The unit uses the key theological concepts covered in DE9014L and further develops the students' capacity to engage in and lead dialogue between theology and education in their local context. It also facilitates the development of a critical appreciation of the diversity of theological thought within a Christian Education context, assisting participants to identify when theological assumptions or starting points may be inadvertently acting as barriers to a deeper understanding of the culture and core identity of a particular Lutheran (Christian) education context.

Unit code: DE9015L

Unit status: Approved (Major revision)

Points: 12.0

Unit level: Postgraduate Elective

Unit discipline: Education Studies

Proposing College: Australian Lutheran College

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Learning outcomes


Synthesise critical scholarship in areas of both theology and educational theory and practice as these relate to Lutheran (or other Christian) schools


Critically analyse theolgical dialogue in order to identify and compare participants' theolgical assumptions and starting points


Demonstrate competence in the skills of research appropriate to the dialogue between education and theology

Unit sequence

Course relationship: A level 9 unit in postgraduate education courses (Either DE9014L & DE9015L [or DE9016L] are the compulsory core units in the ALC Master of Education and Theology)

Prerequisites: DE9014L Education and Theology in Dialogue Part A

Prohibited combinations: DE9016L Education and Theology in Dialogue


This unit is an extended application of core theological content covered in DE9014L and hence operates in a manner reminiscent of research supervision. Students will interact 1-1 with lecturing staff as they plan, develop, conduct analyse and report on a dialogue between education and theology in their local education context.

Indicative Bibliography

  • Bartsch, Malcolm I. A God who speaks and acts: theology for teachers in Lutheran schools. Adelaide, SA: Openbook Howden, 2013.
  • ———. Why a Lutheran school? Education and theology in dialogue. Adelaide, SA: Board for Lutheran Schools, 2001.
  • Bayer, Oswald. Martin Luther's theology: a contemporary interpretation. Grand Rapids, MI: W.B. Eerdmans Pub. Co., 2008.
  • Braaten, Carl E. Principles of Lutheran theology. 2nd ed. Minneapolis, MN: Fortress Press, 2007.
  • Christenson, Tom. The gift and task of Lutheran higher education. Minneapolis, MN: Augsburg Fortress, 2004.
  • ———. Who needs a Lutheran college? Values vision vocation. Minneapolis, MN: Lutheran University Press, 2011.
  • Lutheran Theological Journal. Adelaide: Australian Lutheran College. [Full text in ProQuest from 1997 via Online Resources at]
  • Jungling, Laurie, ed., Lutheran Perspectives on Biblical interpretation. Minneapolis, MN: Lutheran University Press, 2010.
  • Schwarz, Hans. The Christian faith: a creedal account. Grand Rapids, MI: Baker Academic, 2014.
  • Stjerna, Kirsi. Lutheran Theology: A grammar of faith. London, UK: T&T Clark, 2021.
  • Veith, Gene Edward. The spirituality of the cross: the way of the first evangelicals. 2nd ed. St. Louis, MO: Concordia, 2010.


Type Description Word count Weight (%)

Plan, conduct, analyse and report on a local dialogue between education and theology

4000 100.0

Unit approved for the University of Divinity by Prof Albert Haddad on 9 Sep, 2022

Unit record last updated: 2022-09-09 14:59:31 +1000