SYLLABUS FOR UNDERGRADUATE COURSES

MAJOR, CORE CURRICULUM and ELECTIVES

A. COURSE INFORMATION

COURSE NUMBER Theo 12 NO. OF UNITS 3

COURSE TITLE Theology of a Catholic Social Vision

PREREQUISITE/S Theo 11

DEPARTMENT/ Theology SCHOOL Humanities

SCHOOL YEAR SY 2022-2023 SEMESTER 2nd Semester

INSTRUCTOR Fr. Georg Ziselsberger SVD

VENUE/PLATFORM Onsite Online SECTION SCHEDULE M-TH

F-116 Canvas F3 3:30-5:00 PM
BEL 205 Canvas G1 5:00-6:30 PM

B. 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.

WHERE IS THE COURSE SITUATED

WITHIN THE FORMATION STAGES
IN THE FRAMEWORK OF THE LOYOLA SCHOOLS CURRICULA

FOUNDATIONS: Exploring and Equipping the Self

ROOTEDNESS: Investigating and Knowing the World

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 DEEPENING: Defining the Self in the World

LEADERSHIP: Engaging and Transforming the World

C. 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 (CLO in
official syllabus)

CLO2: Analyze contemporary Philippine community-based, sectoral and/ or national realities

and correlate this analysis with the Christian faith (CLO in official syllabus)

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 (shared learning outcome)

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 (shared learning outcome)

CLO5: Use the resources of the Christian faith to evaluate their lifestyles and formulate
courses of action for living in greater solidarity with the marginalized (CLO in official syllabus)

D. COURSE OUTLINE and LEARNING HOURS

Course Outline CLOs Estimated

Learning Hours

Module 0: Introduction to Theo12 and NSTP11/PUNLA

Week 1: Jan. 16 – 20
Theo 12 Classroom Orientation / NSTP 11/PUNLA 1st Onsite Session
Orientation 2nd Onsite Session

To be accomplished:
- Student Information Sheet (SIS) (3 hours)
Choose Sector and Group for PUNLA/NSTP 11

Module 1: The Catholic Social Vision

A. The Call to Seeing and Awakening to the CLO1 Week 2: Jan. 23 – 27
CLO2
World/Creation: Self-Audit CLO3 3rd Onsite Session

B. Seeing and Awakening to the Realities of the World: Week 3: Jan. 30 – Feb. 3
The Challenge of Reading the Signs of the Times 4th Onsite Session
5th Onsite Session

C. Seeing and Awakening of the Church to the Vision: Week 4: Feb. 6 – 10

The Reign of God and the Social Mission of the 6th Onsite Session
Church Week 5: Feb. 13 – 17
7th Onsite Session

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 D. Framework for Awakening: A Christian Faith Praxis: Week 5: Feb. 13 – 17
The Pastoral Cycle 8th Onsite Session
Week 6: Feb. 20 – 24
9th Onsite Session
10th Onsite Session
(13.5 hours)

Module 2: The Catholic Social Teachings CLO1

A. Analyzing & Reflecting on the Social Structures CLO2 Week 7: Feb. 27 - Mar. 3
CLO3
CLO5 11th Onsite Session
12th Onsite Session

B. Reflecting on the Reality of the Structures of Sin Week 8: Mar. 6 – 10

13th Onsite Session
14th Onsite Session
Week 9: Mar. 13 – 17
15th Onsite Session

C. Reflecting on the Reality of the Structures of Grace Week 9: Mar. 13 – 17

16th Session
Week 10: Mar. 20 – 24
17th Onsite Session

D. Reflecting on the Church’s Discernment of Sin and Week 10: Mar. 20 – 24

Grace - The Catholic Social Teachings (+ Principles) 18th Onsite Session
Week 11: Mar. 27 - 31
19th Onsite Session
20th Onsite Session
(15 hours)

Module 3: Socio-ecological Justice in the Bible CLO1

A. Socio-ecological Justice in the First Testament CLO3 Week 12: Apr. 10 – 14
CLO4
CLO5 21st Onsite Session
22nd Onsite Session

Week 13: Apr. 17 – 21

B. Socio-ecological Justice in the New Testament 23rd Onsite Session
24th Onsite Session

C. Christian Contemplation-in-(Collaborative) Action Week 14: Apr. 24 – 28

26th Session
27th Session
(9 hours)

Summative Assessment 1: INFOGRAPHIC

Deadline: April 1
Summative Assessment 2: THEO12-SYNTHESIS PAPER
Deadline: May 3
Summative Assessment 3: GROUP PRESENTATIONS
Date: May 11-20
Final Oral Exams:
Date: May 11-20

