Master of Theology Theology at Cardiff University (SHARE), St Michael’s College and the South Wales Baptist College 2015–16
A Cardiff University Degree, delivered in partnership with St Michael’s College and South Wales Baptist College.
**** Possible Changes **** All students are hereby notifed that the modules advertised or referred to in this handbook can be changed or withdrawn both before and after selection. Furthermore, the schedule of the modules may be liable to variation and change for any reason, including loss or lack of availability of academic staff and insuffcient take up of modules. Staff, too, may be changed. Cardiff University, South Wales Baptist College and St Michael’s College accept no responsibility for any such changes, withdrawals or re-scheduling of modules and students select them at their own risk.
**** Accuracy **** In an ideal world, Programme Directors would have the time to go through a document like this at least once a year and ensure that every single word is utterly correct, precise, unambiguous and still relevant. In the real world we live in, this simply doesn’t happen. It makes for a complicated situation where staff want to tell you to check what’s in the Handbook, but sometimes different members of staff/faculty have different assumptions about what’s in the Handbook, what it says and how it is to be interpreted. A particular problem that arises is caused by the fact that the frst draft of this document was prepared from the MTh Chaplaincy Studies Handbook, and at a few points information that relates to the distinctive structure of that Programme appears, even though it should have been rooted out. In other words, the vast majority of what is in here is reliable and correct; a few corners and odd statements might well not be. While every effort has been made to ensure that everything in this document is accurate, the possibility of omissions, oversights and slip-ups inevitably remains. For all these, the Director of Postgraduate Training (St Michael’s College) offers his apologies and craves your indulgence and understanding. Those nicely pointed out to him will be readily corrected for the future.
i.
Contents
i.Contents..................................................................................................3 ii.General Introduction............................................................................5 iii.MTh Theology – Pathways and Modules.........................................6 Practical Theology.................................................................................................. 8 Biblical Studies...................................................................................................... 13 Christian Doctrine................................................................................................ 16 Church History...................................................................................................... 17
iv.Dates of study days...........................................................................18 Study Day Timetables ......................................................................................... 20
v.Course Aim and Outcomes...............................................................21 vi.How the Course Works....................................................................23 Working through the Course.............................................................................24 Before the Course Starts.................................................................................... 25 Preparing to submit your assignment...............................................................26
vii.Academic and Course Requirements............................................28 General................................................................................................................... 28 Choosing an Assignment..................................................................................... 29 Part I Dates, Deadlines and Submissions..........................................................30 Dissertations and Binding................................................................................... 30 Welsh...................................................................................................................... 30 Submitting Coursework via LearningCentral..................................................30 Grades and Marking Criteria..............................................................................34 Policy regarding interim marks.......................................................................... 36 Unfair Practices.................................................................................................... 37 Presentation of Final Assignments....................................................................38 Referencing............................................................................................................ 39 Fieldwork and Personal Surveys........................................................................42 Feedback and Complaints .................................................................................. 42 Learning and Library Resources......................................................................... 43
viii.Roles and Responsibilities..............................................................46 Course staff............................................................................................................ 46 Information Offcer.............................................................................................. 47 Course Administrator.......................................................................................... 48 Module Tutors....................................................................................................... 48 Supervisors............................................................................................................ 49 Mentors.................................................................................................................. 50 Students................................................................................................................. 51
ix.Who’s Who and Where do I Contact Them? ..............................53 The Module Tutors............................................................................................... 54 Useful names and addresses............................................................................... 56
x.Module Descriptions, Requirements and Bibliographies............57 RTT117 Church History I & RTT118 Church History II................................58 RTT143 Independent learning project..............................................................62 RTT144 Continuity and Change: Ministry in Contemporary Society..........65 RTT145 Faith, belief and spirituality in the contemporary world...............69 RTT146 Contours of Christian Theology.........................................................73 RTT147 Contemporary Theologies of Mission................................................77 RTT148 Beginning Chaplaincy............................................................................ 81 RTT149 The Bible in Ministry............................................................................85 RTT150 Principles of Practical Theology.........................................................89 RTT151 Critical refection on practice.............................................................93 RTT202 Facilitating Moral Thinking and Debate............................................97 RTT205 The Context of Chaplaincy................................................................101 RTT517 Hermeneutics and Critical Method..................................................105 RTT518 Theologies of Liberation....................................................................110 RTT519 The New Testament in Social Perspective.....................................115 RTT520 Exegesis of Biblical Texts...................................................................120 RTT525 Research Methods for Theology.......................................................126 RTT529 Out of Babylon: Old Testament Theology......................................130 RTT530 The Horrors We Bless: Old Testament Texts...............................134 RTT531 Biography as Theology ......................................................................138 Dissertation......................................................................................................... 156
ii.
General Introduction
Welcome to this innovative, exciting and unique course that has been specifcally designed with the needs, interests and resources of ordained and lay practitioners in ministry specifcally in mind. We very much hope that you will enjoy your study with Cardiff University, St Michael’s College, Cardiff, and the South Wales Baptist College. This handbook is designed to help you to get started on the course, to understand its nature and functioning, and to give you a clear sense of the work that you will need to do. Please read it now, particularly the early sections, and then keep it by you as the course progresses. Clearly, some of the information given is less relevant now than it will be in the future. Equally, you will not fnd every particular that you need to know in this book. However, it is an important frst point of reference for queries and understanding what you should be doing. Students may apply for the course through Cardiff University, and the School of History, Archaeology and Religion (SHARE); the South Wales Baptist College (SWBC); or St Michael’s College (SMC). In all cases, however you enquire, the fnal application form is submitted by online registration administered by Cardiff University at http://www.cardiff.ac.uk/regis/general/applyonline/index.html. There is a course administrator at SWBC and SMC. The SMC administrator is Sian Trotman on 029 2083 8079 or
[email protected], who will be glad to answer any questions. You can also discuss matters with the Director of Postgraduate Training, Dr John Wilks, on 029 2083 8004 or
[email protected]. To enquire about SWBC, please ring the College Principal, Revd Dr Peter Stevenson on 029 2025 6066 or
[email protected].
Introducing MTh Theology The MTh in Theology is a completely revised course, launched in 2012, and organised in a novel way that integrates individually-directed personal study with day learning together with other practitioners. It is a Master’s course at Cardiff University. Originally offered just in Practical Theology, it was expanded in 2013 to offer additional pathways in Biblical Studies, Christian Doctrine and Church History. We will be asking you to comment on your experience at the end of most modules throughout your period of enrolment with us so that we can improve all aspects of the MTh and ensure that it remains relevant. However, if for any reason you fnd that you are not enjoying or getting as much out of the course as you want or need then please discuss your concerns with a tutor as soon as you can. They will also be able to help you with specifc queries and information that is not contained in this book.
iii.
MTh Theology – Pathways and Modules
Students on the MTh Theology choose one of four pathways: Practical Theology, Biblical Studies, Christian Doctrine, or Church History. Each pathway is laid out in the following set of tables. The frst table lists all the modules that have been validated by the University. Following that, separate tables are provided for each pathway in full- and part-time mode. Students must identify carefully exactly which pathway and study mode they are following. (NB All modules are worth 20 credits unless indicated otherwise. Modules in italics will not be available in 2014– 15.) Code
Module Title
Primary teaching staff
RTT525
Research Methods for Theology
Dr Andrew Todd & Dr Peter Stevenson
RTT150
Principles of Practical Theology
Dr Peter Stevenson
RTT144
Continuity and Change: Ministry in Contemporary Society
Dr Peter Stevenson
RTT145
Faith, Belief and Spirituality
Dr Andrew Todd
RTT146
Contours of Christian Theology
Dr Craig Gardener
RTT147
Contemporary Theologies of Mission
Dr Peter Stevenson
RTT149
Bible in Ministry
Ed Kaneen
RTT143
Independent Learning Project
Subject specifc; co-ordinated by Dr John Wilks
RTT151
Critical Refection on Practice
Stephen Adams & Dr Peter Stevenson
RTT148
Beginning Chaplaincy
Dr John Wilks & subject specialists
RTT202
Facilitating Moral Debate
Dr Peter Sedgwick
RTT205
Context of Chaplaincy
Dr Andrew Todd
RTT519
New Testament in Social Perspective
Ed Kaneen
RTT520
Exegesis of Biblical Text
Ed Kaneen & Dr John Wilks
RTT529
Out of Babylon: Old Testament Theology
Dr John Wilks
RTT530
The Horrors We Bless: Old Testament Texts
Dr John Wilks
RTT531
Biography as Theology
Dr Craig Gardener
RTT518
Theologies of Liberation
Dr Craig Gardener
European Reformations
Dr Karen Smith
Nonconformity in England and Wales
Dr Karen Smith
Evangelical Revival in England and Wales
Dr Karen Smith
We had intended that a ffth pathway – in Collaborative Christian Leadership – should have become available for this academic year. However, other issues have stalled that process. The timing of various University committees and the like means that you will fnd references to the modules on that pathway included apparently as options you could select. That is not, however, the case. For simplicity, we have not continually included reference to these modules, reminding you at every point that they are only there as a tantalising glimpse of what might have been. But they are listed below simply so that you can verify those modules that will not run in 2015–16 (but might in 2016–17). RTT536
Mission and Leadership
RTT537
Leading a Learning Organisation
RTT538
Leading Self, Leading Others
RTT534
Leading a Collaborative Theological Community
Practical Theology Overall structure
To obtain the MTh Theology (Practical Theology pathway), students must complete 120 credits of taught modules and a 20k word dissertation. There are two compulsory modules, a set of modules from which you must choose at least two, and a set of further modules that can be used to complete the necessary 120. (NB All modules are worth 20 credits unless indicated otherwise. Modules in italics will not be available in 2013–14)
Compulsory core for all students: RTT525, Research Methods for Theology Compulsory core for this pathway: RTT150, Principles of Practical Theology Modules distinctive to this pathway; students must complete at least two of these, but may complete three or four o RTT144, Continuity and Change: Ministry in Contemporary Society o RTT145, Faith, Belief and Spirituality o RTT146, Contours of Christian Theology o RTT147, Contemporary Theologies of Mission o RTT149, Bible in Ministry o RTT143, Independent Learning Project o RTT151, Critical Refection on Practice o RTT148, Beginning Chaplaincy o RTT202, Facilitating Moral Debate o RTT205, The Context of Chaplaincy Further optional modules that student can use to complete their 120 credits (taking two, one or none) o RTT519, New Testament in Social Perspective o RTT520, Exegesis of Biblical Texts: Romans o RTT529, Out of Babylon: Old Testament Theology o RTT530, The Horrors We Bless: Old Testament Texts o RTT518, Theologies of Liberation o RTT531, Biography as Theology o European Reformations o Nonconformity in England and Wales o Evangelical Revivals in England and Wales
When selecting your modules – both those distinctive to this pathway and free options – candidates for ordination should check carefully for the expectations and requirements of their sponsoring denominations before committing themselves.
Practical Theology: full-time First semester
Students will normally complete 60 credits this semester, comprising the two compulsory modules – RTT525 and 150 – and one further module. As you select options, you need to keep aware of the need to complete two pathway distinctive modules. RTT529 is not distinctive to Practical Theology. Module Status
Code
Module Title
Primary teaching staff
Compulsory core
RTT525
Research Methods for Theology
Dr Andrew Todd & Dr Peter Stevenson
Compulsory for this pathway
RTT150
Principles of Practical Theology
Dr Peter Stevenson
Free choice options: Students are advised to choose one of these modules, but may choose none or two.
RTT146
Contours of Christian Theology
Dr Craig Gardener
RTT149
Bible in Ministry
Ed Kaneen
RTT530
Dr John Wilks
RTT143
The Horrors we bless: Old Testament Texts Independent Learning Project
RTT151
Critical Refection on Practice
Stephen Adams & Dr Peter Stevenson
Subject specifc; co-ordinated by Dr John Wilks
Second semester
Students will normally complete 60 credits this semester. Candidates for ordination will normally take RTT144 and 147. Options distinctive to this pathway: students are advised to choose two of these modules, but may choose only one dependent on the free choice from frst semester.
RTT144
Dr Peter Stevenson & Dr Peter Sedgwick Dr Peter Stevenson
RTT148 RTT202 RTT205
Continuity and Change: Ministry in Contemporary Society Contemporary Theologies of Mission Beginning Chaplaincy Facilitating Moral Debate Context of Chaplaincy
Free choice options: students choose suffcient credits to ensure a total of 120 credits have been completed. Most probably this will mean one module, but it might mean none or two.
RTT145 RTT520 RTT143
Faith, belief and Spirituality Exegesis: Ecclesiastees Independent Learning Project
Dr Andrew Todd Dr John Wilks Subject specifc; co-ordinated by Dr John Wilks Dr Karen Smith
RTT147
16th Century European Reformation
Dr John Wilks Dr John Wilks
Summer
Students work on their dissertations through May to mid September.
Practical Theology: part-time (two year programme, 2014 intake) You completed four modules last year: probably RTT152, 150, 144 and 147. You therefore have two modules to complete, almost certainly in the frst semester. Second year, frst semester
In the frst semester, students will complete 40 more credits. Module Status
Code
Module Title
Primary teaching staff
Free choice options: students choose suffcient credits to ensure a total of 120 credits have been completed. Most probably this will mean two modules, but it might mean one (either because you choose 117, or want to take a module in the second semester).
RTT146
Contours of Christian Theology
Dr Craig Gardener
RTT530
Dr John Wilks
RTT143
The Horrors we bless: Old Testament Texts Independent Learning Project
RTT151
Critical Refection on Practice
Dr Andrew Todd & Dr Peter Stevenson
RTT149
Bible in Ministry
Ed Kaneen
Subject specifc; co-ordinated by Dr John Wilks
Second year, second semester & summer
Students work on their dissertations through January to mid September.
Practical Theology: part-time (two year programme, 2015 intake) First year, frst semester
Students should complete 40 credits this semester. Module Status
Code
Module Title
Primary teaching staff
Compulsory core
RTT525
Research Methods for Theology
Dr Andrew Todd & Dr Peter Stevenson
Compulsory for this pathway
RTT150
Principles of Practical Theology
Dr Peter Sedgwick
First year, second semester
Students should complete 40 credits this semester. For most students this will be modules from the options distinctive to this pathway. However, since we cannot guarantee that all options will run every year, you should consider the free choice options. Options distinctive to this pathway: students are advised to choose two of these modules, but may choose only one dependent on the free choice from frst semester.
RTT144
Dr Peter Stevenson & Dr Peter Sedgwick Dr Peter Stevenson
RTT148 RTT202 RTT205
Continuity and Change: Ministry in Contemporary Society Contemporary Theologies of Mission Beginning Chaplaincy Facilitating Moral Debate Context of Chaplaincy
Free choice options: students choose suffcient credits to ensure a total of 120 credits have been completed. Most probably this will mean one module, but it might mean none or two.
RTT145 RTT520 RTT143
Faith, belief and Spirituality Exegesis: Ecclesiastees Independent Learning Project
Dr Andrew Todd Dr John Wilks Subject specifc; co-ordinated by Dr John Wilks Dr Karen Smith
RTT147
16th Century European Reformation
Dr John Wilks Dr John Wilks
Second year, frst semester
In the frst semester, students will complete 40 more credits. We will start the process of establishing the precise list of those modules to be offered for 2016–17 before the Easter break, and we will start by seeking initial indications of your preferences. Experience suggests the process will be tougher to agree than that! Second year, second semester & summer
Students work on their dissertations through January to mid September.
Practical Theology: part-time (three years or more programme) Students should normally complete 20 credits each semester; the University requires you to complete 40 credits in your frst academic year. Our comments indicate both what is normal, and what is possible for particular situations. First year, frst semester
Students should normally complete the compulsory core – RTT525 – this semester. Students who need to push ahead would take the compulsory module for the pathway – RTT150 – as well. Module Status
Code
Module Title
Primary teaching staff
Compulsory core
RTT525
Research Methods for Theology
Dr Andrew Todd & Dr Peter Stevenson
Compulsory for this pathway
RTT150
Principles of Practical Theology
Dr Peter Stevenson & Dr Peter Sedgwick
First year, second semester
Students should normally complete the frst option distinctive to this pathway – RTT144. However, you might have particular reasons for taking RTT147 instead, or opting for one of the chaplaincy modules instead. Options distinctive to this pathway: students are advised to choose one of these modules.
RTT144
Continuity and Change: Ministry in Contemporary Society
Dr Peter Stevenson
RTT147
Contemporary Theologies of Mission
Dr Peter Stevenson
RTT148
Beginning Chaplaincy
Dr John Wilks
RTT202
Facilitating Moral Debate
Dr John Wilks
RTT205
Chaplaincy in Context
Dr Andrew Todd
Second year onwards
Your programme after this will largely depend on your particular circumstances. The typical student will take RTT150 in the frst semester, and then RTT147 in the second. We will start the process of establishing the precise list of those modules to be offered for 2015–16 before the Easter break, and we will start by seeking initial indications of your preferences. Experience suggests the process will be tougher to agree than that!
Biblical Studies Overall structure
To obtain the MTh Theology (Biblical Studies pathway), students must complete 120 credits of taught modules and a 20k word dissertation. There are two compulsory modules, a set of modules from which you must choose at least two, and a set of further modules that can be used to complete the necessary 120. You should ensure that you complete at least one of the explicitly OT and one of the NT modules as well. Though it is too diffcult to get the University computer system to accommodate that, it is part of our expectation of the biblical studies stream. Though modules in the biblical languages are not yet available, module RTT143, Independent Learning Project, can be used for this purpose. (NB All modules are worth 20 credits unless indicated otherwise. Modules in italics will not be available in 2014–15) Experience from 2013– 14 advises against it, though! For reasons, chat with the Programme Leader.
Compulsory core for all students: RTT525, Research Methods for Theology Compulsory core for this pathway: RTT517, Hermeneutics and Critical Method Modules distinctive to this pathway; students must complete at least two of these, but may complete three or four o RTT519, New Testament in Social Perspective o RTT520, Exegesis of Biblical Texts: Romans o RTT529, Out of Babylon: Old Testament Theology o RTT530, The Horrors We Bless: Old Testament Texts o RTT149, Bible in Ministry o RTT143, Independent Learning Project Further optional modules that student can use to complete their 120 credits (taking two, one or none) o RTT144, Continuity and Change: Ministry in Contemporary Society o RTT145, Faith, Belief and Spirituality o RTT151, Critical Refection on Practice o RTT148, Beginning Chaplaincy o RTT202, Facilitating Moral Debate o RTT205, The Context of Chaplaincy o RTT146, Contours of Christian Theology o RTT147, Contemporary Theologies of Mission o RTT518, Theologies of Liberation o RTT531, Biography as Theology o European Reformations o Nonconformity in England and Wales o Evangelical Revivals in England and Wales
Biblical Studies: part-time (two year programme) First year, frst semester
Students should complete 40 credits this semester. Module Status
Code
Module Title
Primary teaching staff
Compulsory core
RTT525
Research Methods for Theology
Dr Andrew Todd & Dr Peter Stevenson
Options distinctive to this pathway: students are advised to choose one or two of these modules.
RTT530
The Horrors we bless: Old Testament Texts
Dr John Wilks
RTT149
Bible in Ministry
Ed Kaneen
First year, second semester
Students should complete 40 credits this semester, including the compulsory module in Hermenetuics. For most students this will include the modules distinctive to this pathway. Compulsory for this pathway
RTT517
Hermeneutics and Critical Method
Dr John Wilks
Options distinctive to this pathway
RTT520
Exegesis of Biblical Text: Ecclesiastes
Dr John Wilks
Free choice options: students choose suffcient credits to ensure a total of 120 credits have been completed. Most probably this will mean one module, but it might mean none or two.
RTT144
Continuity and Change: Ministry in Contemporary Society
Dr Peter Stevenson
RTT147
Contemporary Theologies of Mission
Dr Peter Stevenson
RTT148
Beginning Chaplaincy
Dr John Wilks
RTT202
Facilitating Moral Debate
Dr John Wilks
RTT205
Chaplaincy in Context
Dr Andrew Todd
RTT143
Independent Learning Project
Subject specifc; co-ordinated by Dr John Wilks Dr Karen Smith
16th Century European Reformation
Second year, frst semester
In the frst semester, students will complete 40 more credits. We will start the process of establishing the precise list of those modules to be offered for 2016–17 before the Easter break, and we will start by seeking initial indications of your preferences. Experience suggests the process will be tougher to agree than that! Second year, second semester & summer
Students work on their dissertations through January to mid September.
Biblical Studies: part-time (three years or more programme) Students should normally complete 20 credits each semester; the University requires you to complete 40 credits in your frst academic year. Our comments indicate both what is normal, and what is possible for particular situations. First year, frst semester
Students should normally complete the compulsory core – RTT525 – this semester. Students who need to push ahead would another module for the pathway as well. Module Status
Code
Module Title
Primary teaching staff
Compulsory core
RTT525
Research Methods for Theology
Dr Andrew Todd & Dr Peter Stevenson
Options distinctive to this pathway: students should consider these modules.
RTT530
The Horrors we bless: Old Testament Texts
Dr John Wilks
RTT149
Bible in Ministry
Ed Kaneen
First year, second semester
Students should normally complete the compulsory module for the pathway – RTT517. Students who need to push ahead would take an option as well. Compulsory for this pathway
RTT517
Hermeneutics and Critical Method
Dr John Wilks
Options distinctive to this pathway: students are advised to consider this module.
RTT520
Exegesis of Biblical Text: Ecclesiastes
Dr John Wilks
Second year onwards
Your programme after this will largely depend on your particular circumstances. We will start the process of establishing the precise list of those modules to be offered for 2015–16 before the Easter break, and we will start by seeking initial indications of your preferences. Experience suggests the process will be tougher to agree than that!
Christian Doctrine Overall structure
To obtain the MTh Theology (Christian Doctrine pathway), students must complete 120 credits of taught modules and a 20k word dissertation. There are two compulsory modules, a set of modules from which you must choose at least two, and a set of further modules that can be used to complete the necessary 120. (NB All modules are worth 20 credits unless indicated otherwise. Modules in italics will not be available in 2013–14)
Compulsory core for all students: RTT525, Research Methods for Theology Compulsory core for this pathway: RTT517, Hermeneutics and Critical Method Modules distinctive to this pathway; students must complete at least two of these, but may complete three or four o RTT146, Contours of Christian Theology o RTT147, Contemporary Theologies of Mission o RTT518, Theologies of Liberation o RTT531, Biography as Theology o RTT143, Independent Learning Project Further optional modules that student can use to complete their 120 credits (taking two, one or none) o RTT144, Continuity and Change: Ministry in Contemporary Society o RTT145, Faith, Belief and Spirituality o RTT149, Bible in Ministry o RTT151, Critical Refection on Practice o RTT148, Beginning Chaplaincy o RTT202, Facilitating Moral Debate o RTT205, The Context of Chaplaincy o RTT519, New Testament in Social Perspective o RTT520, Exegesis of Biblical Texts: Romans o RTT529, Out of Babylon: Old Testament Theology o RTT530, The Horrors We Bless: Old Testament Texts o European Reformations o Nonconformity in England and Wales o Evangelical Revivals in England and Wales
Church History Overall structure
To obtain the MTh Theology (Church History pathway), students must complete 120 credits of taught modules and a 20k word dissertation. This pathway has a different structure to the others: there are three compulsory modules, and a set of modules from which you must choose one. (NB All modules are worth 20 credits unless indicated otherwise. Modules in italics will not be available in 2014–15)
Compulsory core for all students: RTT525, Research Methods for Theology Modules distinctive to this pathway; students must complete both of these o European Reformations o Nonconformity in England and Wales o Evangelical Revivals in England and Wales Further optional modules from which you choose one o RTT144, Continuity and Change: Ministry in Contemporary Society o RTT145, Faith, Belief and Spirituality o RTT146, Contours of Christian Theology o RTT147, Contemporary Theologies of Mission o RTT149, Bible in Ministry o RTT143, Independent Learning Project o RTT151, Critical Refection on Practice o RTT148, Beginning Chaplaincy o RTT202, Facilitating Moral Debate o RTT205, The Context of Chaplaincy o RTT519, New Testament in Social Perspective o RTT520, Exegesis of Biblical Texts: Romans o RTT529, Out of Babylon: Old Testament Theology o RTT530, The Horrors We Bless: Old Testament Texts o RTT518, Theologies of Liberation o RTT531, Biography as Theology
iv.
