COLLEGE:

DEPARTMENT:
COURSE CODE:
COURSE TITLE:
CLASS DAY & TIME:
ROOM:
INSTRUCTOR:

Liberal Arts
Theology and Religious Education
TREDTWO
The Filipino Christian in a Changing World
Prof. Dalmacito Mac Cordero Jr.

COURSE DESCRIPTION:
The TREDTWO course (The Filipino Christian in a Changing World) develops students as persons in
communities of moral discernment. The Filipino-Christian living in a rapidly changing world is confronted with
challenges and alternative lifestyles which demand proper discernment, evaluation and decision.
LEARNING OUTCOMES:
Theology and Religious Education
Department
(TRED)
Expected
Lasallian Graduate Attributes (ELGAs):
A Christian / Lasallian ACHIEVER
A Creative-Critical LEARNER
A Dynamic Agent of Renewal & Social
Transformation
A Compassionate SERVANT-LEADER
An Proactive Advocate of DIALOGUE

LEARNING OUTCOMES (LO):

On completion of the course, the student is expected to be able to do the
following:
LO1. Respond to the Lasallian vision-mission as to contribute in the
personal, communal, ecclesial, and societal growth and transformation
- living out Christian perspectives, behavior, and attitudes by
participating actively in responding to socio-economic-political,
cultural, moral and spiritual issues.
- initiating ways to gain new knowledge through critical
discussions, researches, academic forums, and participation in
professional organizations and their activities
LO2. Appreciate own faith expressions and involve themselves, support,
and promote inter-religious dialogue and ecumenism
- leading in their faith celebrations and building of communities
advocating human dignity, justice and peace, solidarity with the
poor, care for the earth, the good of the nation and the church

FINAL COURSE OUTPUT:

As evidence of attaining the above learning outcomes, the student is required to do and submit the following during
the indicated dates of the term.
LEARNING OUTCOME (LO)
REQUIRED OUTPUT
DUE DATE
LO1. Respond to the Lasallian vision- TREDTWO Community Service Program:
October 16-19,
mission as to contribute in the personal,
- Applying theology and religious 2012
communal, ecclesial, and societal growth
education learning through participation
and transformation
in
various
institutional
social
- living out Christian perspectives,
advocacies, e.g. environmental , animal
behavior, and attitudes by
welfare, labor rights, women;s plight,
participating actively in responding
justice and peace, and the like.
to
socio-economic-political,
- Explaining and advocating the social
cultural, moral and spiritual issues
teachings of the church and
- initiating ways to gain new
synthesizing the value of justice, peace

knowledge
through
critical
discussions,
researches,
academic
forums,
and
participation
in
professional
organizations and their activities
LO2. Appreciate own faith expressions and
involve themselves, support, and promote
inter-religious dialogue and ecumenism
- leading in their faith celebrations
and building of communities
advocating human dignity, justice
and peace, solidarity with the
poor, care for the earth, the good
of the nation and the church

and integrity of creation through the

model see, judge, act.
- Weaving/Producing
a
creative,
inculturated, relevant story / artwork /
song / poem / MTV / painting about
social/moral realities, issues and
concerns.
Research and Interview with the Different December 3-6,
Marginalized Sectors of Our Society:
2012
- Conducting a survey interview and
research about peoples perception of
and questions concerning social
situations as well as presenting the
acquired insight and formulated ideas
about the different marginalized sectors
of the society.
- Demonstrating the integration of
morality and social teachings in worship
and communal/social dynamics in a
classroom/university
level/setting
through
a
para-liturgical/liturgical
celebration

RUBRIC FOR ASSESSMENT: Church Involvement

Criteria
Service Content
(40%)

Organizational
Impact (35%)

Exemplary
The work
manifests
outstanding
performance
towards the
upliftment of the
community;
shows very
strong evidence
of service
satisfaction from
the community;
and goes beyond
the requirements.
The work
manifests high
impact the
community
dynamics; shows
very strong
evidence of
service
satisfaction and
evaluation

Satisfactory
The work manifests
satisfactory
performance towards
the upliftment of the
community; shows
evidence of service
satisfaction from the
community; and fairly
comply with the
requirements

Developing
The work manifests
neglect in service
performance; shows
limited evidence of
service satisfaction
from the community;
lacks compliance with
the requirements

Beginning
The work
manifests no
performance at all,
mistreatment of
assigned tasks and
duties, and
demonstrates no
evidence
compliance with
the requirements.

