanced Jesuit Studies.
https://jesuitportal.bc.edu/research/documents/1973_arrupemenforothers/ (Accessed on
July 1, 2020).

Bell, Rob. “What about the flat tire?” in Love Wins: A Book About Heaven, Hell, And the Fate
of Every Person Who Ever Lived. New York: HarperCollins Publishers, 2001, 1-19.

Gorospe, Vitaliano, SJ. “Creation” in Readings for Theology 141: A Theology of the Catholic
Social Vision. Quezon City: Ateneo de Manila Office of Research and Publications, 2007,
143-153.

Carroll, John J. “Social Theory and Social Change in the Philippines” in Readings for Theology
 141: A Theology of the Catholic Social Vision. Quezon City: Ateneo de Manila Office of
Research and Publications, 2007, 91-103.

Diggs, David. We See from Where We Stand. https://faithandmoneynetwork.org/wp-

content/uploads/2014/10/We-See-Things-From-Where-We-Stand-David-Diggs.pdf.
Accessed on January 10, 2023.

Finn, David. “What is a Sinful Social Structure?” Theological Studies 77.1 (2016): 137-163.

Hession, Anne. “Catholic Identity: Love That Powerful Leaves Its Own Mark” in Exploring
Theology. Veritas Publications, 2008: 263-272.

Keenan, James, SJ. “Habits of Being” in Virtues for Ordinary Christians. Lanham, Maryland:
Rowman and Littlefield Publishers, Inc., 1996, 3-8.

Keenan, James, SJ. “Sin” in Moral Wisdom: Lessons and Texts from the Catholic Tradition.
Lanham, Maryland: Rowman and Littlefield Publishers, Inc., 2004: 35-45.

Lenon, John Lemuel L. “Faithful Citizenship in Jesus” in Faithful Citizenship: A

Contemporary, Filipino, Catholic Approach to Political Participation. Master’s Thesis,
Ateneo de Manila University (2021): 13-36.

Mynatty, Hormis. “The Concept of Social Sin.” Louvain Studies 16 (1991): 3-26.

O'Keefe, Mark. “Social Sin and Fundamental Option.” Irish Theological Quarterly 58.2 (1992):
85-94.

Phan, Peter. "Proclamation of the Reign of God as Mission of the Church: What for, to Whom,
by Whom, with Whom, and How?" A paper delivered at the 2001 Conference and Annual
Meeting of the United States Catholic Mission Association in Memphis, Tennessee, 26-28
October, 2001.

Patxi, Álvarez, SJ, ed.. “Justice in the Global Economy Building Sustainable and Inclusive
Communities,” Promotio Iustitiae, no. 121 (2016/1): 7-21.

Ska, Jean Louis, “Creation and Salvation (Gen 1-3).” Sijon 9 (1997): 22-48.

Villanueva, Rico. “Lament in a time of Pandemic,” in Langham (4 MAY 2020).

https://langham.org/lamentin-a-time-of-pandemic/ (Accessed July 1, 2020).

Wink, Walter. The Powers That Be: Theology for a New Millennium. New York: Doubleday,
1998.
__________. Jesus and Nonviolence: A Third Way. Minneapolis, MN: Augsburg Fortress,
2003.

I. SUGGESTED READINGS

Catholic Bishops Conference of the Philippines. Acts and Decrees of the Second Plenary
Council of the Philippines par. 290-329. Manila: Catholic Bishops’ Conference of the
Philippines, 1992.

Flannery, Austin, ed. “Pastoral Constitution on the Church in the Modern World: Gaudium et
Spes” in The Basic Sixteen Documents Vatican II Constitutions Decrees Declarations, 163–
282. Dublin, Ireland: Dominican Publications, 1996.

Himes, Michael J. and Kenneth R. Himes. “The Sacrament of Creation: Toward an

 Environmental Theology.” Commonweal 117 (January 26, 1990): 42–49.