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E. ASSESSMENTS AND RUBRICS

Assessment Tasks Assessment Weight CLOs

Participation in Onsite Sessions 20% CLO 1, 2, 3, 4, 5

(Formative Assessment)

INFOGRAPHIC: Catholic Social Vision and Teachings 20% CLO 1, 2, 3

(Summative Assessment)

SYNTHESIS PAPER 10% CLO 1, 2, 3

(Summative Assessment)

GROUP PRESENTATION: Pastoral Cycle Final Output 30% CLO 1, 2, 3, 4, 5

(Summative Assessment)

Final Oral Exam 20% CLO 1, 2, 3, 4, 5

(Summative Assessment)

F. ASSESSMENT INSTRUCTIONS and RUBRICS

Please refer to the APPENDICES for details on assessment instructions and rubrics

G. TEACHING and LEARNING METHODS

Teaching & Learning Methods and Activities Estimated CLOs

Learning
Time

Module 0: Introduction to Theo12 and NSTP11/PUNLA

Theo 12 Classroom Orientation / NSTP 11/PUNLA Orientation 3 hours

To be accomplished:
- Student Information Sheet (SIS)
Choose Sector and Group for PUNLA/NSTP 11

Module 1: The Catholic Social Vision CLO1

3 hours CLO2
A. The Call to Seeing and Awakening to the World/Creation: Self-Audit CLO3

1. Clarifying Our Values, Biases, and Perspectives

- Oral/Textual Presentation, Questions for Reflections
2. Reading: Diggs, David, We See from Where We Stand
3. Documentary: Crossroads – Labor Pains of a New World

B. Seeing and Awakening to the Realities of the World:

The Challenge of Reading the Signs of the Times 3 hours

1. What On Earth Is Going On? The Signs of the Times

- Textual and Video Presentation
2. Reading: Dorr, Donald – Reading the Signs of the Times
3. The World and COVID-19
- Oral/Textual and Video Presentation

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C. Seeing and Awakening of the Church to the Vision:
The Reign of God and the Social Mission of the Church 3 hours

1. The Church Reading and Discerning the Signs of the Times:

Second Vatican Council
- Textual and Video Presentation
2. The Social Mission of the Church
- Oral/Textual and Video Presentation
- Lecture: Bobby Guevara’s 5 Invitations
- Reflection Questions
3. The Vision of the Reign of God
- Oral/Textual and Video Presentation
- Reflection Questions

D. Framework for Awakening to a Christian Faith Praxis:

The Pastoral Cycle 4.5 hours

1. Starting Point: The Poor and the Experience of Poverty

- Oral/Textual Presentation
- Reflection Questions
2. The Theology of Liberation
- Oral/Textual Presentation
- Reflection Questions
3. Pastoral Cycle: Framework in Doing a Theology of Liberation
- Oral/Textual Presentation
- Reflection Questions

Module 2: The Catholic Social Teachings CLO1

3 hours CLO2
A. Analyzing & Reflecting on Today’s Social Structures CLO3
CLO5
1. Introduction to Social Analysis
- Oral/Textual and Video Presentation
2. New Ways of Looking at and Measuring Poverty
- Oral/Textual Presentation
- Reflection Questions
3. Social Analysis Tools and Methods
- Oral/Textual and Video Presentation

B. Reflecting on the Reality of the Structures of Sin

4.5 hours
1. Understanding Original Sin
- Oral/Textual and Video Presentation
2. Understanding Personal Sin
- Oral/Textual Presentation
- Reflection Questions
3. Understanding Social Sin
- Oral/Textual and Video Presentation
- Reflection Questions

C. Reflecting on the Reality of the Structures of Grace

3 hours
1. Understanding Grace
- Oral/Textual and Video Presentation
2. Liberationist Understanding of Grace
- Oral/Textual Presentation
3. Structures of Grace as Manifestations of the Reign of God
- Oral/Textual Presentation
- Reflection Questions

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D. Reflecting on the Church’s Discernment of Sin and Grace:
The Catholic Social Teachings (+ Principles) 4.5 hours

1. Overview of the Catholic Social Teachings

- Oral/Textual and Video Presentation
2. Catholic Social Teachings through the Years: Social Encyclicals
- Oral/Textual Presentation
3. Structures of Grace as Manifestations of the Reign of God
- Oral/Textual Presentation
- Reflection Questions

Module 3: Socio-ecological Justice in the Bible CLO1

3 hours CLO3
A. Socio-ecological Justice in the First Testament CLO4
CLO5
1. Creation: Restoring Companionship with Creation
- Oral/Textual and Video Presentation
- Lecture
2. Exodus: Moving Towards an Alternative Community
- Oral/Textual Presentation
- Lecture
3. Prophets: Promoting Truth and Justice
- Oral/Textual and Video Presentation
- Lecture