The work manifests

limited impact that
needs improvement;
shows evidence of
service satisfaction
and
evaluation/feedback
from the community;
and fairly fulfills the
requirements

The work manifests

minimal impact; poor
service as evident by
community
evaluation/feedback;
minimal fulfillment of
the requirements

The work
manifests no
organizational
impact at all

Participation (25%)

feedback from
the community;
and goes beyond
the requirements
The student is
very active,
focused and selfconfident; shows
cooperation,
competency and
consistency in
performing the
assigned tasks
and
responsibilities
as well as
enthusiasm in
doing such;
goes beyond the
requirements

The student
demonstrates
activeness, focused,
and self-confidence
but still needs to show
cooperation,
competency and
consistency in
performing the
assigned tasks and
responsibilities as well
as becoming more
enthusiastic in doing
such; fairly comply
with the requirements

The student is nervous,

self-conscious and
easily distracted; lacks
cooperation,
competency and
consistency in
performing the tasks;
lacks enthusiasm;
minimally comply with
the requirements

No participation at
all

RUBRIC FOR ASSESSMENT: CREATIVE OUTPUT

Criteria
Illustration of the
objectives of
learning the
concepts of identity,
character formation,
choices, and social
norms. (40%)
Aesthetic appeal
(30%)

Creativity
(30%)

Exemplary
The submitted work
illustrates correctly
all the targeted
objectives of
learning the
concepts of identity,
character formation,
choices, and social
norms
The submitted work
manifests well
crafted, attractive
and superior work
that goes beyond
the requirements
The submitted work
demonstrates
imaginative
thinking, output
produced has
innovative and
unique qualities that
go beyond the
required qualities

Satisfactory
The submitted work
illustrates correctly
more than 50% of the
targeted objectives of
learning the concepts
of identity, character
formation, choices,
and social norms

Developing
The submitted work
illustrates correctly
less than 50% of the
targeted objectives of
learning the concepts
of identity, character
formation, choices,
and social norms

Beginning
The submitted work
illustrates none of the
targeted objectives of
learning the concepts
of identity, character
formation, choices,
and social norms

The submitted work

manifests moderately
well crafted,
acceptable
appearance and
ordinary work
The submitted work
demonstrates
moderate imaginative
skills, output
produced has some
innovative and unique
qualities

The submitted work

manifests less
artistic, less
attractive, and casual
work

The submitted work

manifests inartistic,
unattractive, and
sloppy work

The submitted work

demonstrates lack of
imaginative thinking
and the output
produced has less
innovative or unique
qualities

The submitted work

demonstrates
unimaginative
thinking and the
output produced has
no innovative or
unique qualities

OTHER REQUIREMENTS AND ASSESSMENTS:

Aside from the final output, the student will be assessed at other times during the term by the following:
Reaction/Reflection Paper
Seatwork
Group Work/Report
GRADING SYSTEM:
The student will be graded according to the following:
Required Outputs
60 %
-TREDTWO Community Service Program
-Research and Interview with the Different Marginalized Sectors of Our Society
Individual Seatwork/Paper
25 %
Class Participation
15 %
LEARNING PLAN:
LEARNING
OUTCOME
LO1

TOPIC
The Ethical and Christian Perspectives
Identity, Ethical Identity and Reality
Voices that Dictates my Actions and Interactions:
The Moral Landscape