World Synod of Catholic Bishops, Justice in the World. 1971. See

https://www.cctwincities.org/wp-content/uploads/2015/10/Justicia-in-Mundo.pdf
(Accessed July 26, 2020)

J. GRADING SYSTEM

Assessment
Grading Requirements
Weight

Individual Formative Assessments: Quizzes 10%

Individual Summative Assessments: Midterm Oral Exams 20%

Group Formative Assessment: Sector Research Infographic 30%

Group Summative Assessment: Final Group Project 40%

Total 100%

Letter Numerical
Range** Rating Description
Mark Equivalent
Fulfillment of the requirements set for the
subject to a high degree of academic
3.80-
A 4 Excellent performance as shown by both an intelligent
4.00*
grasp and superior critical appreciation of
the course content.
Given for those inevitable borderline cases
which, in the professor’s estimation, do not
3.50-
B+ 3.5 Very Good merit the higher grade and at the same time
3.79
definitely deserve better than the lower
grade or mark.
Fulfillment of the requirements set for the
subject to a degree above satisfactory
3.00-
B 3.0 Good performance as shown by both an intelligent
3.49
grasp and rudimentary critical appreciation
of the course content.
Given for those inevitable borderline cases
which, in the professor’s estimation, do not
2.50-
C+ 2.5 Satisfactory merit the higher grade and at the same time
2.99
definitely deserve better than the lower
grade or mark.
Satisfactory fulfillment of the requirements
2.00-
C 2.0 Sufficient set for the subject as shown by a fairly
2.49
intelligent grasp of the course content.
Passing fulfillment of the minimum
D 1.0 1.0-1.99 Deficient
requirements for the subject.
Failure: Non-fulfillment of minimum
F <1 - Failure
requirements for the subject.
INC - - Incomplete Temporary grade
No Final
NE - - Temporary grade
Examination
Withdrawal
W - - Without
Permission
*Please take note that an A for this class is slightly higher than what is stated in the Loyola Schools Handbook. It is the discretion
of the teacher to award an A only to students who get at least a 3.80 or a 95% in their class standing.
**All requirements are graded using the QPI Scale.
K. CLASS POLICIES

Course Design

• This course is designed to be conducted fully onsite. As such, regular attendance in

all classes becomes one of the most important obligations of students (2021 LS
Undergraduate Academic Regulations Section III.1.2). Students are expected to attend
and fully participate in all class activities and sessions, both onsite and synchronous,
so that they enjoy the full benefits of learning. Students are held responsible for all
matters taken and assignments given in their absence (2021 LS Undergraduate
Academic Regulations Section III.1.3).

• A limited number of absences is permitted. The total number of absences in a

class must not exceed 20% of the total number of meetings per academic term
(2021 LS Undergraduate Academic Regulations Section III.2.1). The total number of class
meetings refers to the sum of onsite class meetings and synchronous class sessions,
provided the total should not exceed 45 hours for a 3-unit class.

• Students will receive an automatic grade of W (WITHDRAWAL) if students miss

more than four (4) meetings (2021 LS Undergraduate Academic Regulations Section
III.2.2. For undergraduate students, the grade of W is equivalent to 0 quality points and
is included in the QPI computation. A student must retake courses where the grade of W
was received).

• Students are strongly encouraged to attend the first two (2) sessions to be held
on the first week of classes. These sessions will be dedicated exclusively for
orientation purposes.

• Excused and Unexcused Absences - In consideration of the continued volatility of

the situation owing to the pandemic, excused absences are not counted towards
the maximum number of allowed absences. An absence may be excused if due to
any of the following and only when the required supporting documents are
submitted in a timely manner:

a. physical illness, including COVID-19 - requires submission of a medical certificate to

the Office of Health Services (OHS); upon verification, OHS to notify the student’s
instructors

b. COVID-19 in the household that results in a student’s need to quarantine or take care
of the family member – requires submission of medical certificate to the Office of
Health Services (OHS); upon verification, OHS to notify the student’s instructors

c. psycho-emotional and mental health conditions – requires submission of medical

certificate to the Office of Guidance and Counseling (OGC); OGC to notify the
student’s instructors family and other emergencies that require the presence of the
student - supporting documents to be submitted directly to instructors for their
evaluation

d. internet connectivity issues - supporting documents to be submitted directly to the

instructors for their evaluation

e. the student is representing the school in an official capacity (such as student

seminars, cultural performances, debates, athletic competitions, etc.) - requires the
endorsement of the appropriate office and the approval of the ADAA; the Office of
the ADAA to notify the student’s instructor
 f. other reasons deemed meritorious by the instructor