B. Social Justice in the New Testament

3 hours
1. Jesus: Who Do You Say That I Am?
- Oral/Textual and Video Presentation
- Lecture
2. Jesus’ Prophetic Praxis as Upholding the True God
- Oral/Textual Presentation
- Lecture
3. Synthesis: Sacred Scriptures and Socio-ecological Justice
- Oral/Textual and Video Presentation
- Lecture

C. Christian Contemplation-in-(Collaborative) Action

3 hours
1. Prayer, Engagement & Struggle, and Justice
- Oral/Textual and Video Presentation
- Lecture
2. The Communal Dimension of Prayer
- Oral/Textual Presentation
- Lecture
3. Liturgy and Justice; Interfaith Dialogue & Collaboration
- Oral/Textual and Video Presentation
- Lecture

Final Project Presentation & Final Oral Exam 1.5 hours

D. REQUIRED READINGS
Acevedo, Jaime and Manuel Tejido. “Ang Sirkulong Pastoral sa Pagtuturo ng Th141.” In Readings
for Theology 141: A Theology of the Catholic Social Vision. Quezon City: Ateneo de Manila
Office of Research and Publications, 2007, 85-90.
Boff, Clodovis. “Methodology of the Theology of Liberation.” In Systematic Theology: Perspectives
from Liberation Theology. Maryknoll: Orbis Books, 1993, 1-21.

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Brady, Bernard. “Catholic Social Tradition.” In Essential Catholic Social Thought. New York. Orbis
Books, 2008, 22-38
Diggs, David. “We See from Where We Stand.” Accessed August 3, 2015,
http://faithandmoneynetwork.org/wp-content/uploads/2014/10/We-See-Things-From-Where-We-
Stand-David-Diggs.pdf.
Dorr, Donal. “Reading the Signs of the Times.” The Furrow 59, No 10 (2008): 547-552.
www.jstor.org/stable/27665816. Accessed June 20, 2020
Dorr, Donal. “A Balanced Spirituality.” In Spirituality and Justice, 8-18. Dublin: Gill & MacMillan,
1984.
Groody, Daniel. “Theology in the Age of Migration.” In National Catholic Reporter (September 14,
2009), www.ncronline.org/news/world/theology-age-migration. Accessed on January 20, 2020.
www.jstor.org/stable/27665816. Accessed on January 21, 2020
Himes, Michael J. and Kenneth R. Himes. “The Sacrament of Creation: Toward an Environmental
Theology.” Commonweal 117 (January 26, 1990): 42–49.
JJCICSI. “Women in Especially Difficult Circumstances.” Intersect: Quick Facts 3, no. 1 (June
2016). Accessed July 31, 2020 https://www.jjcicsi.org.ph/wp-content/uploads/2016/06/IQF-Vol-
III-No-1-Women.pdf.
Johnson, Elizabeth. “Jesus Christ and Justice.” In Consider Jesus: Waves of Renewal in
Christology. New York: Crossroad Publishing, 1992, 67-81.
Lohfink, Gerhard. “How Will the Hungry Be Filled in the Reign of God.” In No Irrelevant Jesus: On
Jesus and the Church Today. Quezon City. Claretian Communications Foundation, Inc. 2016,
37-46
Mays, James Luther. “Justice. Perspectives from the Prophetic Tradition.” In Interpretation, 37
(1983): 5-17.