WEEK
NO.
1-4
5-7

Conversion and Reconciliation (Pagbabalik-loob) 13-14

with God, with Others, with Creation

LO2

Becoming Human Together as Christian

8-9

Solidarity with Others especially with the

Marginalized and the Exploited and with the 10-12
Whole of Creation

LEARNING
ACTIVITIES
seat work
exercises
group discussion
reflection paper
research paper
group discussion/critiquing
creative presentations: drama/skit and
collage
quiz
debate sessions
power point presentation
public exhibit
group discussion/critiquing
essay
reflection paper
celebration
case study
seat work

REFERENCES:
A. Books/Articles:
1. Bretzke, James T. (2004). A Morally Complex World: Engaging Contemporary Moral Theology. Liturgical Press.
2. Clairmont, D. A. (2011). Moral struggle and religious ethics : on the person as classic in comparative theological
contexts. Massachusetts: Wiley-Blackwell.
3. Curran, Charles. (1966). Christian Morality Today: The Renewal of Moral Theology. Notre Dame, Ind: Universuty
Notre Dame Press

4. Genovisi, Vincent J. (2003). In Pursuit of Love. Catholic Morality and Human Sexuality (2nd Edition). Quezon City:
Jesuit Communications Foundation, Inc.
5. Gensler, H. J. (2011). Ethics: a contemporary introduction. New York: Routledge.
6. Gula, Richard. (1999).The Good life: where Morality abd Spirituality converge. New York: Paulist Press
7. Gula, Richard. (1997). Moral Discernment. New York: Paulist Press
8. Gula, Richard. (1989). Reason informed by faith; foundations of Catholic Morality. New York: Paulist Press
9. Harrington, Donal (1996). What is Morality. Dublin:The Columbia Press
10. Hendrickx, Herman. (1988). Social Justice in the Bible. Quezon City: Claretian Publication
11. Henriot, Peter J. (1989). Catholic Social Teaching: Our Best Kept Secret. Quezon City: Claretian Publications
12. Hollenbach, David, SJ. (2002). The Common Good and Christian Ethics. Cambridge University Press.
Knox, Ian. (2003). Theology for Teachers. Quezon City: Claretian Publication.
13. Kaczor, C. R. (2011). The ethics of abortion: Women's rights, human life, and the question of justice. New York :
Routledge.
14. Martin, M. W. (2007). Everyday morality : an introduction to applied ethics. Belmont: Thomson/Wadsworth.
15. Ogletree, Thomas. (1984) The Use of the Bible in Christian Ethics . Oxford: Blackwell. (focuses on the theme of
biblical eschatology and its impact on the ordered life of the emerging Christian communities).
16. Ricur, Paul. (1986), Fallible Man, revised trans. Charles E. Kelbley New York: Fordham University Press. This
work discusses the three aspects of perspective: cognitive, affective and practical.
17. Sher, G., ed. (2012). Ethics : essential readings in moral theory. New York: Routledge.
18. Singer, P. (2011). Practical ethics. Cambridge: Cambridge University Press.
19. Spence, E. (2011). Media, markets, and morals. West Sussex: Wiley-Blackwell.
20. Verhey, Allen. (1984) The Great Reversal: Ethics and the New Testament (Grand Rapids, Michigan: William B.
Eerdmans Publishing Company, (depicts the various ethical traditions/perspectives in the Christian Scriptures (New
Testament).
B. Websites:
1. http://www.osjspm.org/catholic-social-teaching.aspx
2. http://www.vatican.va
CLASS POLICIES:

Attendance: Students are expected in class diligently and on time. They shall follow the University
attendance policy.
Deadlines: Outputs must be submitted on time.
Cheating, Plagiarism and Acts of Dishonesty: Any form of dishonesty is extremely prohibited and severely
dealt with by the University in accordance with the Discipline Office and the Student Handbook.

Approved by:
___________________________
Dr. Luis Sembrano
Department Chair
___________________________
Dr. Dominador Bombongan Jr.
Dean, College of Liberal Arts
5