Dates of study days
Changes to the drafts previously circulated are noted in bold. Semester 1 Dates (all Friday, unless noted otherwise)
Location
Core modules
Optional modules
2/10/15
SWBC
525 Research Methods for Theology [am]
530 The Horrors We Bless [pm]
[Week 1]
Chaplaincy Options
150 Principles of Practical Theology [pm] 9/10
SMC
146 Contours of Christian Theology [am]
[Week 2]
149 Bible in Ministry [pm] Week Beginning 13/10
SMC or SWBC
Individual Meetings with Programme Directors
16/10 [Week 3]
No classes
23/10 [Week 4]
SMC
30/10 [Week 5]
SWBC
525 & 150
530 146 & 149
6/11 [Week 6]
Reading Week
13/11 [Week 7]
SWBC
20/11 [Week 8]
SMC
146 & 149
27/11 [Week 9]
SMC or SWBC
Individual Meetings (part-time Y2 only)
4/12 [Week 10]
SMC
11/12 [Week 11]
SWBC
Tuesday – Wednesday
SMC
202 Moral Thinking 205 Context of Chaplaincy
SMC
148 Beginning Chaplaincy
12–13/1/16 Monday – Friday 18–22/1 22/1
525 & 150
525 & 150
530
530 146 & 149
SUBMISSION DATE: WRITTEN ASSEMENTS
Semester 2 Dates (all Friday, unless noted otherwise)
Location
Practical Theology
Biblical Studies
29/1/16
SMC
144 Continuity and Change [am]
517 Hermeneutics [am] NB rescheduling.
[week 1]
147 Theologies of Mission [pm] 5/2
SWBC
145 Faith, Belief and Spirituality [am]
SMC
Study Skills for Dissertation (part-time Y2 and full-time)
SWBC
144 & 147
[week 2] 12/2 [week 3] 19/2 [week 4]
520 Exegesis of Biblical Text: Ecclesiastes [pm]
Christian Doctrine or Church History
Chaplaincy
16th Century European Reformation [pm]
517 [pm]
26/2 [week 5]
Reading Week
4/3 [week 6]
SMC
145
520
11/3 [week 7]
SMC
144 & 147
517
Week Beginning 14/3 [week 8]
SMC or SWBC
Individual Meeting for fnalising dissertations (fulltime only)
18/3 [week 8]
SWBC
145
520
16th
16th
NB a week earlier than expected Tuesday – Wednesday
SMC
202 Moral Thinking OR 205 Context of Chaplaincy (second half)
5–6/4 22/4 [week 10]
SWBCC
144 & 147
517
29/4 [week 11]
SMC
145
520
6/5 22/6 9/9
16th
SUBMISSION DATE: WRITTEN ASSESSMENTS University
EXAM BOARD (teaching staff, students do not attend)
SUBMISSION DATE: DISSERTATIONS (full-time and second year part-time students only)
Modules RTT143, Independent Learning Project, and RTT151, Critical Refection on Practice, are not classroom taught but involve individual co-ordination with a supervisor. Classes are therefore not schedules for these modules or the dissertation.
Study Day Timetables 9.00am - 10.30am
Session One
10.30am - 11.00am
Coffee break
11.15am - 12.30pm
Session Two
12.30pm - 1.30pm
Lunch
1.30pm - 3.00pm
Session Three
3.00pm - 3.15pm
Tea break
3.15pm - 4.30pm
Session Four
As 9.00am is an early start for those travelling some distance, accommodation is available in St Michael’s College. Students may stay before or after the study day. Please contact the course administrator to book (contact details towards the end of this handbook)
v.
Course Aim and Outcomes
The MTh is a postgraduate, post-experience course which aims to develop intellectual competence and post-graduate skills alongside deepening refective practice and enhancing pastoral activity. It falls broadly within the academic feld of practical theology 1. It is expected that most of the students undertaking the course will be involved in some kind of ministry, whether on a full- or part-time basis. Such ministry could be lay or ordained, and could be in a variety of settings: church, education or charity work are only some of the possibilities. However, it is also possible for those who do not work in the Practical Theology feld directly to study on the course if this seems appropriate. The course is in principle open to all suitably qualifed and motivated people of all denominations and faith communities, as well as to people who have no religious commitment or faith. The introduction of three more pathways refects this possibility, indicating ways in which the programme can be used to fts diverse needs and interests among its applicants. The need to provide advanced training for practical Christian ministry remains paramount in these pathways, whatever the title. Finally, the course offers a way of preparing for ordained ministry, through the developing of intellectual profciency and practical competence in a refective manner, and so ensuring the integration of theory and practice in ministry. Such a possibility demands a prior level of intellectual ability in a different discipline, but one which could be transferred to the study of Practical Theology.
Aim The formal aim of the course is to improve the intellectual, refective and practical competence of practitioners at postgraduate, post-experience level with a view to making their roles more effective so they can make an enhanced and more appropriate contribution within their Practical Theology work. It also provides an opportunity for exploring present and future training and educational needs within professional development. The course can also be taken by those preparing for ministry (lay or ordained). Here the postexperience context will be developed through theological refection on placements, and on the ministry which the person has engaged in before enrolling on this course.
Outcomes At the end of the course, you should be able to:
Give a critical account of the role and context of your theological task;
Demonstrate a frm understanding of the content and application of relevant theological and other kinds of theoretical knowledge that pertain to your work;
Show an ability to understand and use skills of critical analysis, intellectual fexibility and powers of evaluation, and to pursue independent study or research appropriate to postgraduate, post-experience levels of study in relation to your professional tasks and needs;
1 See James Woodward and Stephen Pattison, eds., The Blackwell Reader in Pastoral and Practical Theology. Blackwell, 1999, for discussion of the nature and parameters of practical theology and cognates such as applied theology, pastoral theology etc.
Have developed communication, information management and critical refective skills that will enable you the better to respond to the pressures of your professional activities;
Demonstrate an understanding of the main ethical, value and other issues and dilemmas facing a variety of institutions (church, charities, and educational) in contemporary society and to be able, through the use of relevant theories and concepts, to make a real contribution to facilitating discussion on these issues;
Situate your specifc role as practitioners within wider debates and practices of theology and pastoral care in other institutions;
Use appropriate skills of refection on practice and self-understanding in the service of your pastoral and other activities;
Outline and understand the use of some new relevant practical pastoral or other skills that pertain to your own particular role;
Explain how selected different disciplinary theoretical frameworks and practical approaches may be used to enhance the theory and practice of your particular Practical Theology task.
These course objectives, to inform and enhance your professional performance, will be taken up in various and different ways within particular modules and cumulatively through the scheme as you pursue it.
vi.
How the Course Works
The MTh is a postgraduate and post-experience course. This means that students are expected to aim to be self-directed, reasonably autonomous learners. In practice, you will have to take a good deal of responsibility, with the support and help of the course staff, and fellow students, for determining what you work at and how you work at it. The good thing about this is that it should enable you to ft your work and study into a pattern that is suitable for your own interests and circumstances. A number of modules are shared with the Cardiff University MTh in Chaplaincy which is delivered by the Cardiff Centre for Chaplaincy Studies. Such modules are taught on a couple of two day study days. Apart from these, most modules are taught on the basis of four teaching days during semester one and two. The taught modules add up to 120 credits at M level. Each module will require about 120 hours of study time including study day work and personal study. Each module is self-contained and complete in itself. Assessment of each 20 credit taught module is normally by one essay of not more than 4000 words. If you do not wish to complete the dissertation component of the course (Part II – see below), you may be awarded a Certifcate in Postgraduate Studies if you have successfully completed 60 modules of Part I, or a Diploma in Postgraduate Studies if you have successfully completed 120 modules of Part I.
Part I: The taught component of the course Tables describing the taught part of the course have already been provided in this Handbook. The structure for the Church History pathway is different to the others. Part-time students will be asked for their preferences in optional modules for 2014–15 towards the end of the second semester.
Part II: The Dissertation Component If you wish to complete the MTh you must successfully complete all the taught modules in Part I. You may then undertake a further period of supervised study in which you complete a dissertation of not more than 20,000 words on a topic in theology that is relevant to your work and the chosen pathway. This topic must be agreed with the staff overseeing the course , who will ensure that a supervisor is appointed to work with you. Preparation work for the dissertation will include seminars on research methods, as well as one-to-one work. This will enable students to develop a dissertation title and a short dissertation proposal, both of which will be required for approval of your topic. A successful dissertation will provide you with the 60 credits at M level that, with the previous 120 credits you have acquired, you need to graduate as Master of Theology.
Working through the Course New students are admitted to the course normally in September. There are three different study modes for the programme: Full-time, taking a calendar year Part-time, taking two calendar years ‘Slow motion’ part-time, taking between three and fve calendar years. Full-time students will complete the taught modules within the two taught semesters: September to December, and February to April. The rest of the calendar year is devoted to completing the dissertation ready for submission in mid September (please consult the table of dates earlier for the exact date). Part-time students should expect to spend the frst eighteen months of part-time study devoted to completing the taught part of the course. If you successfully do this, you will be permitted to go on and do the dissertation. Alternatively, you might choose from the start to take as many as fve years to complete. Such ‘slow motion’ part-time students will normally spend at least two and probably three years completing the taught modules, with a further year or two devoted to the dissertation. One consequence is that some funding streams are not available for this slow progress through the programme; funding from the Church in Wales for their ordained clergy is specifcally available for it however.
What will I be doing in the taught part of the course, Part I? During your time on the taught part of the course you will gradually work through the taught modules. Each module will require you to attend four half-days in one semester; the timetable is constructed to maximise student experience by pairing obvious combinations of modules so that you part-time students will attend classes on four whole days per semester, full-time for eight. You will do your work by attending these study days in Cardiff and by undertaking personal study in between these schools. The exact form of teaching depends partly on the materials of the module and the style of the module tutors. By the end of the semester, you will have negotiated an assignment title for your module(s) with the tutor(s), which will be geared to the aims and learning outcomes of the modules. It will also refect your present work context, previous experience and your own personal desired outcomes for the course. You will complete a formative draft of an essay and then a summative one, when the essay is fnally submitted. Deadlines for essays are included with the timetable. You will then move onto the next semester in February, repeating this pattern as above. As you work on your assignment over the next three months, it is very important that you heed the study guidance given to you in this handbook (see Academic and course requirements) and by your module tutor. Concerning submissions and essay requirements, please note the following:
Unless you have appropriate written permission, failure to meet deadlines will result in failing the module. Always submit your outlines and drafts by the time requested, however incomplete or unsatisfactory your work appears to you.
The worst strategy is to ignore all emails from your tutor, and turn up confdently at the end of each semester with a completed essay that needs virtually re-writing in the next 14 days because it does not adequately address its title or the aims and outcomes of the module.
What will I be doing in the supervised dissertation, Part II? When you do get to Part 2 of the course, the supervised dissertation, the way of working will be rather different. Having agreed a topic with course staff, you will have an individual supervisor appointed who will agree a title, a programme of study and a timetable of written submissions, contacts and/or meetings with you. You will also attend meetings with your supervisor, as well as communication electronically and by phone. There will also be seminars of those working on their particular dissertations. Such seminars are held together
to learn more about research and research methods
to share your work with others
to refect upon your learning experience on the course as a whole
to analyse your future educational and training needs
You should aim to allow at least a day a week or about 8 hours for working on your dissertation over the period in which you are engaged in writing it. You may fnd weeks of concentrated work are more useful than regular days. Many Part II students book themselves into college for study days because they fnd that the environment and the facilities assist them to make far more progress than they otherwise would.
Before the Course Starts The course starts properly when you attend your frst study day and start studying your frst module. However, there are a few essential things that you should do before that frst study day:
Please check that you have all the provisional dates for study days over the academic year in your diary and that you can attend at the correct college in Cardiff on those dates.
Ensure that you have access to e-mail, have a functioning e-mail address, and that you can use this mode of communication. This will be essential for keeping in touch with module tutors. Please make sure you can and know how to transfer fles of written material by this means as this will speed up communication.
Find out what access you will have to the Internet and begin to fnd out what academic resources you might be able to draw upon from that source and how. Find the Cardiff University Library (http://library.cf.ac.uk) and practice fnding books in the catalogue. Many of the most important facilities on the site will not be available to you until you register at the frst study day, but explore those that are already open to you.
Spend some time thinking about how you are going to be able to get hold of books, articles and other learning resources effciently within your present learning context. You might care to get hold of some of the texts mentioned on module reading lists before you join the course so that you have made a start on collecting resources. Once
you are registered at the frst study day, all the resources of St Michael’s College, the South Wales Baptist College and Cardiff University will become available to you.
Ensure that you have an effcient and reliable means of submitting typed written work. No handwritten work will be accepted by tutors.
Part-time students especially need to do some preliminary planning of when you will be able to do personal work on modules and assignments between study days over the next two to three years. You will need to fnd the equivalent of 8-9 hours per week (roughly a day) on average (half that for slow-motion part-time), and this needs to be reasonably spread out over the time that you are doing a module.
Identify any times or possibilities that might hinder or stop you studying over the next few years and refect on whether you need to alter your timetable. If you are being sponsored by your employing body to take the course, you ought to be able to negotiate at least some protected study time as part of your employer’s commitment to your professional development.
Think about how you are going to record and refect upon your learning over the time of the course. We recommend that you might keep a learning log of your experiences and refections, but you may have other ideas and suggestions.
Try to identify a mentor, someone who you can discuss your participation on the course with and your refections on what you are learning in theory and practice, who will meet with you about four times a year to help you think and feel through your experiences. We require all students to have some kind of mentoring relationship of this kind, but we do not want to prescribe too specifcally what sort of person or contract should be sought.
Get back into the swing of academic study by setting dates through September when you will read one or two of those academic books that are already on your shelves and which you always meant to get round to reading someday! Now is the time.
If any of these preliminary tasks raises substantial issues or problems, please discuss these with course staff as soon as you can, if possible before your frst study day.
Preparing to submit your assignment
Read Academic and course requirements. Pay particular attention to matters of presentation, citation etc. and make sure that your fnal text complies fully.
Timetable when you are going to prepare your fnal assignment and allot a realistic amount of time, say around 10 hours, for writing it up. You will discover that you need to allow more time for writing up in the early modules. Facility invariably improves as the course progresses.
Check that you know exactly what the assignment is, and write it up according to the style and conventions required.
It is very important that you should include a full bibliography and references showing the reading you have done in preparation for the assignment.
Your assignment should be typed and it should not exceed the word limit specifed. This is usually not more than 4,000 words, but it may vary.
Check the word limit and write it on the front of your assignment submission.
Ensure that two copies of your assignment are sent to the course secretary before the deadline for the module. Essays cannot enter the examination system until they have been logged as entered by the course secretary.
Use the assignment submission form. Always sign the plagiarism declaration, and sign the request for limited access if necessary.
Note the two-year rule: The MTh Theology has a facility whereby both module work and dissertations may be marked ‘Restricted’ on submission. This ensures that the work is not accessible to anyone outside the examination process for a period of three years after the completion of the examination process. After that time, Cardiff University (which owns the work) will release it on request. ‘Restricted’ does NOT mean ‘Restricted for all time.’
Electronic submission While submission of assignments or course work only by fax or by email is allowed only in the most exceptional circumstances and with the written permission of course staff, you are expected to submit work in both electronic and printed formats. Further details on this are included below.
vii.
Academic and Course Requirements
General You are required to attend and actively participate in all the study days that are arranged as an integral part of the MTh Theology programme. You are also required to adhere to the timetables and programmes of work and contact agreed with module tutors. You must complete the written assignments that are agreed within the time allowed and submit them by the submission date. Late submission may incur a score of zero. You must submit all written work in typescript using one side of the paper only. You should ensure that the type is at least 12 point and your work should be doubled spaced with generous margins for tutorial comments. If you cannot comply with any of the above requirements for good reason, you should discuss this with course staff as soon as possible. You are required to inform course staff and the Cardiff University School of History, Archaeology and Religion of any change of address or contact instructions as soon as possible. You must provide a written explanation to course staff if you are unable to be present at course related events such as study days, or if you fail to submit agreed work on time. A medical certifcate should be submitted if it is relevant. Any change or re-scheduling of your programme of study must be agreed in advance with course staff.
Guidance for Tutors on feedback Questions to focus feedback on assignment outline Does it promote critical discussion, rather than description? Is the scope of the assignment right for a 4,000 word paper? Is the balance between different sections appropriate? Are there suffcient resources for this assignment? Are there resources which need to be recommended? Is the student showing appropriate initial understanding of the subject area, or are there aspects of the subject to which they need to be pointed? Questions to focus feedback on draft assignments It is suggested that on the whole this is not about giving a predictive grade, with the following exceptions. If a student is likely to fail, they need to be told that, and given advice on the work they need to do to pass. If a student is on the borderline between a pass and a distinction, then
advice might be given on how they might make the transition from a ‘very good’ assignment to an ‘excellent’ one. It is essential, however, that the language used in feedback does refect the tutor’s judgement about what band the assignment might end up in, on the basis of the work thus far. This should follow the style and tone of the marking criteria included later. Feedback at the point of assessment This should follow the guidelines found elsewhere in the handbook. It is appropriate to comment on progress made during the work of preparing the assignment - the fnal assessment is very much part of the on-going dialogue between the student and tutor.
Choosing an Assignment Objectives and title setting: Your personal objectives, the College's objectives (and in the case of contracted students the objectives of the contracting body) come together in the choice of your title. The following guidelines should help you establish whether you have a title that can adequately satisfy your aims and objectives: The same principles hold good for modules and dissertations: A title should set the student the task of testing a hypothesis. Thus a title is very often in the form of a question. However, question-type titles are not a fool-proof solution. It should be possible for the marker, having read the essay, to look at the title and ask 'Has the task been adequately addressed?' The title should be such that it is possible for an able student, writing entirely to the title, to write a piece of distinction quality at this level. (Within the word limit.) A module title should set the student to address the aims and outcomes of the module. The student should be able to write the essay with the aims and outcomes in mind. The External Examiner's comments about the dangers of titles in question form is that they tend to elicit narrative answers rather than critical/analytical answers, therefore students need constant warning about the dangers of mere narrative. It is desirable that a student should write to a title that interests them The External Examiner has warned us against allowing the same old chestnuts to be written on repeatedly. The title should only set one question. The title should set the boundaries of the discussion. The title should defne the focus of the discussion. The title should oblige the student to write in depth, analytically and critically. There should be the resources available to the student adequately to address the task. In order for there to be a good learning experience, there should be room for personal application and theological refection in the piece. If necessary, a title should be adjusted during the evolution of the piece, within the above guidelines, so that it is as clear to second and external markers as it is to the frst marker that the task has been addressed.
Part I Dates, Deadlines and Submissions Course work, e.g. notes on topics, presentation outlines, may be submitted electronically to the module tutor. You should receive tutorial comments, verbal or written, on all work that is submitted to your tutor by agreement. Tutors cannot be expected to read long, irrelevant, or unsolicited pieces of work, so do clarify and agree the nature of your submissions.
Dissertations and Binding Two copies of your dissertations must be presented bound according to the prevailing house style of the University. Presentation requirements change from time to time, therefore, you must check the current requirements with course staff before submitting your dissertation. Preparing the dissertation for presentation is a cost incurred by the student, not the University. Further guidance on the submission of dissertation (and the appropriate forms are to be found on the University website) www.cardiff.ac.uk Guidance Notes http://www.cardiff.ac.uk/regis/resources/NotesofGuidanceontheCompletionoftheSubmissionFor m.pdf Notice of Submission http://www.cardiff.ac.uk/regis/resources/NoticeofSubmissionFormenglish.pdf Information on how to set out your Dissertation can be found on the Cardiff University Website under the Senate Regulations for Taught Postgraduate Master’s Degrees – D i s s e r t a t i o n S u b m i s s i o n http://www.cardiff.ac.uk/regis/sfs/regs/1011acadregs/1.07%20%20Senate%20Regulations%20for%20Taught%20Postgraduate%20-%20WIE.doc
Welsh You must inform course staff within the frst month of your registration on the MTh if you wish to submit assignments in Welsh.
Submitting Coursework via LearningCentral This section has been copied from the SHARE handbook for postgraduate studies. It is reproduced here for your convenience. Please note that there is a file size limit so that if your assignment file is larger than 19.5 Megabytes it cannot be accepted. This limit is adequate to admit a huge amount of text (digital images can take up a lot of space and thus may cause your assignment file to exceed the file-size limit. You can compress images easily using MS Word 2 or with
2 Right-click the image, choose Format Picture, then select the Picture tab and click the Compress button.
freely available imaging software3).You are strongly advised to aim to submit your assignment well before the deadline. To submit your coursework using LearningCentral, you need to do the following: 1. Log in to LearningCentral using your Cardiff University User Name and Password and select the appropriate module from the list of courses for which you are registered. 2. In the menu of the left hand side of the screen, select Assignments 3. Having read the Guidance on Presentation of Coursework, from the list of items that appear (see below), next choose the one called Assessed Coursework. The other links provide information on how to present and submit your coursework.
4. You should now arrive at the page that contains final vital instructions and the assignments for your module. Read these and make sure your assignment conforms to the SHARE referencing guidelines. At the very least, you must ensure that:
all sources are properly cited; your file is named with your student number (like this: e.g. 065443.doc) followed by a hyphen the Module Code (eg HST1234). 065443-HST1234 and that this number appears in the header (plus the module code) at the top each page4; the whole submission is saved as a single MS Word file. If you are required to submit additional files, your module manager will issue further instructions at the time.
3 E.g. Picasa, Image Resizer PowerToy for Windows 4
5. When you are happy that the assignment is ready to be submitted, click on the small arrow button (top right) to proceed to the next page.