G. SUGGESTED READINGS

Becker, William H. "Ecological Sin." Theology Today 49.2 (1992): 152-164. Available at
http://theologytoday.ptsem.edu/jul1992/v49-2-article1.htm.
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.
Dorr, Donal. "Themes and Theologies in Catholic Social Teaching over Fifty Years." New Blackfriars
93.1044 (2012): 137-154.
Dowd, Michael. “Thank God for Evolution: How the Marriage of Science and Religion Will Transform
Your Life and Our World.” New York: Penguin, 2009. http://www.thankgodforevolution.com/book
Habel, Norman. “Celebrating Christ with Creation. A Theology of Worship for the Season of
Creation.” Available at http://www.seasonofcreation.com/theology
Mynatty, Hormis. “The Concept of Social Sin.” Louvain Studies 16 (1991): 3-26.
Nolan, Albert. Jesus Before Christianity, Philippine ed. Quezon City: Claretian Publications, 2008
O’Keefe, Mark, O.S.B. “Social Sin and Fundamental Option.” Irish Theological Quarterly 58 (1992):
85-94.
Oxfam International. “Gender justice and women’s rights.” Oxfam.org, 2020. Accessed July 31,
2020 https://www.oxfam.org/en/what-we-do/issues/gender-justice-and-womens-rights.
Oxfam International. “Why the majority of the world’s poor are women.” Oxfam.org, 2020. Accessed
July 31, 2020 https://www.oxfam.org/en/why-majority-worlds-poor-are-women.
Patxi, Álvarez, SJ, ed.. “Justice in the Global Economy Building Sustainable and Inclusive
Communities,” Promotio Iustitiae, no. 121 (2016/1): 7-21.
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.
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 Pieris, Aloysius. “To Be Poor As Jesus Was Poor?” In An Asian Theology of Liberation. Maryknoll,
NY: Orbis Books, 1988.
Pope, Stephen J. “Proper and Improper Partiality and the Preferential Option for the Poor.”
Theological Studies 54 (1993): 242-271.
Schwartzberg, Louie. “Louie Schwartzberg: Nature. Beauty. Gratitude.” TED, April 18, 2014.
YouTube video, 9:47. https://youtu.be/8lXYZ6s3Dfk.
Ska, Jean Louis, “Creation and Salvation (Gen 1-3).” Sijon 9 (1997): 22-48.
Sobrino, Jon. “Awakening from the Sleep of Inhumanity.” In The Principle of Mercy: Taking the
Crucified People from the Cross, 1-11. Maryknoll: Orbis Books, 1994.
Sobrino, Jon. “Jesus and God: Jesus’ Prophetic Praxis as Upholding the True God.” In Jesus the
Liberator: A Historical-Theological View. New York. Orbis Books, 1993, 160-170
Tagle, Luis Antonio. “The Eucharist, The Life of Christ in Our Lives.” Transcript of a talk given at the
49th International Eucharistic Congress, Quebec, 19 June 2008.
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).
YW Boston. “What is intersectionality, and what does it have to do with me?” YW Boston Blog,
March 29, 2017. Accessed September 2, 2020, https://www.ywboston.org/2017/03/what-is-
intersectionality-and-what-does-it-have-to-do-with-me/.

H. GRADING SYSTEM

Letter Grade Percentage

A 92%-100%

B+ 87%-91%

B 83%-86%

C+ 79%-82%

C 75%-78%

D 70%-74%

F 0-69%

INC Incomplete

NE No Exam

W Withdrawal Without Permission

Note: Scores in Canvas and Perusall are only raw scores and will not necessarily reflect your final grade.
You may consult me if ever you want to learn more about your class standing or performance.

I. CLASS POLICIES

Our class complies with the Undergraduate Academic Policies Adapted to Onsite, Flex, and Fully
Online Learning, Second Semester SY 2022-2023:
https://drive.google.com/file/d/1vHlaJbtIWAyVHY5ciDCeNLrQ_oGx_ja4/view

1. LEARNING SET-UP

a. Onsite Classes and Learning Management System (LMS):

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 - Our learning setup will be primarily ONSITE with a few asynchronous sessions. We will still
be using the AteneoBlueCloud CANVAS as the Learning Management System (LMS). All
learning materials will be placed here.

b. Communication between Instructors and Students

- We will be using the Canvas Inbox, Canvas Chat and Announcement functions for regular
communication within the class. Please monitor these regularly. Students are responsible for
their notification settings in Canvas.
- You are expected to use those same channels for communicating with your Instructor. Email
is also an option: gziselsberger@ateneo.edu . Please always use your Ateneo OBF email
accounts.
- You are expected to respond to messages from your Instructor within a reasonable amount of
time. “Reasonable” can vary per person; but from your instructor, you can expect a response
turn-around time of at most 2 days, excluding weekends and holidays.
- If you are consecutively non-responsive to my messages on Canvas and emails, I will reach
out to you through the Office of the Associate Dean for Academic Affairs and/or Office of
Guidance and Counseling, as recommended by our protocols.
- Class Beadle System: The class needs a beadle who will perform the following: (1) report
the absence or the tardiness of a faculty member on AISIS, (2) report major changes in the
course requirements and course grading system to the ADAA (3) create and manage
alternative platforms for purposes of communication and community, (4) serve as liaison
between the class and the instructor; raise class concerns to the instructor and raise these
concerns to the department chair/program director or School Dean if these concerns are not
sufficiently resolved by the instructor, (5) and additional duties such as assisting in keeping
attendance records, in disseminating information from the instructor to the class, and in
collecting materials.

c. Class Learning Activities and Requirements

- Learning activities in this course come in many forms: textual explanations, lectures, video
presentations, discussion and reflection activities, case/situational analyses, etc. If you are
having a hard time maneuvering online the tools or accessing them because of weak internet
connection, make sure to tell me so that I can assist you or give you an alternative activity.
NOTE:
- Those with unstable or no internet connection may avail of a portable learning
packet (PLP). Requests for PLPs are coursed through LS One
(www.ateneo.edu/lsone)
- Other concerns regarding access to these materials, feel free to tell me onsite, send
me an email or a message in our Canvas.

