US Theology of the Body
“The human body includes right from the beginning…the capacity of expressing love, that love in which the person becomes a gift – and by means of this gift – fulfills the meaning of his being and ex-istence.”
– St. John Paul II, Theology of the Body, January 16, 1980
From September 1979 through November 1984, (Pope) St. John Paul II gave a series of 129 papal addresses we now refer to as the Theology of the Body. In these addresses, St. John Paul II shared theological and philosophical wisdom that was many years in the making during his time serving the church prior to becoming pope. In his teaching on human sexuality, marriage, and family life, he centered on the dignity of the human person and the reality that man cannot fully understand his own identity without existing with someone and further, existing for someone else. That is, unless he makes a sincere gift of self, man cannot participate in love as a part of God’s original plan for us.
In this course, we will lay the groundwork for the Theology of the Body through learning about who St. John Paul II (Karol Wojtyla) was before he became pope. We will discover how his theological considerations on human sexuality were formative in the Church and will continue to be increasingly necessary to promote truth, beauty, and goodness in our modern culture. Through studying his teaching on the human person and our relationship to God and each other, we will learn more about our God-given identities which can help us find our place in the world and lead us to the God who loved us into existence.
For each skill instructors have determined whether it is a prerequisite skill or a skill to be developed throughout the course. For lower school, instructors indicate where parent support is expected.
- With Parent Support: Skills that most lower school students will need help with.
- Developing: Skills that the instructor will help develop and emphasize throughout the year.
- Mastered: Prerequisite skills that the instructor is expecting students to possess.
- Be able to manage Canvas assignments and submissions (view assignments, check for teacher messages, submit homework as pdf file, submit revisions if necessary, set Canvas notifications for the class, view class notifications when posted, etc.).
- Be able to set notifications settings to alert the student of class announcements, homework assignments, due dates, instructor comments made on assignments, instructor comments made on individual student submissions, instructor comments made on graded items, etc.
- Be able to review notifications ongoing throughout the year; notifications which include: class announcements, homework assignments, due dates, instructor comments made on assignments, instructor comments made on individual student submissions, instructor comments made on graded items, etc.
- Be able to respectfully and wisely engage with other students and the instructor on Canvas discussion boards.
- Be able to respectfully, wisely and formally engage with instructor through private Canvas messaging.
- Be responsible for reviewing teacher feedback, suggestions and comments about student work and employing that feedback as necessary.
- Be able to hand-write answers in complete sentences.
- Be able to write sentences with basic sentence syntax (i.e. capitalization of first word in a sentence, punctuation at the end of each sentence, space between sentences, capitalization of proper nouns, each sentence having a subject and predicate, etc.).
- Be able to spell at grade level and employ course vocabulary cumulatively throughout the course.
- Be able to build well organized paragraphs which employ (among other skills) topic sentences, transition sentences, clear linear thinking throughout the essay.
- Be able to build a logical, well-reasoned argument through a written essay providing sound reasoning (i.e. true premises, valid arguments, sound conclusions).
- Be able to request a family or peer to edit submissions, but understands these requests should be for the purposes of raising important questions for the student to consider and suggesting minor edits. The student understands that family or peer editors should not be reworking of sentences, redefining terms, building new concepts, building arguments or writing passages for the student.
- Be able to build and use alphanumeric outlines as part of the writing process.
- Be able to employ the feedback of the instructor into future edits and submissions of the assignment.
- Be able to self-edit written submissions for grammar and spelling mistakes.
- Be able to read material independently and identify the information which might be relevant to course discussions and objectives (even if the student doesn’t fully understand all of what’s being read).
- Be able to mark, underline or highlight important words, definitions or concepts within a text being read both while reading independently and reading corporately as a class.
- Be able to identify key terms in a passage, and follow the author’s argument.
- Be able to read material independently and identify questions which require clarification or further explanation from the instructor.
- Be able to listen to the author’s argument and understand it even if the student disagrees with the conclusion reached or reasons given.
- Be able to type short answers in complete sentences.
- Be able to type paragraph essays (short essays, and 5 or more page essays).
- Be able to employ basic MLA formatting skills (i.e. 1-inch margins, double spacing, heading on paper).