From there you can see the link that says . Clicking on this takes you to the turnitinUK ASSIGNMENT INBOX & PORTFOLIO, where you will upload your assignment file. Click on the submit button, to the right of the assignment name. 6. At the next screen, enter your student ID number as the ‘submission title’. Click on the ‘Choose File’ button to locate your file. Click on the ‘Upload’ button, but PLEASE NOTE: clicking the ‘upload’ button does not complete the submission of your work. Instead, you are given a preview of the text in your file This allows you to be sure that you have chosen the correct file; the raw text of your assignment appears in a new window. PLEASE NOTE: only the plain text is shown at this stage – all formatting is preserved in the file that is provided to the markers. Click ‘submit’ to confirm it is the correct file or else ‘return to upload page’ to try again. 7. TurnitinUK then provides you with a ‘digital receipt’.
You can print or save this page for your own records. You will also find an email receipt in your University email inbox.
8. Clicking on the words ‘go to portfolio’ brings up a summary of your submission from where you can download a copy of the file you submitted. Click on the words ‘show details’ and then the link under ‘Paper title’ or ‘download’. If everything is OK, then you do not need to do anything else. 9. If, however, there is a problem, for example, the file appears incomplete or will not open, then you need to tell us as soon as possible. To do this send an email to
[email protected] Explain what appears to have happened and attach the correct file to that email. We will acknowledge receipt of this email as quickly as we can and, if we require any further information, we will contact you by replying to the email you sent.
If you are in any doubt about how to submit coursework, then please contact the School where assistance will be available, as are University facilities. The Internet connections in the University are faster/more robust than many home ones (especially for uploading) and these instructions have been produced to cater for the University’s standard software (Internet Explorer and MS Word).
Grades and Marking Criteria The MTh is marked at pass, credit and distinction. Ultimately, you can only pass or fail on an assignment or fnal dissertation. The pass mark is set at 50% which is taken to denote the equivalent of a 2.1 honours mark. A merit is set at 60% and above. Candidates who gain an average mark of 70% in each of both Parts I and II of the course may be awarded a Distinction. Students who gain an average mark of 65% in Part I, and whose Part I average and Part II mark themselves average 70% may be awarded a Distinction. All successful students are expected to reach the standard of 2.1 honours in their submissions. You must average an overall mark of 50% or above on all the modules taken in Part 1 to be allowed to proceed to Part 2. However, if no more than 2 modules are marked at below 50% and above 40% you may be allowed to proceed at the discretion of the Board of Studies so long as your cumulative average for all modules is 50% or over. You may be allowed to re-submit assignments for up to two modules if the pass mark has not been attained. However, if you fail more than two modules, you will not be allowed to proceed on the course.
Marking Criteria for MTh Coursework in SHARE General guidelines In work at MTh level, certain additional qualities will be looked for apart from the usual virtues of lucidity, clear presentation, logical cogency, etc. which mark good undergraduate work. These include: • Explicit handling of a range of relevant material, or careful analysis of sources appropriate to the topic. The discussion should show a grasp of the detailed content of this material and its relevance. • An ability to handle the relationship between detailed information and broader issues. • An extensive sampling of the relevant modern literature/historiography. Work should demonstrate a balanced awareness of the contribution made by individual modern studies of the topic in question and of the differences between contrasting points of view and methodological approaches. • Initiative in pursuing relevant primary sources and the secondary bibliography beyond the references initially provided by the tutor. • The development of an independent approach to a topic, through the balanced assessment of the relative merits of various modern views, and, where feasible, through the choice of an original topic or methodology in dealing with a particular issue. • A writing or presentation style and content appropriate to the required format or context (for example, in oral presentations, awareness is required of the needs and expectations of the audience).
N.B. Not all these points will necessarily be relevant to all work and they are intended for guidance only. Since there are several criteria involved, the precise mark determined will depend on the assessors’ evaluation of a combination of factors. COMMENT: at the time of going to print (which was later than intended anyway), the revised criteria for 2015–16 were not available. Once these are provided, they will be incorporated. 80-100: Distinction will demonstrate some or all of the following:
work that is of exceptionally high quality and sophistication, showing an accurate and critically refective treatment of the main issues and which is worthy of considering for publication;
evidence of familiarity with and ability critically to apply advanced theories relevant to the subject, going beyond a synthesis of the contributions of other historians;
originality in interpretation of existing treatments of the subject offering novel perspectives and showing a capacity for independent thought;
presentation in a professional and scholarly manner;
obvious potential for pursuing research at doctoral level.
70–80: Distinction will demonstrate some or all of the following:
a command of primary evidence and secondary material, and an especial ability to select and synthesise diverse material;
a thorough understanding of the relevant issues, and excellent critical and analytical ability, resulting in original, perceptive and incisive insights, with an ability to contest received wisdom;
sustained and cogent argument, and a command of the techniques of close analysis;
effective writing style, and a high standard of scholarly presentation;
defnite potential for pursuing research at doctoral level.
60–69: Credit, will demonstrate some or all of the following:
solid knowledge of relevant primary and secondary sources, and an ability to select and organise material purposefully and cogently;
a sound understanding of relevant issues, and good critical and analytical ability, resulting in perceptive and perhaps original insights;
ability to organise an argument coherently, with close analysis of an appropriate range of evidence;
clear and accurate expression, and good scholarly presentation;
evidence of potential to pursue research at doctoral level.
50–59 Pass, will demonstrate some or all of the following:
effectively addresses the question
knowledge of a suffcient range of relevant primary and secondary sources;
a good understanding of the issues, and evidence of critical and analytical ability;
ability to organise an argument coherently, with analysis of appropriate evidence;
clear and correct expression, and adequate attention to academic writing conventions.
40–49 Close fail, will demonstrate some or all of the following:
a basic knowledge of relevant evidence and secondary material;
a basic grasp of the issues, but insuffcient evidence of critical analysis;
undeveloped ability to sustain an argument, perhaps with a tendency to description;
poor or confused English and/or inadequate attention to academic writing conventions.
Fail, 0–39, will demonstrate some or all of the following:
an almost totally disabling lack of knowledge or inability to select relevant material;
little evidence of critical analysis;
inability to organise an argument;
little familiarity with the relevant literature or sources
lack of clarity and relevance
contains factual errors and omissions
very poor English and little awareness of academic writing conventions.
Policy regarding interim marks Your assignment will be marked initially by your module tutor, who will comment on it, and award a frst internal mark. Your assignment is then second marked (usually by other course staff) and further comments may be entered on the mark sheet, and an internal mark is agreed. A marked copy will be then returned to you. Your essay then goes to the external examiner, who may either agree the internal mark, or negotiate an adjusted mark, which will be the mark that goes to the Examinations Board. The external examiner may also add comments to the marks sheet. This process by which your fnal mark is negotiated is known as ‘moderation.’ It is the policy of the course that this process is entirely open. You may ask to see the record card that charts your assignment's passage through the marking system, and you may ask to see the additional comments of the second and external markers. You will be told of your frst internal mark as a matter of course. You will not normally be notifed about the adjusted marks as your piece of work goes through moderation. Usually, marks vary by less than 5%, and the consequence of any moderation is trivial. However, in some cases the moderation process threatens to be signifcant: an initial scrape pass may be in danger of failing, a scrape initial distinction may be in danger of not emerging as a distinction, and very occasionally frst and second markers disagree signifcantly over a mark, and the external examiner will be called upon to arbitrate. In such cases, course staff will advise the student that the fnal mark to go before the Exam Board may be signifcantly different to the initial mark.
Unfair Practices It is unfair practice: to commit any act by which you might obtain for yourself, or for another person, an unpermitted advantage leading to a higher mark or grade than your or their abilities would otherwise secure to copy the work of any other student to impersonate another student or allow yourself to be impersonated in connection with the submission of work to engage in the plagiarism by using other people’s work and submitting it as your own to claim either to have carried out experiments, observations, interviews or any form of research which you have not in fact carried out, or to claim to have obtained results or fndings that have not in fact been obtained. Plagiarism includes: using the words and ideas of others without acknowledgement attempting to pass off work produced by others as your own employing unattributed words or ideas from textbooks, articles, the Web, or any other format employing paraphrased or slightly changed work submitting work previously submitted for another assessment work produced by another student submitted as solely your own – this includes doing so with the other student’s knowledge, in which case both you and the other student will be deemed to be at fault. The university used the JICS Plagiarism Detection Service. This is an online facility which enables institutions and staff to carry out electronic comparisons of students’ work against electronic sources including work submitted by students at other universities or other institutions. You can view Cardiff University’s policy on plagiarism at: http://www.cardiff.ac.uk/az/ (under ‘Unfair Practice’) If evidence of unfair practice is detected, you may be disciplined by the University. This might range from having marks reduced or annulled through to exclusion from further study of any kind.
Presentation of Final Assignments Presentation Final assignments for each module must be submitted to reach the module tutor on the dates included in the schedule of dates earlier in this handbook. Final assignments must be presented in hard copy. It may be possible to submit them electronically, but only with explicit prior agreement. You must submit two copies of any assignment. You should ensure that your assignment work is securely contained in plastic covers. Both copies should have a front page/cover which contains: a. the title of the essay; b. the name of the qualifcation for which you are submitting i.e. MTh in Theology (NAME pathway); c. the module number and title; d. the name of the tutor who is to receive it; e. your own name and contact address; f. the date of submission; g. an accurate word count of the contents. In addition, you must submit the course cover sheet, with appropriate declarations, with every piece of work. Always keep a copy of any work, including the fnal assignment, and remember to make back-up copies of any work that has been electronically stored. Every page of an essay should display your student number (not your name), the module number, and the page number. You must not exceed the allowed word count for each assignment or you will risk getting a score of zero for the piece. Similarly, if your work is submitted late for any reason without prior agreement of module tutor and for good reasons, you may be awarded a zero score (unless it is a genuine emergency). The word count allowed for each assignment includes the main text and any footnotes, but excludes bibliography and appendices. You should not include appendices unless they are demonstrably germane to the assignment and have been agreed with your tutor before submission. As a general rule, any material germane to your title should be included in the body of the text. If it is not germane, it should be omitted completely! You will receive notice of tutorial comments and grading on the fnal assignment. All work submitted for comment or assessment should be typed and double spaced. Untyped work will not be read. You must reference all the sources that you have consulted or read in the course of preparing for an assignment of submission. This allows your tutor to see where you have gone in your academic exploration, and forms a record of your journey. Potentially, it allows others to follow in your footsteps and to test your interpretations and judgements. Quotations from written works that are longer than 60 words should be indented in a separate paragraph in your text, You should not reference works that you have not read or consulted. You should always acknowledge where ideas or quotations come from.
You must never copy other people’s ideas, words or arguments verbatim without giving them direct and due acknowledgement. To fail to do this is plagiarism – a disciplinary offence for all students at Cardiff University.
Referencing There are many offcially recognised systems for referencing dissertations, essays and papers, and students are forever inventing more. The Harvard system is a preferred system but others may be used. The Social Sciences Style does not reference texts using footnotes, but references inside the text. Further information at: http://www.cardiff.ac.uk/insrv/educationandtraining/guides/citingreferences/index.html Below is an example of the Harvard method in action. Pattison (2001, pp.85–87) argues that shame has not been taken seriously enough in Christian theology. Building on the work of David Capps (1990, 1995) and Roger Patton (1985), Pattison suggests that shame should be a much more central concern within this tradition. He goes on to outline some ways in which shame might be made a more signifcant object of contemporary religious concern: If shame is to become the signifcant area of concern that it deserves to be within contemporary Christianity, it will be necessary for the religious community to make some fundamental changes in the ways that it thinks of itself, its theology, and its practices. In particular, it will be important for Christians to become aware of tendencies that they might have to over-identify and merge with the divinity in such a way that they cannot cope with notions of stain and deflement. The perfect, alllight God, with whom some Christians sometimes see themselves as being merged, can cast a powerful shadow over the lives of those whose own experience is one of chronic shame. (Pattison, 2001: p.53. Cf. Pattison and Woodward, 2002: p. 11; Pattison, 1996)
Bibliography: Capps, David. 1990. The Flying Vicar. Nashville: Abingdon Press. ___. 1995. Falling From Grace. Minneapolis: Fortress Press. Pattison, Stephen. 1996. Ministers and Monsters: Pastoral Care and the Theology of Incarceration. Journal of Alternative Pastoral Theology, 19, 15-23. ___. 2001. How Low Can You Get?: A Practical Theology of Abomination. Chicago: Chicago University Press. Patton, Roger. 1985. Aumbries Rediscovered. Leicester: Inter-Varsity Press. Woodward, James, and Pattison, Stephen (eds.) 2002. The Culinary Curate: A Reader in Cuisine and Care. Oxford: Blackwell.
If you are unsure if you are ‘citing your source’ or ‘paraphrasing your source’ include page numbers. Imagine your examiners wanting to look up something for themselves: do they just
need to know the book/journal/web page or do they need to know where in the source to fnd the comment? If the latter, include the additional information. This system assumes that if a remark is worth making, then it is worth putting in the text. If it is not worth putting in the text, it is not worth putting in a footnote. Therefore assignments should not normally contain footnotes/endnotes and where footnotes/endnotes are used they should be kept to an absolute minimum and be directly pertinent to the argument of the essay or dissertation. The above example does not include an unpublished source. How you cite such material in the text will depend upon the form in which it is available to you, but it might appear in the bibliography as: Andrews, J. 2003. Divided Loyalties: A Study of Obedience in Military Chaplaincy. Unpublished LL.M dissertation, Cardiff, UWC.
Citing the Bible If you cite the Bible, use the following convention. For the Gospel According to Mark, Chapter 10, verses 5-7 cited from the Revised Standard Version, the reference would read (Mk. 10.5-7 RSV). It is important to make clear which version/translation of the Bible you have used as different versions can differ enormously. To see how the names of books in the Bible should be abbreviated, see the beginning of any reputable edition of the work.
Citing Other Scriptures When citing the scriptures of other faith traditions, the key point to remember is consistency. For example, when quoting the Quran, you can use the following system. For a quotation of the 277th verse of the second surah (chapter), you could use: Surah al-Baqarah: 277 (trans. Ali), or 2:277 (trans. Ali). Similarly, when citing Indian scriptures, you can use the following method: Bhagavad-Gita 2.10 (trans. Zaehner). If you are in any doubt, please ask a member of staff.
Electronic and Internet References The Internet provides access to a vast range of information. However, unlike a library, there are few controls on the quality of this material. Some online content is excellent, whilst some is terrible. You need to develop the ability to use the Internet discerningly and you should always reference the source of any such information (including images, ideas or direct quotations) when you do so. Be aware that not all sites will be balanced. For example, a pro-Hindu nationalist movement site may give an interesting insight into the views of BJP activists, but is not likely to give an accurate portrayal of Islam. As a general rule of thumb, the online text of a published and peer-reviewed journal will be of excellent academic quality (and may even be available to download, often in PDF format). A named article may be good but needn’t be (do not be persuaded merely by the letters PhD after someone’s name). Be careful if it is a general site or discussion group; the author may be prejudiced, bigoted, ignorant or just more ill-informed than most commentators. Such sites might also show a prejudiced view. An ‘Islamophobia’ or Anti-Pagan caricature of ‘Witchcraft’, are examples of this. These views may be useful, but you need to use them with due care and attention. In conclusion, do not assume what you read is a true or reliable guide, unless it is from a reputable source. In short, evaluate it! When citing a source from the worldwide web, you should include the Author (if relevant), document title, document type (i.e. the nature of the site [website or electronic journal] in square brackets), web address (e.g. http:// www...) and the date you accessed the site [in square brackets].
Example: Z. Zevit, ‘Three Debates about Bible and Archaeology’, Biblica 83 (2002) 1-27 [Electronic Journal] http://www.bsw.org /?l=7183, [accessed 10 September 2002] If you use an online database, such as a dictionary, encyclopaedia, or patristic work within a collected online volume, use the following method: Example: Kent Bach, ‘Performatives’ in Routledge Encyclopedia of Philosophy, http://www.rep.routledge.com [accessed 3 October 2003] If you need further guidance about style, bibliography etc, you are advised to consult one of the many writers’ guides on the market or to consult course course staff.
Fieldwork and Personal Surveys In the current social climate, all exercises that seek personal information about individuals be they fellow employees of an institution, clients of that institution or members of the public, are potentially hazardous, and must not be embarked upon without appropriate clearances. The over-riding concern is to ensure that anyone from whom you have gathered data has given their explicit, informed consent. In addition you owe a duty to your employer in relation to data gathered in your work context, for which you must have their permission. In order to ensure that appropriate permissions are in place, you must therefore seek clearance for feldwork and personal surveys from both Cardiff University and your employer. Detailed guidance will be provided for students on all routes by course staff, who will be able to direct you in relation to the University’s ethics procedures and negotiation with your employer. Having obtained permission to do a piece of work you must be meticulously careful to do only what you have been given permission to do.
Feedback and Complaints Cardiff University, the South Wales Baptist College and St Michael’s College are committed to improving continuously the educational experience of all students undertaking courses with us. You will be asked frequently, and systematically surveyed, as to what you think of courses and how you are getting on with them. We hope that you will be kind enough to co-operate in giving us the feedback that we need to modify and improve the content and style of teaching used. If some aspect of the course is unsatisfactory in any way, please contact the module tutor or course staff as soon as you can. Students' comments have played a signifcant part in this process. We value your informal and spontaneous comments. Do not suffer in silence. At the beginning of each module, there is a course meeting at which useful open conversation takes place. You will be handed a feedback form at the end of each module. The subsequent Board will receive: a statistical summary of the tick-box responses, a précis of the open comments, a report from the tutor in the light of the feedback, highlighting proposals to improve the module. The tutor will speak to their report. Your student representatives will contribute whatever has come to them from the student body, and should report the conversation back to the student body. The student representatives are privy to every aspect of the Board’s deliberations except those elements which concern the progression and welfare of individual students (which we are not permitted to discuss in open session) and issues to do with the terms and conditions of individual tutors’ employment.
You will be handed a feedback form when you have completed the course. This is treated in a way similar to the module feedback. If you feel your legitimate concerns about some unsatisfactory aspect of a module or the course as a whole are not being taken seriously by the people most immediately concerned with this, you should feel free to raise your concerns with course staff. If this does not resolve any diffculties, then you should contact the Chair of the Board of Studies for the course. Similarly, if you feel that you want to make a formal appeal against any grade awarded or other aspect of your course, please contact course staff who will advise you of the formal University procedures that exist for doing this. In the last resort, you can register a formal complaint about the course with course staff of the Registry at Cardiff University. We hope that you will not have occasion to do this, but if you do, you can get the name, address and details of the procedure for doing this from the Registry itself or course staff.
Learning and Library Resources If you are to make the most of your study, you will need to have good access to library and other resources. You are asked to identify local resources and places where you might be able to obtain books and other resources. You should also familiarise yourself with the Internet and the kinds of information that you can access through its use.
St Michael’s College Library One place where you will be able at least to consult all the core resources that you need is at St Michael’s College. The Library at St Michael’s expects to stock at least two copies of each text mentioned on the core bibliographies for each module. The library at St Michael’s also has a photocopier and there is 24 hour access to this and the library during study days. To facilitate access to all participants, certain books and articles may have a restricted usage time applied to them. You can borrow up to 20 books from St Michael’s library, but you must make sure that you return them by the due date. The standard loan period for books is 6 weeks. There will be an induction session into the library at St Michael’s for new students on the frst study day.
Cardiff University Library As a registered student of Cardiff University you are entitled to use the Cardiff University Library which stocks and lends out a full range of books in practical theology from its Arts and Social Sciences branch in Colum Drive. This is about 2 miles from St Michael’s. The CUL electronic library and on-line search facilities are fully available to you. Internet study resources are of increasing importance and usefulness to students on a course of this nature. You will be given a brief introduction to standard on-line resources during your inductions at both the St Michael's library and the university library. You will certainly not retain all that you learn that day. It is important, therefore, to note that the librarian at the university is there to assist you. Even better, the librarian at St Michael's takes a particular interest in resourcing this course. She will do all she can to obtain access to non-public academic sites for you, and is willing to operate a postal library service with the volumes held at St Michael's. We are steadily developing the availability of the CUL to the course. The library is now offering the course a postal library service. Consult the St Michael's Librarian about how to access all
these resources, and notify her if you feel you have not received the service you should. However, it remains that the CUL book collection is likely to be of more use to you when you are writing your dissertation and need to draw upon more specialised resources.
The Modern IT Working Environment (MWE) The MWE provides a personalised, single point of access to the online resources, which supports Cardiff University users in all aspects of their learning, teaching, research and administration. The MWE is about people not technology. The MWE will be accessed via a web browser (e.g. Microsoft Internet Explorer) using portal technology and will therefore be available from anywhere in the world, at anytime of the day or night. A portal provides a single access point to content and services such as email, instant messaging (IM), search, news feeds, relevant applications (such as Blackboard), links to external content (such as databases and journals) and lean, automated business processes (such as the Student Information Management System (SIMS). All Cardiff University students and staff have access to the MWE Portal. You will need your network username and password to access the MWE. The portal can be found at http://mwe.cf.ac.uk. On the login screen enter your network username and password to access the portal. If you have forgotten your password: 1. From the login screen, click Forgotten Password below the Log in button. You will be redirected to the Password Management Page. 2. Click the Forgotten Password link. 3. Enter your username in the User ID feld and click Search. 4. Answer the security questions that you have previously set up and click Check Hints. Your password has now been reset. 5. Enter and confrm a new password, then click Change Password. 6. Wait while your new password is registered. 7. You should now be able to login to the MWE Portal using your new password. Alternatively you may wish to contact
[email protected] for assistance. If you have forgotten your username: Contact
[email protected] for assistance.
Learning Central Learning central (also known as CUe – Cardiff University e-learning), the Cardiff virtual learning support system, is also available to you via the Cardiff University web site. Through this you may hold conversations with your fellow students on the course via the reserved site, and access general notices sent to the course from course staff and individual tutors. It is important to check Blackboard regularly between study days. Our suggestion would be that you write ‘check Blackboard’ in your diary once a month, and that you check the general announcements and every module that you are involved in every time you visit the site. You fnd Blackboard via the Cardiff university website: http://www.cardiff.ac.uk, clicking on the 'Education' button on the right hand side of the page then clicking 'Blackboard’. You need to log in with your Cardiff University user-name and password. Your induction programme will include a basic introduction to Blackboard. General notices to students on the course are posted on Blackboard. Some tutors (but not all) post their communications regarding their modules on the appropriate module site.
SCONUL SCONUL Access is a reciprocal access scheme and grants borrowing privileges under different bands. Academic and research staff as well as postgraduate research students registered for a PhD or MPhil at Cardiff University are entitled to use the libraries of participating UK Higher Education institutions under Band A of the scheme. MTh Practical Theology students are registered with Cardiff University library as research students. Complete the application form which can be obtained from your library or from the SCONUL web site (http://www.access.sconul.ac.uk/users_info/application_html). When completing the application form please indicate that you are a post graduate research student and that you are part-time. Take it or post it to the Arts and Social Studies library at Cardiff University (http://www.cardiff.ac.uk/insrv/libraries/assl/index.html). When you visit another institution you will need to take your Cardiff University identity card and your SCONUL Access Card. Check the opening hours of the institution you intend to visit and fnd out in advance what you will be entitled to access. Contact details for participating institutions as well as further information is provided on the SCONUL web site (http://www.access.sconul.ac.uk/index_html). Use of IT facilities is not normally included as part of SCONUL Access.