- This course contains a mixture of individual and group works, while assessments come in
these forms: non-graded formative, graded formative and graded summative assessments.
Dates are being set for the completion and submission of graded formative and summative
assessments. Please take note that we are following the Philippine standard time.

d. Integration with NSTP 11, OCM, SocSc12 & Philo 11

- NSTP 11: The NSTP 11 or the PUNLA Program is one of the programs of the Office for Social
Concern and Involvement (OSCI) designed for students taking the Theo12 course. It is best
to take NSTP 11 in the same quarter as Theo 12 because of the integration of the two courses,
which includes having shared assessments. Summative Assessment 1 and the Final Project
are shared assessments of NSTP 11 and Theo 12.

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 - Office of the Campus Ministry (OCM) Recollection: The recollection is important and
expected to complete the process of PUNLA and the Pastoral Cycle (but the teacher can offer
an alternative).
- SocSc12: One of the perspectives or disciplines strongly considered in Theo12 is coming the
Social Sciences. SocSc12 focuses on modernity and the modern world. In our course, we will
be examining and reflecting on several issues and concerns in the contemporary world.
Lessons from SocSc12 will definitely help us in gaining a critical and holistic understanding of
the world and will usher us to better theologizing or making sense of the faith.
- Philo 11 integration is done through values clarification, self-auditing, and a deepened
reflection on one’s purpose.

2. CLASS ATTENDANCE
- “Regular attendance in all classes is 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 onsite sessions and other class activities. Considering the number
of class meetings for this class, the allowable number of absences (excluding excused
absences) is 5. Kindly read ADAA policy on excused and unexcused absences in part J #8.
Being late in class for 15 minutes or more will also be marked as absence.

3. ONSITE and ONLINE DECORUM

a. ROUTINE: It can be tempting to put off assignments or tasks with multiple days before their due
dates. Avoid the panic and the feeling of constantly being behind by setting up routines for yourself
that ensure you are always on top of your responsibilities.

It is the student’s responsibility to keep themselves updated of the various outputs required of them
for every module. Regularly check your Canvas Calendar for the schedule of these submissions.
Kindly send an email or message in the LMS if there are problems or issues regarding access to
these activities so that alternative tasks may be given.

b. PARTICIPATION: Students are expected to participate mindfully and actively in all the onsite and
online activities like discussions, case analysis, group works, reflection, etc. A discussion is only as
helpful as the level of participation that we put into it. So please participate.

c. RESPECT: To ensure that our onsite and online academic environment is a safe space to express
stories, experiences and insights, respect should always be observed. Since we come from different
backgrounds and contexts, let us respect each other’s feelings and opinions even though they differ
from our own. We can always agree to disagree. It is absolutely all right to disagree as long as we do
so in a reasonable and civil manner. Respect becomes even more crucial when people are sharing
not ideas, but their feelings. In such cases, we are expected only to listen, to accept, or to support.

If someone states something that you find offensive, mention this directly to the instructor personally
and/or through email or message in the LMS. What you find offensive may quite possibly have been
unintended and can best be cleared up by the instructor. Let us practice giving each one the benefit
of the doubt, reaching out and clarifying things first before jumping to conclusions.

Policy on Gender-Sensitivity: 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. You may check the following links to access statements in
relation to this matter: https://2012.ateneo.edu/ls/ls-gender-policy or
https://2012.ateneo.edu/ugdo/policies/20200829-code-decorum-investigation-sexual-harassment
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 Privacy and Confidentiality: Teachers and students are expected to respect everyone’s privacy. Let
us commit to the rule that what happens in the class’s spaces stays in the class’s spaces. Private
information, which includes email addresses and other contact information, grades and other sensitive
information, should not be shared.