- Be able to employ MLA citations for (for quoted material and referenced material) through the use of footnotes or endnotes, bibliography, work-cited page. Student should have a concept of what plagiarism is and know how to avoid it.
- Follow along with instructor-led note-taking and record notes during class.
- Be prepared to thoughtfully answer questions when called on in a group setting, during class.
- Be prepared to volunteer thoughtful comments, answers and ideas in a group setting, during class.
- Be prepared to generate thoughtful questions to enhance the class discussion, to identify areas needing clarification, and to make valuable connections with other course content.
- Follow class discussions and seminar conversations to record notes without the instructor identifying specifics.
- Be responsible to study at home for quizzes, tests and other assessments.
- Understand the difference between assignments given by an instructor and the necessary and independently initiated need for private study of material.
- Be able to schedule and manage multiple projects from multiple instructors and courses.
- Be able to schedule time outside of class to complete independent review of materials.
- Be able to determine the best places and ways to study at home (i.e. quiet, undistracted, utilizing various methods of review (auditory, written, visual, practice tests, flashcards, etc.).
- The Jeweler’s Shop by Karol Wojtyla
- Paperback (1992), Ignatius Press
- Must have physical copy, digital versions not permitted
- Called to be More, Ruah Woods Institute
- Textbook – Online Subscription ($10/year)
- Assigned sections may be printed before reading or read online.
- Gaudium Et Spes (Pastoral Constitution on the Church in the Modern World), Pope Paul VI
- Catechism of the Catholic Church
- Any physical copy, digital versions not permitted.
- Bible (New American Bible) (must have personal physical copy – cannot use someone else’s Bible)
Monika Minehart has been working in Catholic Religious Education for over a decade, serving as both a Youth Minister & Director of Religious Education at several Catholic Churches. She earned her B.A. in English with a minor in Early Christian Studies from the University of Michigan and her M.A. in Divinity from the University of Chicago with a focus in Biblical Studies and Koine Greek. Having observed teaching styles in a wide array of school settings (homeschooling, private, public & charter) in her own education and that of her children, she understands the necessity of restful learning wherever you may be attending school. Monika is passionate about reinvigorating Catholic catechetical programs through relational ministry using the mediums of literature, music, and art. She is delighted to be an instructor with the Aquinas House of Studies at Scholé Academy. Monika cherishes the time she gets to spend with her husband and four children, enjoys weightlifting and exercising in her garage gym, and loves listening to uplifting music. email@example.com
Computer: You will need a stable, reliable computer, running with a processor with a speed of 1 GHz or better on one of the following operating systems: Mac OS X with Mac OS 10.7 or later; Windows 8, 7, Vista (with SP1 or later), or XP (with SP3 or later). We do not recommend using an iPad or other tablet for joining classes. An inexpensive laptop or netbook would be much better solutions, as they enable you to plug an Ethernet cable directly into your computer. Please note that Chromebooks are allowed but not preferred, as they do not support certain features of the Zoom video conference software such as breakout sessions and annotation, which may be used by our teachers for class activities.
High-Speed Internet Connection: You will also need access to high-speed Internet, preferably accessible via Ethernet cable right into your computer. Using Wi-Fi may work, but will not guarantee you the optimal use of your bandwidth. The faster your Internet, the better. We recommend using a connection with a download/upload speed of 5/1 Mbps or better. You can test your Internet connection here.
Headset: We recommend using a headset rather than a built-in microphone and speakers. Using a headset reduces the level of background noise heard by the entire class. Headset Recommendations: USB | 3.5mm
Zoom: We use a web conferencing software called Zoom for our classes, which enables students and teachers to gather from around the globe face to face in real time. Zoom is free to download and easy to use. To download Zoom:
- Visit zoom.us/download.
- Click to download the first option listed, Zoom Client for Meetings.
- Open and run the installer on your computer.
- In August, students will be provided with instructions and a link for joining their particular class.
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First, read the available course descriptions, noting prerequisites, target grades, and course objectives. If you think your student is prepared for the course, go ahead and register. After registration, a placement assessment may be provided to students, depending on the course and the student’s previous enrollment with Scholé Academy. Registration is finalized when the student’s placement assessment has been returned by the course instructor with placement confirmation.
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This registration will be finalized when the student's placement assessment has been returned by the course instructor with placement confirmation.