Local Academic Libraries It may also be possible, as a registered student in Cardiff University, to negotiate library access, which may include borrowing rights, in local University or HE colleges not included in SCONUL (see above). Should you have diffculties gaining access to other university libraries, please seek guidance from the St Michael’s librarian in the frst place. There are also libraries that include postal services to members (e.g. Dr. Williams Library, 14 Gordon Square, London, WC1H 0AG). County libraries also offer a range of services which may include inter-library loans and access to the internet.
Purchasing books Whilst we make every effort to make books and journals available to you through library facilities, you will almost certainly wish to purchase books. Modern online book purchasing via Amazon, Blackwell or wherever, has great advantages in those cases where you know exactly what you want. It is quicker, occasionally cheaper, and the book comes straight to your door. In particular, almost all second-hand bookshops participate in schemes like www.abebooks.com. You can track down and purchase an out-of-print book from anywhere in the world.
Postal Libraries The Dr. Williams Library, 14 Gordon Square, London, WC1H 0AG has been in existence for a very long time, and is still worth an enquiry.
viii.
Roles and Responsibilities
Course staff Course staff are responsible for the overall smooth running, monitoring, coherence and quality of the course as a whole and for organising, monitoring and facilitating the induction, choices, educational coherence and progress of individual students and of the student group as a whole. Specifcally the role of course staff is as follows: 1) To ensure that an adequate range of modules are on offer in any period of study 2) In consultation with the Board of Studies to engage suitably qualifed staff to teach the modules that are being offered 3) To arrange and timetable the course as a whole, agreeing dates for the module starts, assessment submission dates, examiners’ meetings and study day meetings etc. 4) To arrange and timetable periods of study day study pertaining to the course, including ensuring adequate study day and teaching accommodation is available 5) To participate in the selection and admission of applicants to the course and to answer any queries from applicants and enquirers 6) To induct new students onto the course individually well in advance of its beginning 7) To track students as they progress through the scheme, particularly those who, due to absence or for other reasons, might join or rejoin the scheme outside the normal sequence of module delivery 8) To ensure that each student agrees a programme of study during each year of enrolment that is personally coherent, academically sensible, reasonable in terms of work load and compatible with the needs of the student group as a whole 9) To meet personally with each student in the capacity of course tutor for at least half an hour at each study day meeting to monitor learning, progress and problems 10) To monitor the learning experience and the coherence of that experience at each study day meeting (perhaps through questionnaires, a short meeting of the group etc) 11) To ensure that students learn within their peer groups as well as from tutors and books at study day meetings and at other times 12) To carefully record and document all meetings with students individually and as a group as part of the basis for evaluating the effectiveness and coherence of the course 13) To devise and administer such mechanisms agreed with the course team that will ensure that the quality of educational experience enjoyed by students is continuously and effectively monitored and improved 14) Where possible, to resolve and mediate all complaints and problems students may have about the course
15) To be easily available to talk to and give academic support and advice to students on the phone or by other agreed electronic means when they are not in Cardiff 16) To respond to student communications within fve working days of receipt thereof 17) To be proactively concerned with student support and progress generally, particularly when students are away from Cardiff and especially if they appear to be having any diffculties with the course 18) To prepare an annual report on the course for the Board of Studies dealing with issues of recruitment, retention, standards, quality of learning experience, feedback on courses etc. 19) To convene regular meetings of the course team to monitor and change the course as seems appropriate (not less than once a year for the frst three years of the course) 20) To support and monitor the work of all tutors, ensuring that it is of an adequate standard (meet with tutors both individually and as a group once a year, sit in on sessions, read essays and tutorial feedback etc.) 21) To ensure that all tutorial staff receive adequate induction, professional training and development so that their performance continues to improve
What students can expect from course staff: induction good organisation of the course in all its aspects advice on options and help to devise and agree a course of study general support and advice about the course and academic resources proactive academically oriented assistance and attention regular personal contacts at study day meetings and between these meetings if appropriate prompt responses to communications when they are away from Cardiff serious attention to diffculties and complaints if these are raised If course staff fail to provide any of these things, students should raise the matter with him in the frst instance. If this is not possible, then the Chair of the Board of Studies should be approached.
Information Offcer The Information Offcer is responsible for supporting teaching and learning on the course via the provision of resources, relevant tuition, communication and information. Specifcally the role of the Information Offcer is as follows:
To plan and deliver induction programmes;
To provide an enquiry service (including assistance with literature searches) offering ongoing support, guidance and help to library users in fulflling their information needs;
To teach information literacy skills as required, and provide advice on the use of electronic information services;
To identify, select, order, manage and disseminate both hard copy and electronic resources for the current information needs of the course;
To provide a current awareness service via Blackboard;
To liaise with course staff, module tutors, Course Administrator and student Year Representatives as necessary;
To provide a distance learning service, consisting of a postal book service and enquiry service via email and telephone;
To support course staff and module tutors by disseminating relevant information and offering assistance where relevant;
To liaise with external agencies, such as the University, as necessary.
Course Administrator The Course Administrator is the frst point of contact for students on the course, and specifcally deals with:
Admission Procedures (point 5 under course staff)
Communication with students
Any interruption of studies (point 7 under course staff)
Submission of essays and dissertations
Recording of marks
Administering feedback questionnaires (point 10)
Module Tutors The role of a module tutor is to ensure the effective learning of students undertaking the modules for which they are responsible. Module tutors are accountable for their work in the frst instance to course staff and through him to the Board of Studies Specifcally, their role is 1) To attend the study day meetings at which their modules are being presented 2) To induct students into the subject matter of the module or to receive feedback and presentations at the end of the module 3) To ensure that students learn about the subject matter of the module from each other as well as from books and individual work 4) To agree a clear direction of study, a programme of work and a realistic timetable for regular contact and way of working with each student taking their module
5) To support students academically and, if necessary, proactively, in their study away from Cardiff 6) To respond to student work and queries within fve working days of receipt thereof 7) To provide feedback to course work that is suffciently clear and detailed to enable students to improve their drafts and develop their understanding of the subject in question 8) To mark assignments and provide such feedback as seems appropriate to students To monitor their own performance and the learning experience of students at regular periods during the presentation of the module (e.g. by student feedback questionnaires) 9) To seek such professional training and development as will help to ensure that students beneft from an ever-improving quality of learning experience 10) To attend such meetings with course staff and the course team as they deem necessary for ensuring that educational quality is being preserved and enhanced. 11) To ensure that students understand the nature of the assignments that they are to prepare and the dates by which they should be submitted.
What students can expect from Module Tutors clear induction into the module subject and the academic resources that pertain to it advice and consultation on identifying a direction of study, a programme of work, a timetable for execution, and times for contacting the tutor prompt acknowledgement of any enquiry or submission of course work detailed and prompt feedback on written course work in accordance with the timetable drawn up that enhances understanding and ways forward easy availability by electronic means help and support with learning about the particular subject under consideration If a module tutor fails to provide these things, then you should take this up with her/him in the frst instance. Thereafter, course staff might be approached.
Supervisors Each student who enters the second part of the MTh which requires the preparation and submission of a dissertation will have a personal supervisor appointed to oversee and assist in their work. The role of a supervisor is to ensure that students are adequately supported and advised so that they successfully complete dissertations in practical theology related to their Practical Theology work within the time agreed. Specifcally, their role is 1) To meet with the student with whom they are to work at the earliest point possible in the dissertation preparation period
2) To clarify whether they are the appropriate person to supervise a particular piece of work and, if they are not, to advise course staff of this immediately 3) To help the student identify a clear topic and programme of work that will lead to successful completion of the project within an agreed timescale. 4) To agree a detailed timetable and programme of contacts and submission of work, either face to face or by distant means, to ensure that the programme of work proceeds smoothly 5) To advise students on an ad hoc basis about resources, directions and possibilities that are relevant to their study 6) To meet with the student at least twice during the preparation of the dissertation to monitor progress and give advice 7) To acknowledge and respond helpfully to student queries concerning the agreed programme of work within fve working days of receipt 8) To provide written feedback that is likely to improve performance on written work within 14 days of receipt of such work 9) To take part in such staff training and monitoring procedures as are deemed necessary to ensure the quality of the student’s educational experience 10) To report on the student’s progress promptly as requested by course staff 11) To alert both the student and course staff proactively if a student appears to be in diffculties or is unlikely for any reason to fail to complete a dissertation within the agreed time allotted.
What students might expect of their supervisors guidance in identifying dissertation topics and agreeing programmes of work and approaches that are likely to ensure their successful, timely completion willingness to help devise a programme of work, submission, meetings and feedback mechanisms in consultation with the student advice on resources and approaches that might be helpful in pursuing the topic of the dissertation prompt acknowledgement and response to any queries detailed feedback to agreed written submissions that are helpful in improving the work early warning if the student’s progress does not seem to be adequate in any way at least three agreed face to face meetings during the period of dissertation preparation (these will usually take place at study days). If a module tutor fails to provide these things, then you should take this up with her/him in the frst instance, thereafter, course staff might be approached.
Mentors Mentors are individuals who are chosen by students themselves to help them refect upon their learning experience in general terms while they are undertaking the MTh in Practical Theology. Mentors are not employees of Cardiff University, or of St Michael’s College, Cardiff. They are not necessarily academically highly qualifed, but they should be able to help students learn from
their academic and practical experience through regular personal contacts. It is suggested that students should select a mentor in consultation with course staff and then work out a suitable agreement about times, types of contact, etc. We suggest that students should see or have other kinds of prolonged individual contact with them at least four times per annum. Students who choose to keep a learning log might fnd this a useful basis for meeting with their mentors. There will be no feedback from the mentor into the course and the mentoring relationship will not be assessed in any way, so this represents an informal and confdential means towards enhancing learning in its widest sense. The keeping of a log is something we recommend strongly, but is not required or part of assessment. In effect it is a rough note book in which you can jot down thoughts and refections, not least ideas you might want to come back to later which are not directly related to your work. It can become a record of your personal development over the course and a reminder of where you have been and what you have discovered.
What students might expect from mentors •
whatever has been agreed with the mentor (it may help to have a written agreement of expectations, boundaries etc)
•
space and time to discuss the student’s learning
•
regular contacts
•
stimulus towards more learning
If you do not get these things, you should discuss this in the frst instance with your mentor. If problems persist, discuss the situation with course staff.
Students It is the role of students on a postgraduate, post experience course to conduct their own independent learning making full use of the facilities and opportunities made available to them to enhance their intellectual and practical skills and understandings. Specifcally, students are expected: 1) To attend all study days, and all the relevant sessions that have been arranged for them at those schools 2) To advise course staff if, for any good reason, they are not able to attend study days or to fulfl any other agreed commitments undertaken in relation to the course. Absence from a study day should only be with the permission of course course staff. Absence from a class at a study day should only be with the permission of the relevant tutor. 3) To work diligently at their course of study 4) To honour and adhere to any programme or schedule of work agreed with their module tutors, supervisors, or with course course staff 5) To communicate with staff members promptly if any obstacles to progress and attendance are encountered. 6) To submit course and assignment work according to the timetables and procedures agreed
7) To take proactive responsibility for identifying programmes and timetables of work relating to the course 8) To identify and utilise a wide variety of learning resources 9) To participate in the mutual learning of others within the group context of the course 10) To reply to communications from staff in not more than fve working days from receipt 11) To adhere to the regulations and rules which apply to all postgraduate students at Cardiff University and St Michael’s College, Cardiff, particularly those concerning unfair practice such as plagiarism
What staff might expect of students: attendance and active participation at teaching sessions explanations and apologies if course and other agreed commitments are unmet prompt submission of agreed written work adherence to agreed timetables, structures and topics of work a proactive, self-directed attitude to work and independent learning prompt replies to any communication participation in group teaching sessions conformity to the general rules and regulations of Cardiff University and St Michael’s College, Cardiff willingness to learn about and conform to the conventions and practices that characterise postgraduate written and oral work
ix.
Who’s Who and Where do I Contact Them?
Director of Postgraduate Training, St Michael’s College: Dr John G. F. Wilks Position
Module Tutor RTT149, 202, 517, 529 and 530 Module Co-ordinator, RTT143 and dissertations Pastoral oversight for all St Michael’s and Cardiff University students
Address:
St Michael's College
Phone :
Direct Line 029 2083 8004 Main Switchboard 029 2056 3379
Fax:
029 2083 8008
E mail:
[email protected]
Availability:
Emails and faxes will always reach me. During working hours I am usually at my desk and available by phone, but teaching duties and meetings inevitably take me away on occasion. I will often be your frst port of call for academic issues and questions to do with course structure, progression and grading.
College Principal, South Wales Baptist College: Peter Stevenson Position:
Module tutor RTT147 and RTT150 Pastoral oversight for all South Wales Baptist College students
Phone:
029 2025 6066
Email:
[email protected]
Availability:
E-mail or post is probably best, but do please feel free to phone me if preferred. If calling during offce hours I am usually contactable via my Synod offce. Whether using my work or home numbers, messages can be left if I am out.
Course Administrator, St Michael’s College: Siân Trotman Address:
St Michael's College
Phone :
Direct Line 029 2083 8077 Main Switchboard 029 2056 3379
Fax:
029 2083 8008
E mail:
[email protected]
Availability:
Emails and faxes will always reach me. During working hours I am usually at my desk and available by phone. If your question is about a study day, accommodation, meals, or course administration then please contact me in the
frst instance. Please be sure to notify me and Cardiff University (via Sims) as soon as possible should you change any of your contact details viz. address, phone. Do remember that when we contact you by email we always use your Cardiff University account address, and that you need to redirect from that account to any other account you might be using.
Information Offcer, St Michaels College: Anna Williams Address:
St Michael's College
Phone :
Direct Line
029 2083 8074
Main Switchboard
029 2056 3379
Fax:
029 2083 8008
E mail:
[email protected]
Availability:
I can be contacted by phone or email. I check emails throughout the day and aim to respond to any requests within 24 hours.
The Module Tutors (NB Not all of these tutors may be working on the course at any one time)
Stephen Adams Position:
Module tutor RTT151
Phone:
029 2083 8005
Fax:
029 2083 8008
E mail:
[email protected]
Availability:
During normal offce hours at St Michael's college. Email is probably the most effcient form of communication.
Craig Gardiner Position:
Module tutor RTT146, 147, 518, 531
Phone:
029 2025 6066
Email:
[email protected]
Availability:
E-mail or post is probably best, but do please feel free to phone me if preferred.
Ed Kaneen Position:
Module tutor RTT149, 517, 519, 520
Phone:
029 2025 6066
Email:
[email protected]
Availability:
E-mail or post is probably best, but do please feel free to phone me if preferred.
Karen Smith Position:
Module tutor RTT117, 118
Phone:
029 2025 6066
Email:
[email protected]
Availability:
E-mail or post is probably best, but do please feel free to phone me if preferred.
Andrew Todd Position:
Module tutor RTT145, RTT152, RTT205
Phone:
029 2083 8001
Fax:
029 2083 8008
E mail:
[email protected]
Availability:
During normal offce hours at St Michael's college. Email is probably the most effcient form of communication.
Useful names and addresses South Wales Baptist College 54 Richmond Road Cardiff CF24 3UR Tel:
029 2025 6066
Fax:
029 2041 1566
Email:
[email protected] St Michael’s College Llandaff Cardiff CF5 2YJ Tel:
029 2056 3379
Fax:
029 2083 8008
Email:
[email protected] Ms Fiona Nicholas Co-School Manager (Academic) School of History, Archaeology and Religion Studies Cardiff University Humanities Building Colum Drive Cardiff CF10 3EU Tel:
029 2087 4240
Fax:
029 2087 4500
Email:
[email protected]
x.
Module Descriptions, Requirements and Bibliographies
There follow descriptions of all the modules that comprise Part 1 of the MTh Theology. You should note that the bibliographies given here are indicative starting points. An important aspect of the course is that you should be able to follow up your own interests and develop your own information resources in order to do so. If books are asterisked* this indicates that they are regarded as particularly useful to get hold of as a starting point for the module. In this connection, you should note that you are expected to make use of the Internet and other electronic resources to develop your own sources and bibliographies. Some suggestions include: http://ethics.sandiego.edu/index.asp - A general ethics website http://library.cf.ac.uk/ - The library index of Cardiff University http://stmichaels.ath.cx/Heritage/default.htm - St Michael’s College library catalogue http://www.amazon.co.uk/ - One of the easiest ways both of identifying books that are currently available and buying them (Blackwell’s bookshop site is also worth a look).
RTT117 Church History I & RTT118 Church History II Module Code
RTT117 & RTT118
Description:
External Subject Code
V610
This module
Number of Credits
40 each
Level
7
Module Leader
Dr Karen Smith
Module offered on a freestanding basis?
No
Any restrictions to free-standing basis?
n/a
Maximum Number on Module
n/a
Language of module delivery
English
introduces students to the many and varied approaches to historiography
provides students with an opportunity to examine and critically evaluate some of the signifcant developments and movements within the Christian Church
lays a foundation for further advanced study in the subject of Church History
On successful completion of the module a student will be able to: Specifc
identify and critically evaluate some key events and movements within the Christian Church
critically examine the development of the Christian Church within the wider, social and political context
engage and critically examine scholarly research on those chosen subjects in Church History
identify dominant methodological approaches to the study of Church History
explain the diffculty of historical interpretation
identify the 'underside of history' and recognise the selectivity of sources and
partial expression of any narrative account of the history of the church.
Generic
develop research skills
gain skills in writing and presenting historical narrative combined with rigorous analysis and critique
How the module will be delivered: The outcomes are achieved in some instances by class lectures by the course tutor, but mainly through tutor guidance, verbal exploration of issues, planning or written programme, responses to written and verbal comments and submission of successive drafts in two written assignments. Skills that will be practised and developed:
identifying of problems and issues
negotiation of project
building of research bases
complete a project through a process of review and revision
verbal justifcation of arguments
accurate and lucid presentation of fndings
How the module will be assessed: Two written assignments of not more than 3,500 words each, negotiated with the tutor concerned. Two written assignments provide an opportunity for depth of study in the topic. The negotiated topics may refect: aspects of thought of an historical fgure
development of a thought or a movement within the History of the Church
critical problems of historical interpretation
Type of assessment
%
Title
Contribution
Essay 1
50
Essay
Essay 2
50
Essay
Dura tion (if appli cable )
Approx. Assessment
date
of
The opportunity for reassessment in this module Reassessment will take the form of resubmitted essay during the summer. Syllabus content: Options on Offer in RTT117 and RTT118 RTT117: History 1 Religion and Society in Late Antiquity
Byzantine Church and Society
Early Church History
Early Christian Liturgy
RTT118: History II Christianity in Wales (1500-1850)
The Reformations
Puritanism
The Evangelical Revival
Indicative Reading and Resource List: The reading in this section shows typical introductory reading to Church History. It is merely an introduction. The bibliography for the module is
individual to each student participating, and negotiated with the tutor. Bebbington, David, Patterns in History, 1991 Bloch, Marc, The Historian's Craft,1953 Duffy, Eamon, The Stripping of the Altars, Yale University Press, 1992 Evans, G.R., Problems of Authority in the Reformation Debates, Cambridge, 1992. Watts, Michael, Dictionary of Evangelical Biography, 1730-1860, 2 Vols, Oxford University Press, 1996 Williams, Glanmor, Wales and the Reformation, University of Wales Press, 1997.
RTT14 3 Indepe ndent learnin g project
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Description:
Module Code
RTT143
This module provides an opportunity for detailed study of a selected theological or biblical topic. Such a study may form part of a student’s preparation for a dissertation exploring a particular topic, or it may enrich the student’s prior theological learning. Students will discuss and agree the aims and objectives of their study with a subject specialist. Having agreed the general outline of the topic, students will then engage in an independent, critical investigation of their chosen topic.
External Subject Code
V610
Number of Credits
20
Level
7
Module Leader:
MTh Course Director
Module offered on a free-standing basis?
No
Any restrictions to free-standing basis? Maximum Number on Module
English Language of module delivery
On completion of the module a student will be able to:
None
research their chosen topic in a competent manner; engage critically with literature relating to the theological topic or discipline chosen for study; identify and evaluate the work of leading writers in this chosen area;
critically discuss selected themes develop an independent perspective on this topic justify their own perspectives, whilst demonstrating knowledge of current debates and alternative points of view; identify and discuss the relevance of this study for Christian ministry make connections with contemporary ministry practice. identify and implement aims and objectives for a postgraduate learning project
How the module will be delivered After a preliminary meeting with the Module Coordinator, students will meet with a subject specialist in order to agree the aims and objectives of the independent research project. Students will be expected to consult with their supervisors at regular intervals during the module. Skills that will be practised and developed Academic: identifcation of relevant literature critical evaluation of relevant texts and materials interpreting chosen topics in context oral and written presentation Subject-specifc: competence in gathering relevant material by using bibliographic resources competence in identifying relevant material via online databases Generic:
organisation of time and resources ability to evaluate the relevance of various materials independent study problem solving critical evaluation
How the module will be assessed
Summative assessment: Students will be expected to submit a 4,000 word assignment which both develops an independent perspective on the chosen topic and demonstrates the project’s relevance of the student’s continuing ministry practice or career. Type of assessment
%
Title
Contributio n
4,000 word essay
100%
Coursework Essay 1 – title to be agreed with subject specialist / module coordinator
D u r a (if applicable)
t
i
o
n Approx. date of Assessment
January or May 2015
The potential for reassessment in this module Reassessment will be possible during the subsequent semester (or during the summer vacation) by submitting a revised portfolio and/or a revised commentary Syllabus content The syllabus content will be determined by the particular topic which has been negotiated and agreed. Students will read widely in their chosen area in order to develop a critical evaluation of the state of scholarly understanding and debate within their chosen area of theological study. Through independent study the module creates a way for developing specialist knowledge of this particular theological topic. Indicative Reading and Resource List: A selection of key texts relating to the student’s chosen area of biblical or theological study. The precise nature of the indicative reading will depend upon the topic chosen for study. The module supervisor will provide guidance about key texts which provide essential background.
RTT144 Continuity and Change: Ministry in Contemporary Society
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Description:
Module Code
RTT144
This module explores resources for developing a contemporary theology of Christian ministry. In developing such a theology students will critically evaluate inherited and emerging understandings of Christian ministry, and will engage with issues arising from the missional context within which ministry is currently exercised. The module examines biblical patterns of leadership and ministry and evaluates their infuence upon the models of ministry which have developed through time. Consideration of different models of ministry will involve a discussion of the nature and purpose of ordination. Participants will be encouraged to refect upon their understanding of the relationship between the church, the world and the kingdom of God, and to consider how this has infuenced the ways in which they engage in Christian mission and ministry. The module will enable students to develop and defend their theology of ministry, demonstrating an awareness of other traditions and exploring its practical implications in the contemporary context. The module will stimulate participants to consider what new approaches to ministry and mission might be appropriate in the light of their studies.