Intellectual Property Protection: Students are expected to respect the intellectual property rights of
their instructors and peers. Students are not allowed to share or repost any of the class content
given onsite, posted in the LMS or other class-designated spaces (e.g., the class Google Drive
created by your instructor) on any other online platforms without your instructor’s express written
permission as well as the express written permission of any and all parties who have contributed to
the content. Such content includes but is not limited to, both through copy-pasted text and through
screenshots or screen recordings: the text of the LMS pages, posts by your instructor and/or peers in
the discussion boards, and your peers’ uploaded assignments.

d. INTEGRITY: Essays, papers, and exams must be completed in conformity with the university’s
standards of academic integrity. Cases of plagiarism, cheating, etc. will be dealt with according to the
standards and policies of the Ateneo de Manila University. For further information regarding this
matter, kindly refer to: https://bit.ly/UndergraduateStudentHandbook

e. COMMUNITY: Though much of what we will do in this course is very academic in nature, let us
consider our class as a community. Thus, let us look out for each other. As part of our commitment
to cura personalis, I will be reaching out to those who do not participate in onsite and online
discussions and/or fail to submit requirements as well as if I have observed changes to your
disposition. You may do likewise most especially with your groupmates in the summative
assessments. Feel free to email or message me in the LMS for your concerns.
J. CONSULTATION HOURS

NAME OF FACULTY EMAIL DAY/S TIME

Fr. Georg Ziselsberger SVD gziselsberger@ateneo.edu* Mondays & Thursdays 2:00-3:30 PM

* You may also schedule a consultation via the Canvas private messaging platform.

K. ADDITIONAL NOTES
Our class complies with the Undergraduate Academic Policies Adapted to Onsite and Fully Online
Learning, Second Semester SY 2022-2023
link: https://drive.google.com/file/d/1TWGhvTi27yOANSG183Ub94KxAyV6KJH9/view?usp=sharing

1. Resources for Students

1.1 Guide to Canvas for students (Aug. 2020)

https://lor.instructure.com/resources/5f9a4be58f8747abb2d30d5a1cda846a?shared

1.2 Contacts:
1.2.1 For Canvas concerns: Write to canvas.ls@ateneo.edu
1.2.2 For Offline Access to Resources: Write to ls.one@ateneo.edu or call 09209142372
1.2.3 For these and other concerns, including student wellbeing: Write to ls.one@ateneo.edu

1.3 Other References:

1.3.1 Tips for Online Learning – http://ateneosalt.org/abc04
1.3.2 Rizal Library Access - http://rizal.library.ateneo.edu/onlineResources
1.3.3 Ateneo Blue Cloud Primer - http://ateneobluecloud.ateneo.edu/LS
1.3.4 Student Guide to the Code of Academic Integrity:
https://www.ateneo.edu/sites/default/files/The_LS_Code_of_Academic_Integrity_Student_Guide.pdf

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 APPENDIX
ASSESSMENT INSTRUCTIONS & RUBRICS

GRADED FORMATIVE ASSESSMENTS

1. PARTICIPATION = 20%

SUBMISSION OF STUDENT INFORMATION SHEET

PARTICIPATION DURING ONSITE SESSIONS

GRADED SUMMATIVE ASSESSMENTS

2. INFOGRAPHIC = 20%

Grading Rubric for Sector Research Infographic

Weighted Score
Percentag
Criteria e (%)
4 3 2 1 Total

Accuracy of 30% All statements and Data presented Data presented has Data presented
data presented were almost has few some errors (3-5) has a lot of errors
data factual, verified, and errors (1-2), (6 and more), not
properly cited verified and verified and no
reflecting the current properly cited citation
realities, issues, and
experiences of the
members of the
sector.

Quality of 30% All facts and figures Most facts and Some facts and Few facts and
presented are well figures presented figures presented figures presented
content chosen, clear, and are well chosen, are well chosen, are well chosen,
well-developed with clear, and well- clear, and well- clear, and well-
high quality developed with developed with developed with
supporting details and high-quality high quality high quality
highlight the current supporting details supporting details supporting details
context of the sector and highlight the and highlight the and highlight the
and partner area or current context of current context of current context of
institution. the sector and the sector and the sector and
partner area or partner area or partner area or
All data are complete institution. institution. institution.
and show a
perspective in Most data Some data Few data
presenting the issues (including the (including the (including the
of the sector, showing narratives) are narratives) are narratives) are
relationship and complete and complete and show complete and
interconnectedness to show a a perspective in show a
structures, policies, perspective presenting the perspective in
and processes in presenting the issues of the presenting the
(EPCEn) issues of the sector, showing issues of the
sector, showing relationship and sector, showing
relationship and interconnectedness relationship and
interconnectednes to structures, interconnectednes
s to structures, policies, and s to structures,
policies, and processes (EPCEn) policies, and
processes processes
(EPCEn) (EPCEn)

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Composition 20% Always uses correct Mostly uses Sometimes uses Rarely uses
spelling, punctuation, correct spelling, correct spelling, correct spelling,
and and grammar. punctuation, and punctuation, and punctuation, and
Creativity grammar. grammar. grammar.
All the graphics
used represent Most graphics Some graphics Graphics do not
information represent the represent the represent the
appropriately. information information information
appropriately appropriately. appropriately.
The design/layout is
very neat, clear, and The design/layout The design/layout The design/layout
appealing to the eyes. is neat, clean, and is acceptably is messy,
appealing to the appealing though it unappealing, or
eyes. may be a bit messy very poorly
and cramped. designed.