Integration with NSTP 11, OCM, SocSci 12, and Philo 11

• Students are reminded that Theology 12 is integrated with other classes and
offices namely: NSTP 11, the Office of Campus Ministry (OCM), SocSci12, and
Philo 11. For Service Learning Sections (B1, D1, E1, & O1), this class will also be
integrated with their Dev 189.8 class. Students are reminded to please take note that
some requirements, particularly the Infographic and Final Group Project are to be
submitted to both the Theology 12 professor and the OSCI formator. For the Service
Learning Sections, their Development Studies professor may be asked to sit in as part of
the panel the presentation of their final group project.

ABC Canvas

• In the event that on-site classes are suspended for any reason whatsoever, classes will
continue online and the ABC Canvas will be used as the official LMS for this
course. Apart from the introductory module, this course contains six (6) modules of
varying length. They are designed to be doable in about 8 to 10 hours each and each
module will have a unique set of requirements that are assigned to be done individually
or in groups. It is the students’ responsibility to keep themselves abreast of the tasks
required for each module, so they are asked to regularly check Canvas for the deadline of
each assignment.

• The modules are designed in such a way that the students are required to finish
prerequisites for one module before proceeding to the next. This means having
to accomplish a certain set of tasks before moving onto the next module. While there is a
mix of individual and group requirements in each module, students are only
required to accomplish the module quiz in order to unlock the next module.
This means that students do not necessarily have to complete all the requirements in a
module before moving onto the next. They can accomplish these requirements later on,
which is especially useful for group projects.

• Students who have concerns with regards to accessing materials online can avail of a
portable learning packet (PLP) that can be requested from LS-One. Students can
access do this through links provided in the Canvas course.

Deadlines

• The following is a recommended timetable for students to follow, but it is important to

remember that this may still be subject to change depending on how the semester
progresses. In the event that a deadline needs to be moved, the teacher will make sure to
inform the students as early as possible.

Date Activity
January 16, 2023 Start of the 2nd Semester
January 16-20 Synchronous Sessions 1&2: Introduction to the Course, Introduction to PUNLA, PUNLA Sign-Ups
Module 1: The Life and Mission of the Church Today
January 23 - 27
Synchronous Session 3: Netflix and Mysteries
January 30 – Module 1: The Life and Mission of the Church Today
February 3 Synchronous Session 4: Silly Traditions
Module 1: An Introduction to the Pastoral Cycle: A Framework for Linking Faith with Justice
February 6 - 10
Synchronous Session 5: Relationships
Module 1: The Kingdom of God
February 13 - 17
Synchronous Session 6: Love
Module 2: Human Experience as the Locus of Theology
February 20 - 24
Synchronous Session 7: “Tayo na sa Talipapa”
February 27, 28 Module 2: Human Experience as the Locus of Theology
 Synchronous Session 8: “Tayo na sa Talipapa” Processing
Module 2: Human Experience as the Locus of Theology
March 2, 3
Synchronous Session 9: Awakening from the Sleep of Inhumanity
Module 2: Human Experience as the Locus of Theology
March 6, 7
Synchronous Session 10: Social Analysis
March 8 - 11 Consultation for Midterms
March 9&10 Synchronous Session 11: Guest Speakers for NatSit (TBA)
March 13 - 18,
Midterm Oral Exams
2023
Module 3: Theological Reflection
March 20 - 24
Synchronous Session 12: Introduction to the Bible
Module 3: Theological Reflection
March 27 - 31
Synchronous Session 13: Evil and Social Sin
April 3-9, 2023 Midterm Academic Break for Faculty and Students
Module 4: Catholic Social Teaching
April 11 - 14
Synchronous Session 14: Jesus Christ and Justice
April 15, 2023 Deadline: Sector Research Infographic (12:00 noon)
Module 4: Catholic Social Teaching
April 17 - 21
Synchronous Sessions 15: Jesus Christ and the Kingdom of God
Module 5: Catholic Social Teaching
April 24, 25
Synchronous Session 16: The Death of Jesus
Module 5: Prayer and Justice
TBD
Synchronous Session 17: The Resurrection as Hope
Module 6: Synthesis and Integration
TBD
Synchronous Session 18: The Mission of the Church
Module 6: Synthesis and Integration
TBD
Synchronous Session 19: Special Topics
May 3, 2023 Film Viewing (Schedule TBA)
May 2-6, 2023 Consultations, Sign-ups for Group Presentation Schedule
May 8-9, 2023 Study Days
May 11 – 20,
Finals Week: Group Presentations
2023
May 20, 2023 End of the 2nd Semester
Important Deadlines for Major Course Requirements
Midterm Oral
March 13 – 18, 2023 (Sign-ups TBA)
Exams
Sector Research
Infographic
April 15, 2023 (12:00 noon)
Group
Presentations
May 11 – 20, 2023 (Sign-ups TBA)
Synchronous sessions are to be conducted exclusively on-site.