External Subject Code
V610
Number of Credits
20
Level
7
Module Leader
Dr Peter Sedgwick Dr Peter Stevenson
Module offered on a freestanding basis? Any restrictions to free-standing basis? Maximum Number on Module English Language of module delivery
On completion of the module a student will be able to:
engage critically with contemporary debates about the nature and purpose of Christian ministry
critically discuss a range of models of ministry
identify biblical and theological foundations for thinking about Christian ministry
evaluate inherited understandings of ministry
critically discuss different understandings of the theology of ordination
1. evaulate the ecumenical movement in recent decades identify and discuss missional challenges currently confronting churches and ministers
identify and discuss specifc issues arising from the particular context within which ministry is being exercised
develop and justify their own theology of Christian ministry
How the module will be delivered The module will be taught through lectures, seminars, e-learning or through individual tutorials. Where lectures are used these may be delivered either through weekly term time lectures or through an intense residential programme. Students will be expected access materials and engage in learning activities via Learning Central. Students will be able to submit drafts of their fnal work to their tutor for feedback. Skills that will be practised and developed Academic:
critical analysis of key texts and ideas
critical evaluation of different approaches to the theology and practice of ministry
oral and written presentation
Subject-specifc:
theologies of Christian ministry
missional context of ministry
the ecumenical movement
engagement with central Christian beliefs
Generic:
organisation of time and resources
ability to evaluate the relevance of various materials
independent study
problem solving
critical evaluation
How the module will be assessed Summative assessment: 4,000 word assignment Type of assessment
%
Title
Contributi on
4,000 word assignment
100%
Essay chosen from list of questions
D u r a (if applicable)
t
i
o
n
Approx. date of Assessment
May 2015
The potential for reassessment in this module Reassessment will be possible during the subsequent semester (or during the summer vacation) by submitting a revised assignment. Syllabus content The following areas will form the syllabus content of the course Biblical and historical perspectives on ministry Theologies of ordination Current questions about ministry Ministry in a missional context Issues arising from the local context Developing a contemporary theology of ministry Indicative Reading and Resource List:
Avis, P., ed., The Christian Church: An Introduction to the Major Traditions (London: SPCK, 2002). Avis, P., Church, State and Establishment (London: SPCK, 2001). Ballard, Paul H. & Stephen R. Holmes, The Bible in Pastoral Practice (London: DLT, 2005). Colwell, John E., Promise and presence: An exploration of sacramental theology (Carlisle: Paternoster, 2005) Gunton, C. and Hardy D., On Being the Church: Essays on the Christian Community (Edinburgh: T and T Clark, 1988). Kuhrt, G., An Introduction to Christian Ministry (London: Church House Publishing, 2000). Litchfeld, K., Tend My Flock: Sustaining Good Pastoral Care (London: Canterbury Press, 2006). Lyall, D., Integrity of Pastoral Care (London: SPCK, 2000). Morgan, D. Densil, The Span of the Cross: Christian Religion and Society in Wales 1914–2000 (Cardiff : Univ of Wales Press, 20112). Trull, J. E. and Carter, J. E., Ministerial Ethics: Moral Formation for Church Leaders (Grand Rapids: Baker, 20042). Volf, M., After Our Likeness: The Church as the Image of the Trinity (Grand Rapids: Eerdmans, 1998). World Council of Churches Baptism, Eucharist and Ministry - the Lima statement (WCC, 1982) World Council of Churches The Nature and Mission of the Church (WCC, 2005) Willimon, W. H., Pastor: The Theology and Practice of Ordained Ministry (Nashville: Abingdon Press, 2002) Wright, N. G., Free Church, Free State: The Postive Baptist Vision (Eugene, Oregon: Wipf & Stock, 2011).
RTT145 Faith, belief and spirituality in the contemporary world
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Description:
Module Code
RTT145
This module will enable students to develop approaches, understandings and tools, drawing especially on the social sciences, for analysing and engaging with key issues relating to faith, belief and spirituality in contemporary society. The module will examine different perspectives on the changing social role of religious belief and practice, including: social theories of religion; the development and deployment of the terms religion and spirituality; understandings of diversity and pluralism; theories of secularisation and alternative viewpoints; the public role of faith and belief; political and cultural differences, linked to differences of geography and political system.
External Subject Code
V610
Number of Credits
20
Level
7
Module Leader
Dr Andrew Todd
Module offered on a freestanding basis?
Yes
Any restrictions to free-standing basis?
No
Maximum Number on Module
25
Language of module delivery
English
The module will also consider different approaches to understanding and researching religion and spirituality. Students will be encouraged to relate insights generated to their own practice and to refect critically and theologically on the implications. On completion of the module a student will be able to:
engage critically with scholarly literature relating to the social role of faith, belief and spirituality;
critically discuss a range theoretical perspectives on the sociology of religion and spirituality;
critically evaluate theoretical perspectives as tools for interpreting particular situations observed in the student’s social context (e.g. particular religious or spiritual practices; or politically motivated claims and statements about religion and spirituality);
evaluate and make use of different research tools, in order to deepen their own understandings of the contemporary signifcance of particular aspects of faith, belief and spirituality; refect critically and theologically on the signifcance of theoretical understandings and research approaches for their own practice and their understanding of the practice of others.
How the module will be delivered The module will be taught through lectures, seminars or through individual tutorials. Where lectures are used these may be delivered either through weekly term time lectures or through an intense residential programme. Students will be expected to submit drafts of their fnal work to their tutor for feedback. Skills that will be practised and developed Academic:
critical analysis of key texts and theoretical frameworks
making critical connections between theoretical frameworks, observation of the social world and practice
critical understanding of research methods
oral and written presentation
Subject-specifc:
competence in developing social theoretical perspectives on religion and spirituality
competence in gathering relevant material using bibliographic resources and online databases
engagement with other disciplines
research skills for refective practitioners
Generic:
organisation of time and resources
ability to evaluate the relevance of various materials
independent study
problem solving
critical evaluation
How the module will be assessed Summative assessment: 4,000 word assignment Type of assessment
%
Title
Contributi on
4,000 word assignment
100%
D u r a (if applicable)
Essay chosen from list of questions
t
i
o
n
Approx. date of Assessment
January 2015
The potential for reassessment in this module Reassessment will be possible during the subsequent semester (or during the summer vacation) by submitting a revised assignment. Syllabus content The following areas will form the syllabus content of the course Social theories of religion The development and deployment of the terms religion and spirituality Understandings of diversity and pluralism Theories of secularisation and alternative viewpoints The public role of faith and belief Political and cultural differences, linked to differences of geography and political system Researching religion and spirituality Refecting critically and theologically Indicative Reading and Resource List:
Ed. Eileen Barker, 2008, The Centrality of Religion in Social Life,
Aldershot/Burlington VT: Ashgate
James A. Beckford, 2003, Social Theory and Religion, Cambridge: Cambridge University Press Steve Bruce, 2002, God is Dead: Secularisation in the West, Oxford: Blackwell Steve Bruce,2011, Secularization, Oxford: OUP J. Casanova, 1994, Public Religions in the Modern World, Chicago: University of Chicago Press Grace Davie, 2002, Europe: The Exceptional Case. Parameters of Faith in the Modern World, London: Darton, Longman & Todd. Grace Davie, 2007, The Sociology of Religion, London: Sage Paul Heelas, Linda Woodhead, et al, 2004, The Spiritual Revolution: Why religion is giving way to spirituality, Oxford: Blackwell. David Martin, 2005, On Secularization.Towards a Revised General Theory, Aldershot: Ashgate Graeme Smith, 2008, A Short History of Secularism, London: I.B Taurus Charles Taylor, 2007, A Secular Age. Cambridge, MA: Harvard University Press Rob Warner, 2010, Secularization and its Discontents, London: Continuum
RTT146 Contours of Christian Theology
This module provides a critical examination of various approaches to the theological task. It also explores the potential of an integrated approach to the process of doing theology, which gives due weight to Scripture, tradition and culture. Key themes, such as soteriology, Christology and the doctrine of the Trinity, will be outlined and critically explored. These central themes will help to demonstrate the relevance of theology’s critical and constructive tasks. This focus upon specifc doctrinal loci will further demonstrate the value of drawing upon the resources of Scripture, tradition and culture. The module provides foundations for thinking theologically and critically, and enables students to deepen their appreciation of mainstream Christian belief.
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Module Code
RTT146
External Subject Code
V610
Number of Credits
20
Level
7
Module Leader
Dr Craig Gardiner
Module offered on a freestanding basis?
No
Any restrictions to free-standing basis?
n/a
Maximum Number on Module
n/a
Language of module delivery
English
On successful completion of the module a student will be able to:
articulate and discuss the relevance and nature of Christian theology;
evaluate different approaches to the theological task;
critically discuss theology’s critical and constructive tasks;
demonstrate how Scripture, tradition and culture contribute to an understanding of central Christian doctrines;
explore and evaluate some key elements of orthodox Trinitarian faith;
integrate biblical and systematic insights into their theological thinking.
How the module will be delivered: The module will be taught through lectures, seminars, e-learning or through individual tutorials. Where lectures are used these may be delivered either through weekly term time lectures or through an intense residential programme. Students will be expected access materials and engage in learning activities via Learning Central. Students will be able to submit drafts of their fnal work to their tutor for feedback. Skills that will be practised and developed: Academic:
critical analysis of key texts and ideas
critical evaluation of approaches to the process of doing theology
oral and written presentation
Subject-specifc:
engagement with central Christian beliefs
integration of insights from scripture, tradition and experience
evaluation of contextual dimensions of theology
competence in critical theological refection
Generic:
organisation of time and resources
ability to evaluate the relevance of various materials
independent study
critical evaluation
How the module will be assessed:
Type of assessment
%
Title
Contributi on
Essay
100
D u r a (if applicable)
Essay 4000 words
The opportunity for reassessment in this module Reassessment will take the form of resubmitted essay during the summer. Syllabus content: The following areas will form the syllabus content of the course. The contextual nature of all forms of Christian doctrine
The place of the Bible, tradition and experience in the development of doctrine
Contemporary issues in biblical hermeneutics
The development of the great tradition of Christian doctrine
The continuing process of theological construction
Exploration of major models of atonement
Critical discussion of selected issues in contemporary thinking about Christology
Examination of classic and contemporary approaches to trinitarian doctrine.
Indicative Reading and Resource List: Cunningham, David S., These Three are One: The Practice of Trinitarian Theology(Oxford: Blackwell, 1998) Fiddes, P. S., Participating in God: A Pastoral Doctrine of the Trinity (London: DLT, 2000) Ford, D. F., The Future of Christian Theology (Blackwell Manifestos) (Chicester: Wiley-Blackwell, 2011) Gunton, C. E., The Christian Faith: An Introduction to Christian Doctrine (Oxford: Blackwell, 2002). Gunton, C. E., Yesterday and Today: A Study of Continuities in Christology (London: SPCK, 19972). Gunton, C. E., The Promise of Trinitarian Theology (Edinburgh: T & T Clark, 19972).
t
i
o
n
Approx. date of Assessment
Hart, T., Faith Thinking: The Dynamics of Christian Theology (London: SPCK, 1995). Hauerwas, Stanley, Learning to speak Christian (London: SCM Press, 2011) Jones, G., Christian Theology: A Brief Introduction (Cambridge: Polity Press, 1999). Kennedy, Philip, A Modern Introduction to Theology: New Questions for Old Beliefs (London: I. B. Tauris, 2006) Migliore, D. L., Faith Seeking Understanding: An Introduction to Christian Doctrine (Second Edition), (Grand Rapids: Eerdmans, 2004). Moltmann, J., The Crucifed God (London: SCM Press, 1974). Moltmann, J., The Way of Jesus Christ (London: SCM Press, 1990). Morgan, D. D., The Humble God: A Basic Course in Christian Doctrine (Norwich: Canterbury Press, 2005). Olson, R. E., The Mosaic of Christian Belief: Twenty Centuries of Unity and Diversity (Leicester: Apollos, 2002). Seitz, C. R., (ed.), Nicene Christianity: The Future for a New Ecumenism (Grand Rapids: Brazos, 2001).
RTT147 Contemporary Theologies of Mission
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Description:
Module Code
RTT147
The module critically examines biblical and theological resources for the development of a contemporary theology of mission. Such a theology is set within the context of the development of mission paradigms during the history of the Christian church. The module will pay particular attention to various trends in mission thinking during the post-war period, represented in the documents of Vatican 2, WCC and the Lausanne Movement. It engages critically with the insights of theologians from the Two Thirds World, as well as with insights from mission history. The module explores the nature of mission in the context of a postmodern, religiously plural, multicultural society.
External Subject Code
V610
Number of Credits
20
Level
7
Module Leader
Dr Peter Stevenson Dr Craig Gardiner
Module offered on a freestanding basis?
No
Any restrictions to free-standing basis?
N/A
Maximum Number on Module
25
Language of module delivery
English
On completion of the module a student will be able to:
evaluate the signifcance of recent developments in mission theology;
assess the signifcance of varied mission paradigms;
identify and interpret relevant biblical materials;
critically evaluate emerging forms of missional church
assess critically the insights of selected Two Thirds world theologians, and evaluate their relevance for mission in the Western world;
understand Christian perspectives on religious pluralism and assess their relevance for Christian mission in the contemporary world;
How the module will be delivered The module will be taught through lectures, seminars, e-learning or through individual tutorials. Where lectures are used these may be delivered
either through weekly term time lectures or through an intense residential programme. Students will be expected access materials and engage in learning activities via Learning Central. Students will be able to submit drafts of their fnal work to their tutor for feedback. Skills that will be practised and developed Academic:
critical analysis of key texts and ideas
critical evaluation of different approaches to missiology
oral and written presentation
Subject-specifc:
historical development of mission paradigms
missiology in a global context
religious pluralism
emerging forms of missional church
Generic:
organisation of time and resources
ability to evaluate the relevance of various materials
independent study
problem solving
critical evaluation
How the module will be assessed Summative assessment: 4,000 word assignment
Type of assessment
%
Title
Contributi on
4,000 word assignment
100%
D u r a (if applicable)
t
i
o
Essay chosen from list of questions
n
Approx. date of Assessment
May 2015
The potential for reassessment in this module Reassessment will be possible during the subsequent semester (or during the summer vacation) by submitting a revised assignment. Syllabus content The following areas will form the syllabus content of the course The biblical roots of a holistic understanding of Christian mission
The historical development of different mission paradigms
Post-war developments in thinking about mission
The growth of the church in the non-Western world
The signifcance of global Christianity for Christian mission theology
Issues raised by mission in a religiously plural context
Implications for mission in the contemporary context
Indicative Reading and Resource List: Bediako, K., Christianity in Africa, (Edinburgh University Press, 1995). Bevans S B and Schroeder, R P, Constants in Context: A Theology of Mission for Today, (New York, Maryknoll, Orbis, 2004) Bosch, D. J., Transforming Mission: Paradigm Shifts in the Theology of Mission, (Orbis Books, 1992). Chester, Tim, (ed.), Justice, Mercy and Humility: Integral Mission and the poor, (Carlisle: Paternoster, 2002).
Corrie, J. (ed.), Dictionary of Mission Theology: Evangelical Foundations (Nottingham: IVP, 2007). D’Costa, Gavin, The Meeting of Religions and the Trinity, (T & T Clark, 2000). D’Costa, Gavin, Christianity and World Religions: Disputed Questions in the Theology of Religions (Chichester: Wiley-Blackwell, 2009: Donovan, Vincent J., Christianity Rediscovered: An Epistle form the Masai. (London, SCM, 1982) Dyrness, W. A., & Veli-Matti Kärkkäinen, Global Dictionary of Theology (Nottingham: IVP, 2008). Jenkins, Philip, The Next Christendom: The Coming of Global Christianity. Revised and Expanded Edition (Oxford: OUP, 2007). Jenkins, Philip, God’s Continent: Christianity, Islam and Europe’s Religious Crisis (Oxford: OUP, 2007). Kirk A., What is Mission? (London: Darton, Longman & Todd, 1999). Morisy, A, Journeying Out: a New Approach to Christian Mission, (London, Continuum, 2004). Ramachandra, V., Subverting Global Myths: Theology and the Public Issues Shaping our World (London: SPCK, 2008). Sanneh, L., Disciples of All Nations: Pillars of World Christianity (Oxford: OUP, 2008). Tennent, Timothy C., Theology in the context of World Christianity: How the global church is infuencing the way we think about and discuss theology (Grand Rapids: Zondervan, 2007). Walls, A.F., The Missionary Movement in Christian History, (Edinburgh: T & T Clark, 1996). Walls, A. F., The Cross-Cultural Process in Christian History (Edinburgh: T & T Clark, 2002) Walls, A. F., and C. Ross, Mission in the 21st Century: Exploring the Five Marks of Global Mission (London: DLT, 2006). Wright, C. J. H., The Mission of God: Unlocking the Bible’s grand narrative (Nottingham: IVP, 2006)
RTT148 Beginning Chaplaincy
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Description:
Module Code
RTT148
This module aims to enable students to engage with the practice of chaplaincy in the early stages of their career, in such a way as to increase their critical understanding of chaplaincy practice (including the historical background to contemporary models); of the professional requirements of being a chaplain (including the ethical dimension); and of the organisational context in which their branch of chaplaincy is set. In support of developing this understanding students will review and develop their understanding of their own learning preferences and models of refective practice, and will develop a personal development plan for their future professional development.
External Subject Code
V610
Number of Credits
20
Level
M
Module Leader
Dr John Wilks
Module offered on a freestanding basis?
Yes
Any restrictions to free-standing basis?
No
Maximum Number on Module
25
Language of module delivery
English
On completion of the module a student will be able to:
critically evaluate an area of chaplaincy practice, paying attention to its professional requirements
discuss the relationship of their branch of chaplaincy to its organisational context
refect critically on case-study material drawn from chaplaincy practice, especially in relation to ethical and cultural questions
draw on a critical understanding of their own learning and refective practice, in order to develop and critically evaluate a plan for their own development in response to the requirements of their chaplaincy post
How the module will be delivered The module will be taught through lectures, seminars, e-learning and individual tutorials. Lecture input and seminars will normally be delivered through an intense residential programme, followed by an assessment period supported by e-learning. Students will be expected to submit drafts of
their fnal work to their tutor for online feedback. Skills that will be practised and developed Academic:
critical refection on professional practice and professional development
critical evaluation of key texts and models of practice
oral and written presentation
Subject-specifc:
making connections between theology and practice
integrating insights from a range of theological, organisational and ethical disciplines
skills in relating to a wide range of people in an ethical and professional manner
Generic:
personal and professional development
organisation of time and resources
self-reliance
problem solving
critical evaluation
How the module will be assessed Students will compile a portfolio of material arising from their work before, during and after their residential induction programme. The portfolio will contain evidence of the student’s critical refection on the following areas: requirements of their chaplaincy post; the signifcance of the wider professional and organisational context of their post; the trajectory of their personal and professional development in post
Type of assessment
%
Title
Contribution
Portfolio
100%
Portfolio of critical refection on initial development in post
Duration (if applicable)
Approx. date of Assessment
May 2015
The potential for reassessment in this module Reassessment will be possible during the subsequent semester (or during the summer vacation) by submitting a revised portfolio and/or a revised commentary Syllabus content The content will be shaped by the branch(es) of chaplaincy from which students come. However, the following generic areas will be central to the syllabus content of the course:
the professional practice and parameters of chaplaincy
the organisational context of chaplaincy
ethical approaches to chaplaincy and its organisational context
reviewing learning styles and preferences and models of critically refective practice
frameworks for professional development
developing a personal development plan
Indicative Reading and Resource List: Cobb, Mark. 2005. The Hospital Chaplain’s Handbook: A guide for good practice, Norwich: Canterbury Press Gill, Robin. 2006. Healthcare and Christian Ethics, Cambridge: Cambridge University Press Gordon, T., Kelly. E. & Mitchell, D. 2010. Spiritual Care for Healthcare Professionals: Refecting on Clinical Practice, London, New York: Radcliffe Publishing Hatch, M. J. 2006. Organisation Theory, 2nd ed. Oxford: OUP
Legood, Giles. 1999. Chaplaincy: The Church’s Sector Ministries, London: Cassell Lyall, D., 2000, Integrity of Pastoral Care, London: SPCK Moon, J., 1999, Learning Journals: A Handbook for Academics, Students and Professional Development, London: Kogan Page Pattison, Stephen. 2000. A Critique of Pastoral Care, London: SCM Pattison, S. & Pill, R. 2004. Values in Professional Practice: Lessons for Health, Social Care and Other Professionals, London, New York: Radcliffe Publishing Threlfall-Holmes, M. & Newitt, M. 2011. Being a Chaplain, London: SPCK Torry, M. 2010. Bridgebuilders: Workplace Chaplaincy-a History, Norwich: Canterbury Press Trull, J. E. and Carter, J. E. 2004. Ministerial Ethics: Moral Formation for Church Leaders, Grand Rapids: Baker Ward, Frances. 2005. Lifelong Learning. Theological Education and Supervision, London: SCM
RTT149 The Bible in Ministry
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Description:
Module Code
RTT149
This module considers a range of traditional and contemporary approaches to the Bible with a particular focus on the use of the Bible in the practice of ministry. Setting the use of the Bible in historical perspective, the module examines a range of contemporary approaches to Biblical study and hermeneutics. In dialogue with contextual and Churchrelated practices of interpretation the module aims to facilitate sustained refection on the use of the Bible in a ministerial context (broadly defned) with which the student is familiar.
External Subject Code
V610
Number of Credits
20
Level
M
Module Leader
Ed Kaneen & Dr John Wilks
Module offered on a freestanding basis?
Yes
Any restrictions to free-standing basis?