20% The synthesis of the The synthesis of The synthesis of The synthesis of
infographic is the infographic is the infographic is the infographic is
Synthesis excellently mostly organized, somehow barely organized,
organized, substantial, and organized, substantial, and
substantial, and coherent. substantial, and coherent.
coherent. coherent.

3. PERSONAL SYNTHESIS = 10%

Grading Rubric for Personal Synthesis

Weighted
Score
Criteria Percentage
(%) 4 3 2 1 Total

Content 50% Content shows Content shows Content shows little Content shows little
strong evidence of evidence of evidence of evidence of thinking
synthesis of ideas, synthesis of ideas, synthesis of ideas, and analysis but
analysis, and original analysis, and analysis, and original most ideas are
thought and support original thought and thought and support underdeveloped
of the topic. support of the topic. of the topic. and unoriginal.

Conclusions/ Conclusions/ Conclusions/ Conclusions/

reflections show reflections show an reflections show a reflections do not
mastery of the acceptable weak show an
course learning understanding of the understanding of understanding of the
outcomes. course learning the course learning course learning
outcomes outcomes. outcomes.

Organization 40% The topic and The topic and Topic is given but Topic and/or
main ideas are main ideas of the main ideas are main ideas are
and Clarity clear and easily output are unclear or absent or very
understood. mostly clear and lacking. unclear.
easily
understood.

Ideas are presented Ideas are Ideas are Ideas are

in a very organized presented in an presented in a presented in a
and logical manner. organized and somewhat disorganized
logical manner. organized and manner and are
logical manner. not expressed in a
logical manner.

Composition 10% Always uses Often Uses Sometimes uses Rarely uses
correct spelling, correct spelling, correct spelling, correct spelling,
punctuation, and punctuation, and punctuation, and punctuation, and
grammar. grammar grammar. grammar.

4. GROUP PRESENTATION: Pastoral Cycle Final Output = 30%

The final group presentation is the culmination of all our efforts of doing a Theology of the Catholic Social Vision and in
your PUNLA program. The presentation will follow the methodology of the Pastoral Cycle, which determines a pastoral
response after a careful observation, analysis, and reflection of a given reality of your assigned sector.
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Instructions: Prepare a 30-minute presentation according to the steps of the pastoral circle:

1.HUMAN EXPERIENCE: Highlights of the Online Engagements with the Sector

Here are some guide questions/tasks:
- Who are the people you met and interacted with in the sector?
- What are their joys and aspirations in life?
- What are their concerns and struggles?
- What keeps them going and what disheartens them?
2.SOCIAL ANALYSIS: Framework Used, Analysis: Main Issue/s, Causes and Effects
3.THEOLOGICAL REFLECTION: Group Position and Christian Moral Imperative
After going through the various perspectives and resources (Scriptures and Catholic Social Teachings), formulate and
explain your own position as a group in relation to the main issue/s of your sector. Mention in summary the biblical
passages and CST teachings used.
4.PASTORAL ACTION: a) Recommendations and b) Personal Commitment
a) Recommendations: Identify key stakeholders in the sector based on the analysis and reflection of the group.
Generate relevant and feasible recommendations (roles and responsibilities) to these key stakeholders.
b) Personal Commitment (Individual): Articulate concrete, specific and tangible changes in the mindset, behavior,
and lifestyle which you may possibly pursue because of the process of going through the moments of the pastoral circle
in understanding and responding to the conditions and concerns of your sector. Answer these 2 guide questions:
- In what way will you use specific lessons in this course to shape, influence or change your mindset, behavior, and
lifestyle to exhibit compassion and greater solidarity with your assigned sector?
- In what area and way will you utilize the learning and formation gained from the program that you are taking in ADMU
help in addressing the concerns or being in greater solidarity with the sector?