Submissions

• Students must submit their work in person unless the teacher instructs
otherwise. The only exception to this rule is the Sector Research Infographic
which will be submitted and checked using Canvas. The students may find the
formatting requirements on this syllabus. Submissions that are coursed through other
platforms will not be accepted.

• As previously mentioned, deadlines will be set on certain requirements to ensure that we

are able to finish the course within the semester. As such, students are strongly advised
to keep track of deadlines and to submit on or before them. We are however
aware of the fact that we are holding classes on very strange and uncertain
circumstances, so students can be assured that the teacher will exhaust all means
possible to remind students of assignments they may have missed out on.

• Students who fail to submit any requirement by the designated deadline without any
valid excuse will automatically be given a 0 for that requirement. However,
 extensions may be given if the student is able to present a valid reason for not being able
to submit on time. The teacher reserves the right to decide whether or not a
student’s excuse is valid enough to warrant an extension.

• “Students shall have the right to do make-up work in the event that they cannot
accomplish major requirements because of grave reasons (which refer to situations
wherein the physical, mental, or emotional well-being of a student is at risk and, in
consequence, make it difficult for the student to fulfill a requirement, including but not
limited to family and other emergencies) or because they are representing the school in
an official capacity (such as student seminars, cultural performances, debates, athletic
competitions, among others), provided that the students are able to present relevant
supporting documents.” (2019 Magna Carta of Undergraduate Student Rights)

• Every requirement has a minimum submission format, usually a typewritten document

saved as a pdf file. However, if in the spirit of magis, students are inspired to go above
and beyond the minimum requirement and opt to submit using other media, they are
free to do so and their efforts will be much appreciated. Students are reminded though,
that the main basis of their grade will still be whatever is specified on the syllabus.
Reminder: Students should submit their own work with proper citation of sources following a standard
citation manual. Plagiarism will result in an “F” for the assignment, and be referred for disciplinary action.
For more information, please refer to the following link: http://tinyurl.com/ADMU-integrity

Classroom Decorum

• Students are expected to behave according to what can be reasonably expected of an

upstanding college-level student. This means that basic respect is expected across
all forms of communication – whether inside the classroom, on Canvas, and
even on email.

• Given our unique circumstances, students are asked to observe proper health and
safety protocols while on campus. This includes the proper wearing of face masks,
frequent handwashing, and social distancing.

• Students will also be asked to submit media of different forms (videos, music, pictures,
etc.) and as such, students are sternly reminded to screen these materials for sensitive
content before posting them. Posting materials with explicit content is strictly
prohibited. The student/s who post/s unacceptable materials will be held responsible.
Violations to any of these aforementioned rules will be dealt with according to the
guidelines stated in the most recent version of the Loyola Schools Student
Handbook.