No
Maximum Number on Module
25
Language of module delivery
English
On completion of the module a student will be able to:
use the Bible competently and creatively in the context of ministry
refect critically on their own practices of using the Bible
critically evaluate different approaches to the use of the Bible in pastoral practice
analyse the use of the Bible in particular aspects of ministerial practice
How the module will be delivered The module will be taught through a combination of lectures, seminars, e-learning and/or individual tutorials. Where lectures and seminars are used these may be delivered either through weekly term time lectures or through an intense residential programme. Students will be expected access materials and engage in learning activities via Learning Central. Students will be able to submit drafts of their fnal work to their tutor for feedback. Skills that will be practised and developed
Academic: critical analysis of key texts and ideas critical evaluation of different approaches to biblical study oral and written presentation interdisciplinary study Subject-specifc: competence in the use of the Bible in the practice of ministry analytical engagement with the text of the Bible engagement with the discipline of hermeneutics refective practice in using the Bible Generic: organisation of time and resources ability to evaluate the relevance of various materials independent study problem solving critical evaluation How the module will be assessed Summative assessment: 4,000 word assignment Type of assessment
%
Title
Contributi on
4,000 word assignment
100%
Essay chosen from list of questions
The potential for reassessment in this module
D u r a (if applicable)
t
i
o
n
Approx. date of Assessment
May 2015
Reassessment will be possible during the subsequent semester (or during the summer vacation) by submitting a revised essay. Syllabus content The module assumes a basic knowledge of the contents of the Bible and some awareness of critical approaches to its study. Building on this foundation the module explores the following topics:
historical and contemporary approaches to Biblical interpretation contextual approaches to the use of the Bible, including global and feminist approaches the Bible in the postmodern world the use of the Bible in preaching the use of the Bible in other areas of pastoral practice
Indicative Reading and Resource List: Alter, Robert The World of Biblical Literature (London: SPCK, 1992) Ballard, Paul H. & Stephen R. Holmes The Bible in Pastoral Practice (London: DLT, 2005) Bartholomew, Craig G., Colin J.D. Greene & Karl Möller Renewing biblical interpretation (Carlisle, Cumbria, UK; Grand Rapids, Mich.: Paternoster Press; Zondervan, 2000) Bartholomew, Craig G., Colin J.D. Greene & Karl Möller After Pentecost : language and biblical interpretation (Carlisle, Cumbria; Grand Rapids, Mich.: Paternoster Press; Zondervan, 2001) Barton, John (ed.) The Cambridge Companion to Biblical Interpretation. (Cambridge: Cambridge University Press, 1998). Brueggemann, Walter Old Testament theology: an introduction. (Nashville: Abingdon Press, 2008) Brueggemann, Walter and Carolyn J. Sharp Disruptive Grace: Refections on God, Scripture, and the Church (Fortress Press: 2011). Dare, Helen, & Simon Woodman, The “Plainly Revealed” Word of God: Baptist Hermeneutics in Theory and Practice (Macon, Georgia, Mercer Univ Press, 2011) Gillingham, Susan E. One Bible, many voices : different approaches to biblical studies (London: SPCK, 1998) Jobling, David, Tina Pippin and Ronald Schleifer The Postmodern Bible Reader (Oxford: Blackwell, 2001) Rogerson, John W.W. and Judith Lieu The Oxford handbook of biblical studies. (Oxford; New York: Oxford University Press, 2006)
Sugirtharajah, R.S.S. Voices from the margin : interpreting the Bible in the Third World. (Maryknoll, N.Y.: Orbis Books, 1991). Sugirtharajah, R.S. The Bible And The Third World: Precolonial, Colonial And Postcolonial Encounters. (Cambridge: Cambridge University Press, 2001) Vanhoozer, Kevin J., Dictionary for Theological Interpretation of the Bible (London: SPCK, 2006) Watson, Francis Text, Church and World: Biblical Interpretation in Theological Perspective (Edinburgh: T & T Clark, 1994)
RTT150 Principles of Practical Theology
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Description:
Module Code
RTT150
This module complements the generic research skills module by introducing the refective methodology which is foundational for all forms of practical theology. It explores the development of Practical Theology as a distinct discipline, and examines the relationship between Practical theology and other theological disciplines. It examines the contested nature of Practical Theology and evaluates the roles played by experience, scripture and Christian tradition within the process of doing theology. The module critically explores the ways in which biblical and doctrinal insights are employed within practical theology. It also considers how an engagement with other disciplines alongside theology can enrich practical theology. The module considers the central role of critical theological refection. Conscious of the diversity of approaches to theological refection, the module examines biblical and theological foundations for the practice of theological refection. It considers both the nature of theological refection, and resources needed for effective refection. The module examines a number of refection models, evaluating their relevance within the context of Christian ministry. This module encourages students to become ‘refective practitioners’, supplying tools of refection which can be used in critical, theological refection upon contemporary issues and upon experiences arising from the practice of Christian ministry.
External Subject Code
V610
Number of Credits
20
Level
7
Module Leader
Dr Peter Stevenson Dr Andrew Todd
Module offered on a freestanding basis?
No
Any restrictions to free-standing basis?
N/A
Maximum Number on Module
25
Language of module delivery
English
On completion of the module a student will be able to: engage critically with scholarly literature relating to the theory and practice of practical theology; critically discuss a range of approaches to practical theology; critically discuss the role of experience within practical theology; critically evaluate various models of theological refection; identify biblical and theological foundations for the practice of theological refection.
refect critically upon personal experience; employ various models of theological refection.
How the module will be delivered The module will be taught through lectures, seminars, e-learning or through individual tutorials. Where lectures are used these may be delivered either through weekly term time lectures or through an intense residential programme. Students will be expected access materials and engage in learning activities via Learning Central. Students will be able to submit drafts of their fnal work to their tutor for feedback. Skills that will be practised and developed Academic: critical analysis of key texts and ideas critical evaluation of different approaches to practical theology oral and written presentation Subject-specifc: competence in critical theological refection upon experience engagement with other disciplines skills for refective practitioners evaluation of practical theology’s relevance Generic: organisation of time and resources ability to evaluate the relevance of various materials independent study problem solving critical evaluation How the module will be assessed Summative assessment: 4,000 word assignment
Type of assessment
%
Title
Contribution
4,000 word assignment
100%
D u r a t (if applicable)
i
o
n
Essay chosen from list of questions
Approx. Assessment
May 2015
The potential for reassessment in this module Reassessment will be possible during the subsequent semester (or during the summer vacation) by submitting a revised assignment. Syllabus content The following areas will form the syllabus content of the course The development of Practical theology as a distinct discipline Exploring a range of approaches to Practical theology The roles played by the Bible, Christian tradition and human experience in practical theology Theological refection and the refective practitioner Models of theological refection based on the ‘Pastoral cycle’ Other models of refection such as ‘Pastoral theology as attention’ and ‘Theology in four voices’ Resources for practical theology Indicative Reading and Resource List: Atkinson, D., & David Field (ed.), New Dictionary of Christian Ethics and Pastoral Theology, ( Leicester: IVP, 1995). Ballard, Paul H. & Stephen R. Holmes, The Bible in Pastoral Practice (London: DLT, 2005). Ballard, Paul H. & John Pritchard, Practical theology in action: Christian thinking in the service of church and society (London: SPCK, 20062). Brown, Malcolm, Tensions in Christian Ethics: An Introduction (London: SPCK, 2010). Graham, Elaine, with Heather Walton and Frances Ward, Theological Refection: Methods, (London: SCM Press, 2005). Green, L., Let’s Do Theology: Resources for Contextual Theology (London: Mowbrays, 20092).
date
of
Lartey, Emmanuel Pastoral Theology in an Intercultural World (Peterborough: Epworth, 2006). Lyall, D., Integrity of Pastoral Care (London: SPCK, 2000). Osmer, Richard R., Practical Theology: An Introduction (Grand Rapids/Cambridge: Eerdmans, 2008). Ward, Frances, Lifelong Learning. Theological Education and Supervision (London: SCM, 2005) Weaver, John, Outside-In: Theological Refections on Life Regent’s Study Guides 13, (Oxford: Regent’s Park College, 2006). Woodward, James & Stephen Pattison (eds.), The Blackwell Reader in Pastoral and Practical Theology (Oxford: Blackwell, 2000)
RTT151 Critical refection on practice
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Description:
Module Code
RTT151
This module explores a range of understandings and skills required to engage in ministry in a professional manner in the contemporary context. It involves critical theological refection upon the practice of ministry within a supervised ministry placement. Effective forms of ministry require competence in areas such as child protection, and in observing professional boundaries in the provision of pastoral care. The module explores current understandings of good practice in the areas of ministerial competence and requires students to integrate insights from a range of theological, pastoral and ethical disciplines into their critical refection upon practice.
External Subject Code
V610
Number of Credits
20
Level
7
Module Leader
Dr Peter Stevenson Dr Andrew Todd
Module offered on a freestanding basis?
No
Any restrictions to free-standing basis?
N/A
Maximum Number on Module
25
Language of module delivery
English
On completion of the module a student will be able to: engage in critical theological refection upon their ministry practice and upon issues arising from it; demonstrate detailed and critical understandings of ministerial competencies, such as rites of passage, codes of conduct, child protection, vulnerable adults, and diversity and gender issues; identify key learning points from their experiential learning in the placement, evaluating their signifcance for ongoing ministry practice; apply their growing awareness of these issues to specifc church or mission placements and demonstrate their competence and good practice in these areas. How the module will be delivered Students taking this module will have a ministry placement lasting at least 6 months which will provide the context for experiential learning and critical theological refection. Students will be required to compile a portfolio of evidence arising from their work in the placement context. The
portfolio will demonstrate their involvement in various forms of ministry practice. At the start of the module students will be provided with detailed guidelines about how to compile a portfolio. In seminar groups during the module, students will engage in critical theological refection on issues arising from material in their portfolios. Throughout the module students will engage in extensive theological refection on their own practice in their placements with a view to becoming competent refective practitioners. Skills that will be practised and developed Academic:
critical refection upon experiential learning
identifcation of key issues
oral and written presentation
Subject-specifc:
making connections between theology and practice
integrating insights from a range of theological and ethical disciplines
skills in relating to a wide range of people in an ethical and professional manner
Generic:
organisation of time and resources
self-reliance
problem solving
critical evaluation
How the module will be assessed Students will compile a portfolio of material arising from their work within their ministry placements. The portfolio will contain evidence of the student’s activity and competence in at least 5 different areas of ministry practice, and where possible will include a report from the placement superivsor. This will be assessed on a PASS/ FAIL basis. The second part of the assessment will be the submission of a critical refective theological commentary on 1 or 2 issues arising from the portfolio. Subject to the submission of a satisfactory portfolio the mark awarded for the Critical theological refective commentary will stand as the mark for the module.
Type of assessment
%
Title
Contributi on
D u r a (if applicable)
t
i
o
n
Approx. date of Assessment
Portfolio
Pass/Fail
Portfolio demonstrating competence in various aspects of ministry
Janu ar y o r Ma y 2015
Commentary
100%
Critical, theological refective commentary or issues arising from portfolio
Ja nu ar y o r m a y 2015
The potential for reassessment in this module Reassessment will be possible during the subsequent semester (or during the summer vacation) by submitting a revised portfolio and/or a revised commentary Syllabus content The following areas will form the syllabus content of the course:
the nature of practical theology
the characteristics of contemporary pastoral theology
ministerial ethics
critical theological refection upon practice
models of theological refection
issues arising from ministry in the contemporary context
Indicative Reading and Resource List: Atkinson, D., & David Field (ed.), New Dictionary of Christian Ethics and Pastoral Theology, ( Leicester: IVP, 1995).
Ballard, Paul H. & Stephen R. Holmes, The Bible in Pastoral Practice (London: DLT, 2005). Baptist Union of Great Britain, Safe to Belong: Protecting Vulnerable Adults from Abuse (BUGB: Didcot, 2006). Baptist Union of Great Britain and United Reformed Church, We Belong: Celebrating Cultural Diversity and Living Hospitality (London: BUGB/URC, 2006). Brown, Malcolm, Tensions in Christian Ethics: An Introduction (London: SPCK, 2010). Gordon, T., Kelly. E. & Mitchell, D., Spiritual Care for Healthcare Professionals: Refecting on Clinical Practice, (London, New York: Radcliffe Publishing, 2010) Graham, Elaine, with Heather Walton and Frances Ward, Theological Refection: Methods, (London: SCM Press, 2005). Green, L., Let’s Do Theology: Resources for Contextual Theology (London: Mowbrays, 20092). Kuhrt, G., An Introduction to Christian Ministry (London: Church House Publishing, 2000). Litchfeld, K., Tend My Flock: Sustaining Good Pastoral Care (London: Canterbury Press, 2006). Lyall, D., Integrity of Pastoral Care (London: SPCK, 2000). Moon, J., Learning Journals: A Handbook for Academics, Students and Professional Development (London: Kogan Page, 1999). Osmer, Richard R., Practical Theology: An Introduction (Grand Rapids/Cambridge: Eerdmans, 2008). Steinke, P. L., How Your Church Family Works: Understanding Congregations as Emotional Systems (New York: Alban Institute, 1993). Trull, J. E. and Carter, J. E., Ministerial Ethics: Moral Formation for Church Leaders (Grand Rapids: Baker, 20042). Ward, Frances, Lifelong Learning. Theological Education and Supervision (London: SCM, 2005) Willimon, W. H., Pastor: The Theology and Practice of Ordained Ministry (Nashville: Abingdon Press, 2002). Woodward, James & Stephen Pattison (eds.), The Blackwell Reader in Pastoral and Practical Theology (Oxford: Blackwell, 2000)
RTT202 Facilitating Moral Thinking and Debate
This module aims to equip students with a critical understanding of some of the main currents and challenges in contemporary ethical discourse, religious and non-religious, so that they are better able to recognise the moral context of their work and organisation setting. It will also enable them to gain a critical understanding and perspective on some of the skills and methods that might be used in making informed personal moral responses and in facilitating moral discussion and discernment for others.
School
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Module Code
RTT202
External Subject Code
V610
Number of Credits
20
Level
7
Module Leader
Dr John Wilks
Module offered on a freestanding basis?
No
Any restrictions to free-standing basis?
n/a
Maximum Number on Module
n/a
Language of module delivery
English
On successful completion of the module a student will be able to: At the end of their period of study students will be able, by means of writing an assignment (either an essay, or a report based on practical work) of not more than 4000 words and presenting a seminar paper to fellow students, to demonstrate critical awareness of some of the main challenges facing contemporary ethical theory and to show the signifcance of these challenges for the moral context of their own work and their own roles as moral agents, professional workers and moral facilitators. Where students choose to write a report based on practical work in moral facilitation, they will be able to demonstrate critical awareness of these challenges but also provide a critical account of their practice which evidences some understanding of a range of moral, analytical, decision-making and facilitative techniques together with some evidence of judgement as to how and when these might be used in their own work context. Some element of critical refection on self in role and specifc grounding in the work context will be expected in both essays and reports, together with some clear knowledge of understanding contemporary ethical theories.
How the module will be delivered: Students will undertake a short, pre-course exercise in which they a) identify problems of moral thinking in the modern world; b) identify their role and some of the main issues in moral decisions and moral facilitation in their work and organisational context; c) give some preliminary thought as to whether they wish to write an essay or do some project/report work. This will form the basis for nine hours of seminar work in which the main areas of the module will be introduced and discussed. Thereafter, the student, in consultation with the tutor, will identify and initiate work on an essay subject, or a project in moral discernment and facilitation leading to a report to be carried out and completed before the next residential. A fnal series of six hours of seminar work with presentations from students in the second residential will allow participants to share and learn from each others’ experiences and fndings. As with other modules, students will be expected to develop their own information sources and methods of study as independent learners Skills that will be practised and developed: At the end of their period of study students will be able, by means of writing an assignment (either an essay, or a report based on practical work) of not more than 4000 words and presenting a seminar paper to fellow students, to demonstrate critical awareness of some of the main challenges facing contemporary ethical theory and to show the signifcance of these challenges for the moral context of their own work and their own roles as moral agents, professional workers and moral facilitators. Where students choose to write a report based on practical work in moral facilitation, they will be able to demonstrate critical awareness of these challenges but also provide a critical account of their practice which evidences some understanding of a range of moral, analytical, decision-making and facilitative techniques together with some evidence of judgement as to how and when these might be used in their own work context. Some element of critical refection on self in role and specifc grounding in the work context will be expected in both essays and reports, together with some clear knowledge of understanding contemporary ethical theories. How the module will be assessed: Either1) an essay of not more than 4000 words, title agreed with the tutor, that critically surveys a range of the challenges to ethical theory and approaches in the modern world and explains the implication of these challenges for Christian ethics and practice as well as specifcally and concretely applying it to the work and role of chaplains in a particular context. Or 2) a critical report of not more than 4000 words based on project work, agreed with the tutor, which analyses some aspect of the work of the chaplain in facilitating moral awareness and discernment in the context of their role and which also shows awareness of the relevance of moral theories and theoretical challenges in analysing the situation/work under consideration
Type of assessment
%
Title
Contribution
Essay
100
Essay 4000 words
The opportunity for reassessment in this module Reassessment will take the form of resubmitted essay during the summer. Indicative Reading and Resource List: Atkins, D (ed.). New Dictionary of Christian Ethics and Pastoral Theology IVP. 1995 Bauman, Z. Postmodern Ethics Blackwell. 1993 Crisp, R and Slote, M (eds.), Virtue Ethics Oxford University Press. 1997 Cupitt, D.The New Christian Ethics SCM Press. 1988 Deigh, J (ed.), Ethics and Personality Chicago University Press. 1992 Douglas, M. How Institutions Think Routledge and Kegan Paul. 1987 Downie, R.Roles and Values Methuen. 1971 Eagleton, T.The Illusions of Postmodernism Blackwell.1996 Fasching, D and Dechant, D.Comparative Religious Ethics Basil Blackwell. 2000 Fergusson, D. Community, Liberalism and Christian Ethics Cambridge University Press .1998 Gellner, E. Postmodernism, Reason and Religion Routledge. 1992 Gill, R. A Textbook of Christian Ethics T & T Clark. 1995 Gill, R. The Cambridge Companion to Christian Ethics Cambridge University Press. 2001 Hampshire, S (ed.). Public and Private Morality Cambridge University Press. 1978 Harvey, D. The Morals of Jesus Darton, Longman and Todd. 1991 Harvey, N P. The Morals of Jesus Darton, Longman and Todd. 1991 Hauerwas, S. A Community of Character University of Notre Dame Press. 1981 Jackall, R. Moral Mazes Oxford University Press.1988 Jacobs, J. Systems of Survival Duckworth. 1992 Mackie, J. Ethics: Inventing Right and Wrong Penguin. 1977 Mahoney, J. The Making of Moral Theology Oxford University Press. 1994 Meeks, W. The Origins of Christian Morality Yale University Press. 1993
D u r a (if applicable)
t
i
o
n
Approx. date of Assessment
May 2015
Oakley, J. Morality and the Emotions Routledge. 1992 Parker, D. The Living Text of the Gospels Cambridge University Press. 1997 Parsons, S. Feminism and Christian Ethics Cambridge University Press. 1995 *Singer, P (ed.). A Companion to Ethics Blackwell. 1991 Singer, P. Ethics Oxford University Press. 1994 Solomon, R. Ethics and Excellence Oxford University Press. 1992 Stout, J.Ethics After Babel Clarke. 1988 Welch, S. A Feminist Ethic of Risk Fortress Press. 1990 Facilitating moral discernment Almond, B (ed.). Introduction to Applied Ethics Blackwell. 1995 Almond, B. Exploring Ethics Blackwell. 1998 Forrester, D. Beliefs, Values and Policies Oxford University Press. 1989 Griffn, J. Value Judgement Oxford University Press. 1996 Hughes, G. Moral Decisions Darton, Longman and Todd. 1980 Lawton, A. Ethical Management for Public Services Open University Press. 1998 Malby, B and Pattison, S. Living Values in the NHS King’s Fund. 1999 Midgley, M. Can’t We Make Moral Judgements? The Bristol Press. 1991 Pirie, M. The Book of the Fallacy Routledge and Kegan Paul. 1985 Seedhouse, D. Ethics: The Heart of Health Care John Wiley and Sons. 1988 Thomson, A. Critical Reasoning in Ethics Routledge. 1999 Tschudin, V. Deciding Ethically Balliere Tindall. 1994 Wogaman, P. A Christian Method of Moral Judgement SCM Press. 1976 Articles on teaching and learning about ethics in, e.g., Journal of Medical Ethics.
RTT205 The Context of Chaplaincy
Practical Theology work is carried out within an institutional context. This module aims to enable students to understand and evaluate some of the key sociological characteristics of organisations and institutions. Students will also critically refect upon the distinctive role of practitioners working in large institutions. Religious, ethnic and racial diversity is increasingly part of the context in which Practical Theology is carried out, and this module will also help students to engage with the sociological, pastoral, and practical implications of religious diversity for chaplaincy. Students for this programme will need some experience of chaplaincy work.
School
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Module Code
RTT202
External Subject Code
V610
Number of Credits
20
Level
7
Module Leader
Dr Andrew Todd
Module offered on a freestanding basis?
No
Any restrictions to free-standing basis?
n/a
Maximum Number on Module
1
Language of module delivery
English
On successful completion of the module a student will be able to:
engage in critical theological refection upon their ministry practice and upon issues arising from it; conduct qualitative research, demonstrating familiarity of ethical issues; refect critically and insightfully on the challenges and opportunities for the individual working within a large-scale organisation; apply their growing awareness of these issues to specifc church or mission placements and demonstrate their competence and good practice in these areas.
How the module will be delivered: The module will be taught through lectures, seminars, e-learning or through individual tutorials. This will normally be through two periods of intensive study several months apart. This will form the basis for nine hours of seminar work in which the main areas of the module will be introduced and discussed. Thereafter, the student, in consultation with the tutor, will identify and initiate work on an project involving an interview with a chaplain working in a different context to that of the student to be carried out and completed before the next residential. A fnal series of six hours of seminar work with presentations from students in the second residential will allow participants to share and learn from each others’ experiences and fndings. Students will be expected to access materials and engage in learning activities via Learning Central. Students will be able to submit a draft of their fnal work to their tutor for feedback. Skills that will be practised and developed: Academic:
critical refection upon experiential learning
identifcation of key issues
oral and written presentation
Subject-specifc:
making connections between theology and practice
integrating insights from a range of theological and ethical disciplines
skills in relating to a wide range of people in an ethical and professional manner
Generic:
organisation of time and resources
self-reliance
problem solving
critical evaluation.
How the module will be assessed:
An essay of not more than 4000 words reporting on an interview with a chaplain working in a context different to that of the student. Type of assessment
%
Title
Contribution
Essay
100
Essay 4000 words
D u r a (if applicable)
t
i
o
n
Approx. date of Assessment
May 2015
The opportunity for reassessment in this module Reassessment will take the form of resubmitted essay during the summer. Syllabus content: This module will introduce students to some basic concepts, terms and ideas in the sociology of organisations and institutions. Topics to be covered include theories of how organisations function, leadership and authority, and way in which practitioners manage the tension between the secular context in which they work (e.g. the military, the school, the prison), and their sending church/denomination. Consideration will also be given to sociological concepts relating to religious and ethnic diversity, such as discrimination, inclusion/exclusion, equality, stereotyping, paternalism, multiculturalism, and difference. Students will consider the sociological, pastoral and practical implications of religious diversity for Practical Theology work. Indicative Reading and Resource List: Ed. Barker, E. 2008 The Centrality of Religion in Social Life Aldershot/Burlington VT: Ashgate Beckford, J.A. and Gilliat, S. 1998. Religion in Prison: Equal Rites in a Multi-Faith Society. Cambridge University Press. Beckford, JA. 2003 Social Theory and Religion Cambridge: Cambridge University Press Coghlan, D & Brannick, T. 2001 Doing Action Research: In Your Own Organisation London/Thousand Oaks/New Delhi: Sage Collins, J and Porras, JI. 1996 ‘Building Your Company’s Vision’, in Harvard Business Review, Sept-Oct 1996 Davie, G. 2007 The Sociology of Religion, London: Sage Demerath, J., Dobkin Hall, P. and Williams, R. 1998. 'Sacred Companies: Organisational Aspects of Religion and Religious Aspects of Organisations'. OUP. Furniss, G. 1995. Sociology for Pastoral Care: an introduction for students and pastors SPCK. Handy, C. 1999. Understanding Organisations. Penguin.