Grading Rubric for Final Output

Weighted
Score
Criteria Percentag
e (%) 4 3 2 1 Total

CLO1: 25% “Excellent” “Above Average” “Satisfactory” “Below Average”

Rootedness The output The output The output The output was
in various examined the examined the examined the not able to
perspectives various various various examine the
points/stands and points/stands and points/stands and various
and points of narratives/voices of narratives/voices of narratives/voices of points/stands and
an issue all the different most of the some of the key narratives/voices of
stakeholders in their different stakeholders in their the different
identified stakeholders in identified stakeholders in
(as a way of issue/sector. their identified issue/sector. their identified
demonstrating a issue/sector. issue/sector.
more critical and
broad Excellent/Effective Above Satisfactory/Appro Below
understanding) use and integration Average/Compete priate use and Average/Ineffectiv
of the social nt use and integration of the e use and
Key themes: analysis, theological integration of the social analysis, integration of the
*Completeness / reflection, and social analysis, theological social analysis,
comprehensivene research in enriching theological reflection, and theological
ss of sources of and deepening the reflection, and research in reflection, and
data & situation output. research in enriching and research in
*integration and enriching and deepening the enriching and
synthesis of data deepening the output. deepening the
and points output. output.

CLO2: 25% “Excellent” “Above Average” “Satisfactory” “Below Average”

Rootedness The output always The output mostly The output The output poorly
in human grounds and relates grounds and somehow grounds grounds and
encounters / the analyses, relates the and relates the relates the
reflections, and analyses, analyses, analyses,
experience conclusions to the reflections, and reflections, and reflections, and
stories, voices and conclusions to the conclusions to the conclusions to the
(as a way of context of the stories, voices and stories, voices and stories, voices and
developing a sector/area context of the context of the context of the
sense of representatives. sector/area sector/area sector/area
compassion and representatives. representatives. representatives.
service (other

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NSTP 11 / Proper Proper Proper Proper
Ignatian citation/recognition citation/recognition citation/recognition citation/recognition
competences) of the names of the of the names of the of the names of the of the names of
people from the people from the people from the the people from the
Key themes: sector/area and sector/area and sector/area and sector/area and
Names, voices, contextual contextual contextual contextual
the face, proper presentation of presentation of presentation of presentation of
context, information/situation information/situatio information/situation information/situatio
relationship / were always n were mostly were somehow n were lacking in
ugnayan demonstrated in the demonstrated in demonstrated in the the output.
output. the output. output.

CLO 2 & 3: 25% “Excellent” “Above Average” “Satisfactory” “Below Average”

Rootedness The presented The presented The presented The presented
of response initiative/action was initiative/action was initiative/action was initiative/action was
to clearly seen as a mostly seen as a somehow seen as seen to be lacking
result of both self- result of both self- a result of both self- in self-reflection
discernment reflection and reflection and reflection and and societal
and societal assessment societal societal assessment
(personal and social assessment assessment (personal and
commitment discernment). (personal and (personal and social social
to values / social discernment). discernment).
principles discernment).

The students were

(as a way of very clear in The students were The students were
exploring and demonstrating mostly clear in The students were lacking in
formulating learned values and demonstrating somehow clear in demonstrating
appropriate principles which may learned values and demonstrating learned values and
initiatives and help discern future principles which learned values and principles which
responses) initiatives/actions for may help discern principles which may help discern
living out future may help discern future
compassion, initiatives/actions future initiatives/actions
solidarity and for living out initiatives/actions for living out
service. compassion, for living out compassion,
solidarity and compassion, solidarity and
service. solidarity and service.
service.

Delivery - 25% “Excellent” “Above Average” “Satisfactory” “Below Average”

related to
The output was The output was The output was The output was
CLO 1 presented with great presented with presented with seen to be lacking
clarity and good clarity and clarity and in clarity and
(demonstrates coherence and was coherence and was coherence and was coherence and/or
one’s views / able to effectively able to able to use an not able to use an
perspectives use an appropriate competently use appropriate appropriate
through verbal, medium/platform to an appropriate medium/platform to medium/platform to
visual, or written deliver and convey medium/platform deliver and convey deliver and convey
communication the message and means to deliver the message and the message and
that is appropriate reflections. and convey the reflections. reflections.
for various message and
contexts and reflections.
sources) Intolerable errors
Almost no errors in the following:
No errors in the in the following: Few errors in the grammar, sentence
following: grammar, grammar, sentence following: grammar, construction,
sentence construction, sentence appropriate use of
construction, appropriate use of construction, words and
appropriate use of words and appropriate use of abbreviations,
words and abbreviations, words and spelled out
abbreviations, spelled out abbreviations, acronyms,
spelled out acronyms, spelled out bibliography /
acronyms, bibliography / acronyms, citation
bibliography/citation citation bibliography/citation

-
5. FINAL ORAL EXAM = 20%
Be prepared for a 10-15 minutes oral exam during which you will be asked simple questions related to /
based on the course content and how that could meaningfully be related to your personal life and faith.

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