• The Ateneo de Manila University does not discriminate on the basis of sex, gender,
marital or parental status, sexual orientation, or gender identity or expression. The
University takes seriously its stance against any form of harassment, abuse, or
misconduct, sexual or otherwise, and aims to foster a safe and respectful environment in
the classroom and on campus. Should you have SOGIE-related concerns or experiences
of harassment, the LS Gender Hub offers care and support for complainants. You may
reach them at genderhub.ls@ateneo.edu, 0995 044 1748, or through their
Facebook page. More information could be found on this link:
https://www.ateneo.edu/ls/genderpolicy.

• Additional guidelines on proper decorum could be found on this link:

https://www.ateneo.edu/central/policies/code-of-decorum.
• Our class complies with the Undergraduate Academic Policies Adapted to Onsite
and Fully Online Learning, Second Semester SY 2022-2023. Kindly make sure
that you are familiar with this document. For more information, kindly access this link:
https://drive.google.com/file/d/1TWGhvTi27yOANSG183Ub94KxAyV6KJH9/view?usp
=sharing

Recollection

• The online recollection is a program put together by the Office of Campus Ministry
and is important and expected (mahalaga at inaasahan) to complete the
process of PUNLA and the Pastoral Cycle. Therefore, it is expected that students
participate in this activity, and will be given alternative activities should they be
unable to do so. The nature of the alternative activity will be agreed upon by the teacher
and the student concerned should the need for it arise.

Grades and Groupings

• Canvas allows students to have access to their class standings as they go through the
course. However, students must be reminded that the letter grade reflected on
Canvas does not necessarily reflect their actual grade. Due to some differences
in computation, the letter grade that is reflected on Canvas does not coincide
with the letter grades set by the Loyola Schools. In order for students to be
updated with their actual grade, the students are strongly encouraged to ask the teacher
for an accurate update.

• Groups for this course will follow the same groups formed for
PUNLA/Immersion. Sign-ups for groupings will be done in the Theology 12 Canvas,
the instructions for which will be given on the orientation sessions. Students will be
grouped in 5’s and are expected to work together on group assignments which comprise
the majority of the final grade for the course. As can be expected, students will be given
a group grade for group assignments. Should there be any concerns with regards
to insufficient contribution of any member of the group, it is the responsibility of the
group leader to inform the teacher of such circumstances and only after sufficient
investigation will adjustments will be made. Otherwise, members of the group will be
given the same grade.

• Since the course will ask students to work in groups for a major requirements, students
will be given the opportunity to rate their groupmates using an online peer
evaluation form that will be made available together with each group requirement.
The ratings that a student will get will certainly affect his or her final grade.

• Students who are unable to contribute substantially to the group work will receive a
significantly lower grade than the rest of the group. In extreme circumstances, these
students can be pulled out of the group and be made to submit requirements
individually.

• It is important to note that should students be unable to work in groups due to

constraining circumstances (e.g., poor internet connection, working part-time jobs, etc.),
they must inform the teacher immediately in order for adjustments to be made.
This however, is still subject to the approval of the teacher.
 Policies for Students Enrolled in School of Humanities (SOH) Courses

• Students enrolled in this course are expected to follow the guidelines set for courses
under the School of Humanities (SOH). Students can access these guidelines through
the following link: https://bit.ly/SOHPolicyforStudents

Evaluations

• Final Course and Faculty Evaluations are now required by the school, and they will begin
on May 2, 2023. A portion of a class session will be allotted for this activity. Students
will be asked to fill-out the evaluation form online.

L. CONSULTATION HOURS

Should students have any additional concerns, they are free to contact the teacher via official
lines of online communication (email jlenon@ateneo.edu and Canvas inbox only) and
only every Wednesday (8:00am - 12:00nn). Students can expect a reply within two (2)
working days. Queries that do not follow the aforementioned rules will not be entertained.
Should there be a need to meet via online conferencing, the teacher must agree to a set
schedule with the students concerned and the meeting will be held in strict compliance to the
guidelines set by the university.

• Before asking the instructor a question, students are requested to first look at their
inboxes and Canvas announcements to make sure that their inquiries have not yet
been addressed. They might even find it useful to ask their classmates first,
particularly their class beadle to avoid any redundancy.

• Students coming to consultation for group or individual papers/presentations may

only show an outline of their work and not the final work itself.