Hammersley, M & Atkinson, P. 1995 Ethnography: Principles in Practice 2nd Ed., London/New York: Routledge Hatch, MJ. 2006 Organisation Theory, 2nd ed. Oxford: OUP Heelas, P. & Woodhead, L. et al 2004 The Spiritual Revolution: Why religion is giving way to spirituality, Oxford: Blackwell. Krueger, RA. & Casey, MA. 2000 Focus Groups: A Practical Guide for Applied Research London/Thousand Oaks/New Delhi: Sage Lewis, P. 1994. Islamic Britain: Religion, Politics and Identity among British Muslims. I.B. Tauris. Linstead, S. 2004. Organization Theory and Postmodern Thought. London, SAGE Publications Ltd. Miller, G. & Dingwall, R. 1997 Context & Method in Qualitative Research London/Thousand Oaks/New Delhi: Sage Oppenheim, AN. 2000 Questionnaire Design, Interviewing and Attitude Measurement, 3rd Ed., London/Washington: Pinter Parsons, G. 1993. 'The Growth of Religious Diversity: Britain from 1945 - Volume One (Traditions)', Routledge/The Open University. Punch, K. 2005 Introduction to Social Research: Quantitative and Qualitative Approaches London: Sage Robson, C. Rodriguez, N. & Rvavse, A. 2002 Real World Research Oxford: Blackwell Systematic Self-Observation, Thousand Oaks/London/New Delhi: Sage Senior, B. 1997. Organisational Change, Financial Times/Pitman Publishing. Silverman, D. 2004 Doing Qualitative Research: A Practical Handbook 2nd Ed., London/Thousand Oaks/New Delhi: Sage Silverman, D. 2006 Interpreting Qualitative Data, 3rd Ed. London/Thousand Oaks/New Delhi: Sage Silverman, D. 2004 Qualitative Research: Theory, Method and Practice 2nd Ed., London/Thousand Oaks/New Delhi: Sage Swinton, J. & Mowat,H. 2006 Practical Theology and Qualitative Research London: SCM Weller, P. 'Religions in the UK: A Multi-faith Dean of Practical Theology Studies’ University of Derby in association with the Inter-faith Network for the United Kingdom, 1993 Wolffe, J. 1994. 'The Growth of Religious Diversity - Britain since 1945: a Reader.' Hodder & Stoughton.
RTT517 Hermeneutics and Critical Method
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Description:
Module Code
RTT517
Given that the results of biblical interpretation can vary so radically according to the method that has been utilised, it is imperative that a module in hermeneutics and critical method stands at the core of the biblical studies stream. Students need to develop the skills whereby they can evaluate and assess the validity and credibility of the variety of methods that are currently advocated by denominations, pressure groups, and differing Christian traditions. In order to achieve this, the module will combine results from: theoretical consideration of the interpretation of texts; the relative roles of reader, text and authors in the creation of meaning; the assessment of systems of interpretation, such as feminist criticism or the theological interpretation of Scripture. This approach will provide a solid foundation not only for the range of modules available in the Biblical Studies stream but for a long-term career or ministry.
External Subject Code Number of Credits
20
Level
M
Module Leaders
Ed Kaneen and Dr John Wilks
Module offered on a freestanding basis?
Yes
Any restrictions to free-standing basis?
No
Maximum Number on Module
30
Language of module delivery
English
These issues are equally applicable to the study of doctrine and ethics/political theology, as these disciplines also rely on a critical analysis of interpretations. Specifc attention to these aspects of the discussion is therefore included in the syllabus, thereby establishing secure critical method for the students on the Christian Doctrine stream, and for modules where political theology features prominently (such as RTT518 Theologies of Liberation, and RTT202 Facilitating Moral Thinking). On successful completion of the module a student will be able to:
evaluate the signifcance of recent developments in hermeneutical theory;
assess critically the validity and credibility of key hermeneutical methodologies;
critically evaluate the analysis and interpretation of the Bible made by scholars from a range of different traditions;
apply the Bible at a level appropriate to a Master’s student to contemporary world situations, and the formulation of Christian doctrine;
advocate and defend their own methodology for biblical interpretation.
How the module will be delivered The module will be taught through lectures, seminars, e-learning or through individual tutorials. Students will be expected to access materials and engage in learning activities via Learning Central. Students will be able to submit a draft of their fnal work to their tutor for feedback. Skills that will be practised and developed Academic: communicate ideas and arguments effectively, whether in class discussion or in written form, in an accurate, succinct and lucid manner; formulate and justify arguments and conclusions about a range of issues, and present appropriate supporting evidence; the ability to think critically and challenge assumptions; written presentation Subject-specifc: fundamental issues of epistemology and the location of meaning when engaging with texts; evaluation of the legitimacy of a range of different systems and schools of hermeneutical method; assessment of the impact that the reader’s location, presuppositions, assumptions and bias has on their interpretation of the Bible; the extrapolation of biblical teaching to engage with contemporary issues of ethics, daily living and doctrine. Generic: organisation of time and resources ability to evaluate the relevance of various materials independent study problem solving critical evaluation How the module will be assessed Summative assessment: 4,000 word assignment
Type of assessment
%
Title
Contributi on
4,000 word essay
100%
Essay from a range of titles that focus on the following issues (chosen according to the student’s choice of stream):
D u r a (if applicable)
t
i
o
n
Approx. date of Assessment
May 2015
The potential for reassessment in this module Reassessment will be possible during the subsequent semester (or during the summer vacation) by submitting a new assessment. Syllabus content Sessions will focus on issues and topics such as
The Meaning of Meaning Epistemology Critical Methodology: Historical Criticism The Rise and Death of the Author Presuppositions, bias and validity? The Rise of the Reader Who’s Afraid of the Reader? Post-modern thinking and biblical interpretation Beyond the Bible: Doctrine Beyond the Bible: Ethics and Political Theology
Indicative Reading and Resource List: A.K.M. Adam et al, Reading Scripture with the Church: Toward a Hermeneutic for Theological Interpretation (Grand Rapids: Baker Academic, 2006). P. Ballard and S.R. Holmes (eds.), The Bible in Pastoral Practice (London: DLT, 2005). C. Bartholomew et al (eds.), Out of Egypt: Biblical Theology and Biblical Interpretation (Carlisle: Paternoster, 2004). R. Beckford, Jesus is Dread: Black Theology and Black Culture in Britain (London: DLT, 1998). W. Brueggemann, Texts under Negotiation: The Bible and the Postmodern Imagination (Minneapolis: Fortress, 1993).
J.J. Collins, The Bible after Babel: Historical Criticism in a Postmodern Age (Grand Rapids: Eerdmans, 2005). E.F. Davis and R.B. Hays, The Art of Reading Scripture (Grand Rapids: Eerdmans, 2003). E.W. Davies, Biblical Criticism: A Guide for the Perplexed (London: Bloomsbury, 2013). J.D.G. Dunn, The Living Word (2nd ed.; Minneapolis: Fortress, 2009). D.F. Ford and G. Stanton (eds.), Reading Texts, Seeking Wisdom (London: SCM, 2003). S.E. Fowl (ed.), The Theological Interpretation of Scripture (Blackwell Readings in Modern Theology; Oxford: Blackwell, 1997). J. Goldingay, Models for the Interpretation of Scripture (Grand Rapids: Eerdmans, 1995). J.B. Green and M.M.B. Turner (eds.), Between Two Horizons: Spanning New Testament Studies & Systematic Theology (Grand Rapids: Eerdmans, 2000). W.W Klein, C.L. Blomberg, & R.L. Hubbard, Introduction to Biblical Interpretation (Word, 20032). P.J. Leithart, Deep Exegesis: The Mystery of Reading Scripture (Waco: Baylor University Press, 2009). R. Lundin (ed.), Disciplining Hermeneutics: Interpretation in Christian Perspective (Grand Rapids: Eerdmans, 1997). M.R. Malcolm (ed.), The Future of Biblical Interpretation: Responsible Plurality in Biblical Hermeneutics (Authentic, Sept 2013). B.H. McLean, Biblical Interpretation and Philosophical Hermeneutics (Cambridge University Press, 2012). I.H. Marhsall, Beyond the Bible: Moving from Scripture to Theology (Authentic, 2004). J.K. Mead, Biblical Theology: Issues, Methods and Themes (Westminster James Knox, 2007). G.T. Meadors (ed.), Four Views on Moving Beyond the Bible to Theology (Grand Rapids: Zondervan, 2009). M. Oeming, Contemporary Biblical Hermeneutics: An Introduction (Ashgate, 2006). S.E. Porter and M.R. Malcolm (eds.), Horizons in Hermeneutics: A Festschrift in Honour of Anthony Thiselton (Grand Rapids: Eerdmans, April 2013). S.E. Porter and B.M. Stovell (eds.), Biblical Hermeneutics: Five Views (Downers Grove: IVP, 2012). M. Powell, Chasing the Eastern Star: Adventures in Reader-Response Criticism (Westminster John Knox Press, 2001). M. Silva (ed.), Foundations of Contemporary Interpretation (Leicester: Apollos, 1997). S. M. Schneiders, The Revelatory Text: Interpreting the New Testament as Sacred Scripture (2nd ed.; Collegeville, MN.: Liturgical Press, 1999), esp. part 1. C. Spinks, The Bible and the Crisis of Meaning: Debates on the Theological Interpretation of Scripture (London: T&T Clark, 2007). A.C. Thiselton, New Horizons in Hermeneutics (London: Marshall Pickering, 1992). A.C. Thiselton, Hermeneutics: An Introduction (Grand Rapids: Eerdmans, 2009). D.J. Treier, Introducing Theological Interpretation of Scripture: Recovering a Christian Practice (Grand Rapids: Baker, 2008). K.J. Vanhoozer, Is there a Meaning in This Text? (IVP, 1998; Zondervan 20092). K.J. Vanhoozer (ed.), Dictionary for Theological Interpretation of the Bible (London: SPCK, 2005).
RTT518 Theologies of Liberation School
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Description:
Module Code
RTT518
This module provides a critical examination of Liberation theologies which have at their centre an image of Christ as the one who liberates humanity from all that prevents them becoming fully human. It begins with an examination of how theology is reconfgured when 'viewed from below', from the perspective and context of the powerless, the silenced and the suffering. This leads to a critical analysis of the 'classical' models of liberation theology that emerged during the second half of the 20th century in dialogue with Marxist thought in Latin America. The course continues analyses and compares other models of liberation, particularly those of Feminist Theology, Black and Womanist Theology, together with some expressions of liberation in Africa and Asia. It doing so it will encourage students to explore the emerging contexts for such theologies, such as disability and sexuality. In particular it will explore the connection between theological contexts and key themes, such as systemic models of sin, soteriology, justice, reconciliation, Christology and ecclesiology. These themes will help to demonstrate the relevance of the ongoing critical and constructive tasks faced by Liberation Theologies and will enable students to deepen their appreciation of these vital streams of Christian belief.
External Subject Code
V610
Number of Credits
20
Level
7
Module Leader
Dr Craig Gardiner
Module offered on a freestanding basis?
Yes
Any restrictions to free-standing basis?
No
Maximum Number on Module
25
Language of module delivery
English
On completion of the module a student will be able to:
articulate and discuss the motif of Liberation in Christian Theology today;
evaluate the different approaches to liberation from varying contexts:
Analyse and articulate the critical and constructive tasks of Theologies of Liberation;
demonstrate how culture, race and gender combine with Scripture and tradition to articulate some central Christian doctrines;
integrate biblical and systematic insights with political and economic thinking into a comprehensive theological thinking.
How the module will be delivered
The module will be taught through lectures, seminars, e-learning or through individual tutorials. Where lectures are used these may be delivered either through weekly term time lectures or through an intense residential programme. Students will be expected access materials and engage in learning activities via Learning Central. Students will be able to submit drafts of their fnal work to their tutor for feedback. Skills that will be practised and developed Academic: critical analysis of key texts and ideas critical evaluation of approaches to the process of doing theology oral and written presentation Subject-specifc: engagement with central Christian beliefs integration of insights from scripture, tradition, culture and experience evaluation of contextual dimensions of theology, including economics, gender, ethnicity, sexuality and disability. competence in critical theological refection Generic: organisation of time and resources ability to evaluate the relevance of various materials independent study critical evaluation written and oral presentation How the module will be assessed Summative assessment: Students will be expected to submit 1 x 4,000 word assignment. This assignment develops the student’s ability to engage in a critical discussion of a major theme from within Liberation Theology, drawing upon a range of theological resources.
Type of assessment
%
Title
Contributio n
4,000 word essay
100%
D u r a (if applicable)
t
Essay exploring a major theme of Liberation Theology
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o
n
Approx. date of Assessment
May 2015
The potential for reassessment in this module Reassessment will be possible during the subsequent semester (or during the summer vacation) by submitting a revised portfolio and/or a revised commentary Syllabus content The following areas will form the syllabus content of the course. The impact of cultural, and socio-economic contexts on all forms of Christian doctrine The place of the Bible, tradition and experience in the development of doctrine The metaphor of Christ as Liberator The Systemic nature of sin The continuing process of theological construction The exploration of cross-conscientization in critiques and constructs within major models of liberation
Indicative Reading and Resource List: Althaus- Reid, Marcella, Liberation Theology and Sexuality, (Norwich: SCM Press, 2009) Althaus- Reid, Marcella, Petrella, Ivan and Susin, Luiz Carlos, Another Possible World, (London: SCM Press, 2007) Althaus Reid, Marcella and Isherwood, Lisa, (Eds.), Controversies in Feminist Theology, (London: SPCK, 2007) Beckford, Robert, Jesus is Dread: Black Theology and Black Culture in Britain, (London: DLT, 1998) Boff, Leonardo and Clodovis, Introducing Liberation Theology, (Tunbridge Wells: Burns sand Oates, 1987) Boff, Leonardo, Jesus Christ Liberator, A Critical Christology of our Time, (London: SPCK, 1980)
Boff, Leonardo, Ecology and Liberation (Maryknoll, NY: Orbis Books 1995) Brown, Robert McAfee, Liberation Theology: An Introductory Guide, (Louisville: Westminster John Knox Press, 1993) Carmody, Denise L, Christian Feminist Theology, (Blackwell: Oxford, 1995) Cone, James H, A Black Theology of Liberation: Fortieth Anniversary Edition, (Maryknoll, NY: Orbis Books, 2010) Freire ,Paulo, Pedagogy of the Oppressed, (Harmondsworth, Middlesex: Penguin, 1972) Gutierrez, Gustavo, A Theology of Liberation, (London: SPCK, 2001) Gutierrez, Gustavo, We Drink from our Own Wells, (London: SCM, 1984) Heyward, Carter, Saving Jesus From Those Who Are Right: Rethinking What it Means to be Christian, (Minneapolis: Augsburg Press, 1999) Hopkins, Dwight N and Antonio, Edward P, (Eds.), The Cambridge Companion to Black Theology, (Cambridge: CUP 2012) Howson, Chris, A Just Church: 21st Century Liberation Theology in Action, (London: Continuum, 2011) King, Ursula, Feminist Theology from the Third World: A Reader, (London/ Maryknoll: SPCK/ Orbis Books,1994) Kwok, Pui Lan, Introducing Asian Feminist Theology, (Sheffeld: Sheffeld Academic Press, 2002) LaCugna, Catherine Mowry, Freeing Theology: The Essentials of Theology in Feminist Perspective, (New York: HarperOne: 1993) Loades, Ann, Feminist Theology: A Reader, (London: SPCK, 1990) Parsons, Susan Frank, (Ed.), The Cambridge Companion to Feminist Theology, (Cambridge: CUP, 2002) Petrella, Ivan, The Future of Liberation Theology: An Argument and Manifesto, (London: SCM Press, 2006) Petrella, Ivan, Beyond Liberation Theology: A Polemic, (London: SCM Press, 2008) Radford Ruether, Rosemary, Sexism and God-Talk, (London: SCM Press, 1983) Rowland, Christopher, (ed.), The Cambridge Companion to Liberation Theology, (Cambridge: CUP, 1999) Russell, Letty M, Church in the Round: Feminist Interpretation of the Church, (Louisville, Kentucky: Westminster John Know Press,1993) Schussler Fiorenza, Elisabeth, In Memory of Her: A Feminist Theological Reconstruction of Christian Origins, (Crossroads, 1994) Sobrino, Jon and Ellacurai Ignacio, (eds.), Systematic Theology: Perspectives from Liberation Theology, (London: SCM Press, 1996) Song, Choan Seng, Third -Eye Theology: Theology in Formation in Asian Settings, (Eugene, Oregon: Wipf and Stock, 2002) Watson, Natalie K, Introducing Feminist Ecclesiology, (Eugene, Oregon: Wipf and Stock, 1996)
Weems, Renita J, Just a Sister Away: A Womanist Vision of Women's' Relationships in the Bible, (San Diego: LuraMedia, 1988)
RTT519 The New Testament in Social Perspective
The church has often sought to read the New Testament, not just as a theological text, but as a socially normative text, seeking to guide ethics and morality, none more so than today. However, such readings are often uninformed by the social history of the ancient world or the social-scientifc understandings developed in the contemporary world. This module will therefore introduce selected social themes which can illuminate New Testament readings, as understood through the social-scientifc criticism of recent decades. The themes will vary, being chosen by the module leader, but may include: honour and shame; sex and gender; money and economics; and power and authority. These will be viewed from the perspective of social science and social history, and applied to selected New Testament texts. By this means, students will be better enabled to construct socially informed readings of the New Testament.
School
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Module Code
RTT519
External Subject Code
V610
Number of Credits
20
Level
7
Module Leader
Ed Kaneen
Module offered on a freestanding basis? Any restrictions to free-standing basis?
No
Maximum Number on Module
25
Language of module delivery
English
On successful completion of the module a student will be able to: 1. 2. 3. 4. 5. 6.
Yes
Understand what is meant by social-scientifc interpretation of the New Testament. Select, critically analyse and interpret relevant New Testament texts. Deploy select resources from the social sciences in critically analysing texts of the New Testament. Critically evaluate current scholarly work in the feld. Acquire information through reading and research. Devise, structure and present information.
How the module will be delivered The module will be delivered through seminars or individual tutorials. In either case, the emphasis will be on tutor-led discussion of set reading, and student presentations of selected material. Skills that will be practised and developed The ability to:
Listen to others with respect.
Actively respond to feedback.
Discuss and question new ideas.
Refect on the context-dependent nature of cultural norms.
Present analyses in a clear and coherent manner, both orally and in writing.
Solve problems.
Demonstrate a willingness to seek, and accept, help and guidance.
Accept responsibility for one’s own activities and their outcomes.
Display self-reliance.
Adopt a demanding work-schedule.
Revise judgements and change behaviour in the light of new evidence.
Use computers as a research and writing aid.
How the module will be assessed
Type of assessment
%
Title
Contributi on
Essay
100%
D u r a (if applicable)
t
i
o
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Student chosen essay of 4000 words (LOs: 1-6).
Approx. date of Assessment
January 2015
The opportunity for reassessment in this module The module will be reassessed by resubmission of coursework in the subsequent examination period. Syllabus content Each session will focus on one theme from the perspective of social science and the social history of the ancient world, and consider the theme with respect to relevant New Testament passages. Particular subjects to be covered may include:
Honour and shame. Sex and gender. Money and economics. Power and authority. Social status. Social organisation. Religion and ritual. Purity and food.
Indicative Reading and Resource List (their applicability will vary depending on the themes chosen): A.J. Blasi, J. Duhaime and P-A Turcotte, eds., Handbook of Early Christianity: Social Science Approaches (Walnut Creek, CA: AltaMira,2002), BR166.H2. R. Bauckham, Gospel Women: Studies of the Named Women in the Gospels (Grand Rapids: Eerdmans, 2002), BS2445.B2. R.A. Bauman, Women and Politics in Ancient Rome (London: Routledge, 1992), 343.49075.
D.A. DeSilva, Honor, Patronage, Kinship and Purity: Unlocking New Testament Culture (Downers Grove, Ill: IVP, 2000). K. Ehrensperger, Paul and the Dynamics of Power (London: T & T Clark, 2007). P.F. Esler, The First Christians in their Social Worlds (London: Routledge, 1994), BS2545.S55.E8. J.A. Glancy, Slavery in Early Christianity (Oxford: OUP, 2002), HT913.G5. K.C. Hanson and D.E. Oakman, Palestine in the Time of Jesus: Social Structures and Social Conficts (2nd ed.; Minneapolis: Fortress, 2008). M. Harding, Early Christian Life and Thought in Social Context: A Reader (London: T & T Clark, 2002), BR165.E2. P.A. Harland, Associations, Synagogues and Congregations (Minneapolis: Fortress, 2003). P. Harland, Dynamics of Identity in the World of the Early Christians: Associations, Judeans and Cultural Minorities (London: T & T Clark, 2009). S.R. Holman, ed., Wealth and Poverty in Early Church and Society (Grand Rapids: Baker Academic, 2008). D.G. Horrell, Social-Scientifc Approaches to New Testament Interpretation (Edinburgh: T & T Clark, 1999), BS2545.S55.S6. R.A. Horsley and J.S. Hanson, Bandits, Prophets and Messiahs (San Francisco: Harper & Row, 1985), BM177.H6. R.A. Horsley, Paul and the Roman Imperial Order (Harrisburg: Trinity, 2004). R.A. Horsley, Jesus in Context: Power, People and Performance (Minneapolis: Fortress, 2008). H.J. Klauck, The Religious Context of Early Christianity: A Guide to Graeco-Roman Religions (London: T & T Clark, 2000). D.J. Kyrtatas, The Social Structure of the Early Christian Communities (London: Verso, 1987). B. Longenecker, ed., Narrative Dynamics in Paul (Louisville: Westminster John Know, 2002), BS2650.52.N2. B. Longenecker, Engaging Economics: New Testament Scenarios and Early Christian Reception (Grand Rapids: Eerdmans, 2009) B.J. Malina, The New Testament World: Insights from Cultural Anthropology (3rd ed.; Louisville: John Knox, 2001), BS2410.M2. D.B. Martin, Sex and the Single Savior: Gender and Sexuality in Biblical Interpretation (London: Westminster John Knox Press, 2006). M.Y. MacDonald, The Pauline churches: A Socio-Historical Study of Institutionalization in the Pauline and Deutero-Pauline Writings (Cambridge: CUP, 1988), BS2655.C5.M2. W. Meeks, The First Urban Christians (2nd ed.; New Haven: Yale University Press, 2003), BR166.M3. S. Moore and J.C. Anderson, eds., New Testament Masculinities, (Atlanta: Society of Biblical Literature, 2003). J. Neyrey, The Social World of Luke-Acts (Peabody: Hendrickson, 1991). D.E. Oakman, Jesus and the Economic Questions of his Day (Lewiston, NY: Edwin Mellen, 1986). D.E. Oakman, Jesus and the Peasants (Eugene, Or: Cascade Books, 2008). D.E. Oakman, The Political Aims of Jesus (Minneapolis: Augsburg Fortress, 2012). J. Ǿ kland, Women in their Place: Paul and the Discourse of Gender (London: T & T Clark, 2004). C. Osiek and D.L. Balch, eds., Families in the New Testament World, (Louisville: Westminster John Knox Press, 1997), BS2545.F33.O8. C. Osiek and M. Macdonald, A Woman’s Place: House Churches in earliest Christianity, (Minneapolis: Fortress, 2006), BV639.W7.O8. S.H. Polaski, Paul and the Discourse of Power (Sheffeld: Sheffeld Academic, 1999), BS2655.A8.P6. S.H. Polaski, A Feminist Introduction to Paul (St Louis, Mo: Chalice, 2005). P. Oakes, Reading Romans in Pompeii (London: SPCK, 2009).
R. Rohrbaugh, ed., The Social Sciences and New Testament Interpretation (Peabody, MA: Hendrickson, 1996). E. Schüssler-Fiorenza, In Memory of Her: A Feminist Theological Reconstruction of Christian Origins, (2nd ed.; London: SCM, 1995), BR129.S2. J.C. Scott, Domination and the Arts of Resistance (New Haven: Yale University Press, 1990). W. Stegemann, The Gospel and the Poor (Philadelphia: Fortress Press, 1984). E.W. Stegemann and W. Stegemann, The Jesus Movement: A Social History of Its First Century (Edinburgh: T & T Clark, 1999). T.D. Still and D.G. Horrell, eds., After the First Urban Christian: The Social-Scientifc Study of Pauline Christianity Twenty-Five Years Later (London: T & T Clark, 2009). H. Taussig, In the Beginning was the Meal: Social Experimentation and Early Christian Identity (Philadelphia: Fortress Press, 2009). Additional journal articles and chapters will be assigned on a per session basis.
RTT520 Exegesis of Biblical Texts
The ability closely and critically to read biblical texts is fundamental to the discipline of Biblical Studies, and foundational to many related academic theological disciplines as well as contemporary ministry. This module will explore in detail a selected text or texts from the Bible, chosen by the module leader. The exegesis will be shaped by a number of different critical techniques, so that the students gain experience in the tools of modern biblical scholarship. These may include engaging with: historical critical readings; literary critical readings; feminist and liberationist readings; and canonical and theological readings. Students with existing facilities in the appropriate biblical languages will be encouraged to use them to enhance their understanding, while others will use commentaries and other resources to engage in detail with the chosen biblical text(s).
School
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Module Code
RTT520
External Subject Code
V610
Number of Credits
20
Level
7
Module Leader
Ed Kaneen & John Wilks
Module offered on a freestanding basis? Any restrictions to free-standing basis?
Yes No
Maximum Number on Module Language of module delivery
English
On successful completion of the module a student will be able to: 1. 2. 3. 4. 5. How
Exegete and interpret in detail selected biblical texts. Deploy appropriate tools of exegesis and interpretation to critically analyse biblical texts. Critically evaluate current scholarly work on the texts studied. Acquire information through reading and research. Devise, structure and present information. the module will be delivered
The module will be delivered through seminars or individual tutorials. In either case, the emphasis will be on tutor-led discussion of set reading and
exegesis of selected passages, and student presentations of prepared material. Skills that will be practised and developed The ability to: Listen to others with respect. Actively respond to feedback. Discuss and question new ideas. Refect on the context-dependent nature of cultural norms. Present analyses in a clear and coherent manner, both orally and in writing. Solve problems. Demonstrate a willingness to seek, and accept, help and guidance. Accept responsibility for one’s own activities and their outcomes. Display self-reliance. Adopt a demanding work-schedule. Revise judgements and change behaviour in the light of new evidence. Use computers as a research and writing aid. How the module will be assessed Type of assessment: New Testament Books
%
Essay
100%
Type of assessment: Old Testament Books
%
3,000 word exegesis
75%
Title
D u r a (if applicable)
Contributi on
t
i
o
Student chosen essay of 4000 words (LOs: 1-5). Title
Contribution
Exegesis of a passage chosen from the set text by student
n
Approx. date of Assessment
May 2015 D u r a t (if applicable)
i
o
n
Approx. Assessment
May 2015
date
of
1,000 word application
25%
Two or three in one of the A u d i o r e c o r d i n g : 1 0 May 2015 following styles/genres minutes Radio 4 thought for the day (3 minutes each) Encounter with God (or equivalent publication) study notes Leader’s guide for church youth group Bible study
The opportunity for reassessment in this module The module will be reassessed by resubmission of coursework in the subsequent examination period. Syllabus content Each session will focus on one passage from the chosen biblical text, and engage with it in detail, considering such perspectives as: historical; literary; social-scientifc; feminist; liberationist; canonical; and theological. Students will be expected to prepare for each session by engaging with commentaries on the passage, as well as critically summarising selected secondary reading. The commentary preparation will include attention to translation issues, and those with the appropriate languages will be encouraged to work on their own translation of the text. For 2013–14 the set text will be Romans.
Indicative Reading and Resource List: C.L. Blomberg, A Handbook of New Testament Exegesis (Grand Rapids: Baker Academic, 2010). G. Fee, New Testament Exegesis (3rd ed.; Louisville: Westminster John Knox, 2002). M.J. Gorman, Elements of Biblical Exegesis (rev. ed.; Grand Rapids: Baker Academic, 2008). D. Stuart, Old Testament Exegesis (4th ed.; Louisville: Westminster John Knox, 2009). Briggs, R., Reading the Bible Wisely, Cascade, 2011 revised edition. Brueggemann, W., Theology of the Old Testament, 1997. Goldingay, J., Old Testament Theology (three volumes), IVP, 2003-09. Seibert, E.A., Disturbing Divine Behaviour, Fortress, 2009.
Thompson, J.L., Reading the Bible with the Dead, Eerdmans, 2007. Reading on Romans (if chosen) C.K. Barrett, A Commentary on the Epistle to the Romans, reprint with minor changes, Black’s New Testament Commentaries (London: A. & C. Black, 1962). C. Bryan, A Preface to Romans: Notes on the Epistle in Its Literary and Cultural Setting (Oxford: Oxford University Press, 2000). C.E.B. Cranfeld, Romans 1-8, International Critical Commentary, vol. 1 (London: T&T Clark, 1975). J.D.G. Dunn, Romans 1-8, Word Biblical Commentary, vol. 38 (Dallas: Word Books, 1988). N. Elliott, The Rhetoric of Romans: Argumentative Constraint and Strategy and Paul’s Dialogue with Judaism, JSNT Supp. num. 45 (Sheffeld: Sheffeld Academic Press, 1990). N. Elliott, The Arrogance of Nations: Reading Romans in the Shadow of Empire (Minneapolis: Fortress, 2008). P.F. Esler, Confict and Identity in Romans: The Social Setting of Paul's Letter (Minneapolis: Fortress, 2003). J.A. Fitzmyer, Romans: A New Translation with Introduction and Commentary, Anchor Bible, vol. 33 (New York: Doubleday, 1993). S.J. Gathercole, Where is Boasting: Early Jewish Soteriology and Paul’s Response in Romans 1-5 (Grand Rapids, MI: Eerdmans, 2002). K. Haacker, The Theology of Paul's Letter to the Romans, Review of Biblical Literature (Cambridge: CUP, 2003).
R. Jewett, Romans: A Commentary, Hermeneia (Minneapolis: Fortress Press, 2006). E. Käsemann, Commentary on Romans (Grand Rapids, MI: Eerdmans, 1980). R.N. Longenecker, Introducing Romans: Critical Issues in Paul’s Most Famous Letter (Grand Rapids: Eerdmans, 2011). P. Oakes, Reading Romans in Pompeii (London: SPCK, 2009). J.L. Sumney, ed., Reading Paul's Letter to the Romans (Atlanta: Society of Biblical Literature, 2012). L.L. Welborn and K.L. Gaca, eds., Early Patristic Readings of Romans (London: T&T Clark, 2005). Reading on Synoptic Parables (if chosen) K.E. Bailey, Poet and Peasant and Through Peasant Eyes (combined ed.; Grand Rapids: Eerdmans, 1983). M.A. Beavis, ed.,The Lost Coin: Parables of Women, Work and Wisdom (London: Sheffeld Academic, 2002). C.L. Blomberg, Interpreting the Parables (2nd ed.; Downers Grove: IVP, 2012). J.D.M. Derrett, Law in the New Testament (DLT: London, 1970). C.H. Dodd, The Parables of the Kingdom (Glasgow: Fontana Books, 1961). R. Etchells, A Reading of the Parables of Jesus (London: Darton, Longman & Todd, 1998). R.W. Funk and B.B. Scott, The Parables of Jesus, (Santa Rosa: Polebridge Press, 1988). M.A. Getty-Sullivan,Parables of the Kingdom: Jesus and the Use of Parables in the Synoptic Tradition (Collegeville: Liturgical Press, 2007). W.R. Herzog II, Parables as Subversive Speech (Louisville: Westminster/John Knox, 1994). A.J. Hultgren,The Parables of Jesus: A Commentary (Grand Rapids: Eerdmans, 2000). J. Jeremias, The Parables of Jesus (3rd rev. ed.; London: SCM Press, 1972). B. Malina and R.L. Rohrbaugh, Social Science Commentary on the Synoptic Gospels (Minneapolis: Fortress, 1992). J.H. Neyrey, ed., The Social World of Luke-Acts (Peabody: Hendrickson, 1991). W.G. Olmstead,Matthew's Trilogy of Parables: The Nation, the Nations and the Reader in Matthew 21:28-22:14 (Cambridge: CUP, 2004). A. Parker, Painfully Clear: The Parables of Jesus (Sheffeld: Sheffeld Academic Press, 1996). B.B. Scott, Hear Then the Parable: A Commentary on the Parables of Jesus (Minneapolis: Fortress, 1989).
B.B. Scott,Re-imagine the World: An Introduction to the Parables of Jesus (Santa Rosa: Polebridge, 2001). G.V. Shillington, ed., Jesus and his Parables (Edinburgh: T&T Clark, 1997). K.R. Snodgrass,Stories with Intent: A Comprehensive Guide to the Parables of Jesus (Grand Rapids: Eerdmans, 2008). D. Wenham, The Parables of Jesus (Hodder and Stoughton: London, 1989). B.H. Young, The Parables: Jewish tradition and Christian interpretation (Peabody: Hendrickson, 1998). Reading on Deutero-Isaiah (if chosen) J.Blenkinsopp, Isaiah 40–55, Anchor Bible Commentary 19A (New York: Doubleday, 2000). W. Brueggemann, Isaiah 40–66, Westminster Bible Companion (Louisville: Westminster John Knox Press, 1998). D. J. A. Clines, I, He, We & They: A Literary Approach to Isaiah 53, JSOT Supps 1 (Sheffeld: Sheffeld Academic Press, 1976). J. Goldingay, The Message of Isaiah 40–55 (London: T&T Clark, 2006). J. Goldingay & D. Payne, Isaiah 40–55 volumes I and II, International Critical Commentary (London: T&T Clark, 2006). B. Janowski and P. Stuhlmacher, The Suffering Servant: Isaiah 53 in Jewish and Christian Sources (Grand Rapids: Eerdmans, 2004) J. Schipper, Disability and Isaiah’s Suffering Servant, (Oxford: Oxford University Press, 2011). L.-S. Tiemeyer, For the Comfort of Zion: The Geographical and Theological Location of Isaiah 40–55 (Leiden: Brill, 2011). R. N. Whybray, Thanksgiving for a Liberated Prophet: An Interpretation of Isaiah Chapter 53, JSOT Supps 4 (Sheffeld: Sheffeld Academic Press, 1976). H. G. M. Willamson, The Book Called Isaiah: Deutero-Isaiah’s Role in Composition and Redaction (Oxford: Clarendon Press, 1994). Additional journal articles and chapters will be assigned on a per session basis.
RTT52 5 Resear ch Metho ds for Theolo gy
Description: This module examines a variety of study skills demanded by postgraduate study in theology. It examines and critically evaluates a range of research methods currently being employed in a range of disciplines. Students will critically evaluate a variety of research methods (including qualitative and quantitative), paying particular attention to issues relating to data gathering, recording and analysis. The ethical aspects of the research process will also be examined. The module provides the foundation for constructing a detailed literature review, which can be included within the student’s dissertation proposal for the Master’s dissertation. In developing detailed literature reviews students will be expected to draw material from a range of sources including relevant academic databases. The module thus prepares the
School
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Module Code
RTT143
External Subject Code
V610
Number of Credits
20
Level
7
Module Leader:
Dr Andrew Todd & Dr Peter Stevenson
Module offered on a free-standing basis?
No
Any restrictions to free-standing basis? Maximum Number on Module
None
Language of module delivery
English
student for the task of producing an effective Master’s level dissertation. On completion of the module a student will be able to:
Identify and utilise the appropriate method in a variety of research situations; Quickly read and evaluate signifcant theological texts; Research and locate vital literature for their chosen topic in a competent manner; engage critically with literature relating to the theological topic or discipline chosen for study; identify and evaluate the work of leading writers in this chosen area; critically discuss selected themes identify and implement aims and objectives for a postgraduate learning project
How the module will be delivered The module will be taught through lectures, seminars, e-learning or through individual tutorials. Where lectures are used these may be delivered either through weekly term time lectures or through an intense residential programme. Students will be expected to access materials and engage in learning activities via Learning Central. Students will be able to submit drafts of their fnal work to their tutor for feedback. Skills that will be practised and developed Academic: identifcation of relevant literature critical evaluation of relevant texts and materials interpreting chosen topics in context oral and written presentation Subject-specifc: competence in gathering relevant material by using bibliographic resources competence in identifying relevant material via online databases Generic:
organisation of time and resources
ability to evaluate the relevance of various materials independent study problem solving critical evaluation
How the module will be assessed Formative assessment: Students will give a twenty minute presentation on a possible research project. Summative assessment: Students will be expected to submit a portfolio of two different types of work: a trio of book reviews and a dissertation proposal. The student will not be required for this proposal to be the topic they wish to research for their dissertation %
Title
Contributio n
D u r a (if applicable)
t
i
o
n Approx. date of Assessment
Book Reviews
50
Three book reviews, each 500 words in length
January 2015
Dissertation Proposal
50
A dissertation proposal, maximum 2500 words
January 2015
The potential for reassessment in this module Reassessment will be possible during the subsequent semester (or during the summer vacation) by submitting revised work. Syllabus content The following areas will form the syllabus content of the course identify and critically evaluate different research methods discuss the ethical dimensions of empirical research critically evaluate the merits of qualitative and quantitative research methods for research in practical theology select and justify an appropriate research method for their chosen topic. access academic databases effectively produce a detailed literature review
produce a coherent dissertation research proposal
Indicative Reading and Resource List: Blaxter, Loraine; Hughes, Christina and Tight, Malcolm. How to research. 3rd ed. (Milton Keynes: Open University Press, 2006). Bell, J., Doing Your Research Project (Buckingham: Open University Press, 20054) Bell, J., and Opie, C., Learning from Research (Buckingham: Open University Press, 2002). Cameron H. et al., (eds.), Studying Local Churches (London: SCM Press, 2005). Cameron, H., Resourcing Mission: Practical Theology for Changing Churches (London: SCM Press, 2010) Cameron H. et al., (eds.), Talking about God in Practice: Theological Action Research and Practical Theology (London: SCM Press, 2010) Cartledge, M., Practical Theology: Charismatic and Empirical Perspectives (Carlisle: Paternoster, 2003). Costello, Patrick J. M.. Action research. Continuum research methods (London: Continuum, 2003). Creswell, J. W., Qualitative Inquiry and Research Design: Choosing Among Five Traditions (London: Sage, 1998). Creswell, J. W., Research Design: Qualitative and Quantitative Approaches (London: Sage, 1994). Denscombe, Martyn. The good research guide: for small-scale social research projects. 3rd ed. (Maidenhead: Open University Press, 2007). Denscombe, Martyn. Ground rules for good research: a 10 point guide for social researchers (Buckingham: Open Univ. P., 2002). Murray, Rowena. How to write a thesis, 2nd ed., (Maidenhead: Open University Press, 2006). Oliver, Paul. The student's guide to research ethics. 2nd ed. (Open UP study skills. Buckingham: Open Univ. P., 2010). Osmer, R.R., Practical Theology: an introduction (Grand Rapids, Eerdmans, 2008). Silverman, D., Doing Qualitative Research: A Practical Handbook (London/Thousand Oaks/New Delhi: Sage, 20042). Silverman, D. 2006 Interpreting Qualitative Data, 3rd Ed. (London/Thousand Oaks/New Delhi: Sage, 20063). Swinton, John and Mowat, Harriet. Practical theology and qualitative research methods (London: SCM, 2006).
RTT529 Out of Babylon: Old Testament Theology
Description:
Module Code
Though the writing of Old Testament Theologies had somewhat fallen in decline towards the end of the Twentieth Century, those by Brueggemann (1997) and Goldingay (2003-09) have very much revitalised the feld. Both are scholars simultaneously engaged with the ancient and the contemporary contexts. Both are also scholars engaged with the political agenda of Christian involvement in social action and justice, seeking to make the Bible directly relevant to the contemporary world. They seek to challenge notions of comfortable Christianity, while also providing a paradigm and exemplar of methods for biblical interpretation and hermeneutics that will mesh well not only with the core module for the biblical studies pathway (RTT517 Hermeneutics and Critical Method), but also RTT149 Bible in Ministry and RTT531 Theologies of Liberation. This will establish patterns of biblical interpretation that will have long-lasting beneft whatever ministry the student is engaged in.
External Subject Code
RTT529
Number of Credits
20
Level
7
Module Leader
Dr John Wilks
Module offered on a freestanding basis?
Yes
Any restrictions to free-standing basis?
No
Maximum Number on Module
30
Language of module delivery
English
For this reason, focus on Brueggemann and Goldingay fts well with the emphasis on Practical Theology that formed the initial impetus for this programme. Students from the Practical Theology stream will fnd this module particularly valuable and relevant to their studies. On successful completion of the module a student will be able to: evaluate the signifcance of recent developments in Old Testament Theology; assess critically the validity and credibility of the hermeneutical method of key Old Testament scholars; identify and interpret relevant Old Testament texts; advocate and defend their own methodology for using the Old Testament in contemporary Christian ministry; utilise the Old Testament effectively and insightfully when responding to political and cultural issues arising from contemporary society.
How the module will be delivered The module will be taught through lectures, seminars, e-learning or through individual tutorials. Where lectures are used these may be delivered either through weekly term time lectures or through an intense residential programme. Students will be expected to access materials and engage in learning activities via Learning Central. Students will be able to submit drafts of their fnal work to their tutor for feedback. Skills that will be practised and developed Academic:
communicate ideas and arguments effectively, whether in class discussion or in written form, in an accurate, succinct and lucid manner;
formulate and justify arguments and conclusions about a range of issues, and present appropriate supporting evidence;
critical analysis of key texts and ideas arising in the analysis and interpretation of the Old Testament;
written presentation.
Subject-specifc:
evaluation of the legitimacy of a key scholar’s hermeneutical method;
application of Old Testament Texts to contemporary issues;
Christian engagement with political and international issues and debates.
Generic:
organisation of time and resources
ability to evaluate the relevance of various materials
independent study
problem solving
critical evaluation
How the module will be assessed
Type of assessment
%
Title
Contributi on
4,000 word assignment
100%
D u r a (if applicable)
Essay chosen from list of questions
t
i
o
n
Approx. date of Assessment
May 2015
The potential for reassessment in this module Reassessment will be possible during the subsequent semester (or during the summer vacation) by submitting a new assignment. Syllabus content The following areas will form the syllabus content of the course Brueggemann’s methodology: Redescribing Reality A Shape for Old Testament Theology I: Structure Legitimation A Shape for Old Testament Theology II: The embrace of pain Are Western Christians victims? Out of Babylon Vision and Imagination: The Word that Redescribes the World Who is this God? An Unsettling God and Theology of the Old Testament Indicative Reading and Resource List: Baker, D.L., Tight Fists or Open Hands? Wealth and Poverty in Old Testament Law, Eerdmans, 2009. Briggs, R., Reading the Bible Wisely, Cascade, 2011 revised edition. Brueggemann, W., Disruptive Grace, Fortress/SCM, 2011. ___, Mandate to Difference, Westminster John Knox, 2007. ___, Out of Babylon, Abingdon, 2010. ___, Redescribing Reality, SCM, 2009. ___, Theology of the Old Testament, 1997. –––, An Unsettling God: The Heart of the Hebrew Bible, Fortress, 2009.
___, The Word that Redescribes the World: The Bible and Discipleship, Fortress, 2006. Enns, P., Inspiration and Incarnation, Baker Book House, 2005. Firth, D.G., and Wegner, P.D. (eds), Presence, Power and Promise, IVP, 2011. Goldingay, J., Old Testament Theology (three volumes), IVP, 2003-09. Thompson, J.L., Reading the Bible with the Dead, Eerdmans, 2007.
RTT530 The Horrors We Bless: Old Testament Texts
Description:
Module Code
RTT530
For contemporary people (especially Westerners), the Old Testament is frequently viewed as a disturbing and unpleasant text. The problem is not simply that it depicts human beings acting in some inhumane ways, it is that God is not presented in a positive light. He is portrayed as a God who justifes genocide, and is willing not only to punish his own people to decades of slavery but also the whole world to destruction (twice). Add in the text’s patriarchy, its acceptance of slavery, and its application of the death penalty for infringements as minor as gathering frewood on the Sabbath and one rapidly wonders how this collection of documents was ever accepted by anyone as authoritative or a potential source of instruction.
External Subject Code
V610
Number of Credits
20
Level
7
Module Leader
Dr John Wilks
Module offered on a freestanding basis?
Yes
Any restrictions to free-standing basis?
No
Maximum Number on Module
30
Using the book of Lamentations as a launch pad and structure, this module will pick up on these issues. For students on the biblical studies pathway, it will develop themes and Language of module delivery methods introduced in the core module (RTT517 Hermeneutics and Critical Method), while also co-ordinating well with the topics and concerns of RTT529 Out of Babylon, RTT149 Bible in Ministry and RTT518 Theologies of Liberation. These issues will also be of signifcant value for students on the Practical Theology and the Doctrine pathways, who will fnd a depth to their understanding of the Old Testament, and an increased confdence in handling and using it in their ministries.
English
On successful completion of the module a student will be able to: Utilise and defend the importance of a ‘two horizons’ perspective for the interpretation of Old Testament texts; assess critically the values arising from contemporary societies that impact and affect reading and interpretation of the Old Testament; interpret and critically present the implications arising from radically challenging Old Testament texts; critically evaluate the analysis and application of Old Testament texts made by key Old Testament scholars.
How the module will be delivered The module will be taught through lectures, seminars, e-learning or through individual tutorials. Where lectures are used these may be delivered either through weekly term time lectures or through an intense residential programme. Students will be expected to access materials and engage in learning activities via Learning Central. Students will be able to submit drafts of their fnal work to their tutor for feedback. Skills that will be practised and developed Academic: communicate ideas and arguments effectively, whether in class discussion or in written form, in an accurate, succinct and lucid manner; formulate and justify arguments and conclusions about a range of issues, and present appropriate supporting evidence; critical analysis of key texts and ideas arising in the analysis and interpretation of the Old Testament; written presentation. Subject-specifc: critical analysis of notoriously diffcult and challenging texts and ideas; assess and utilise a ‘two horizons’ model for the interpretation of Old Testament texts; engage with the ancient and contemporary contexts that impact and affect the interpretation of ancient texts; critique the sensibilities of contemporary values and writers, challenging or defending the resulting interpretation of the core texts. Generic: organisation of time and resources ability to evaluate the relevance of various materials independent study problem solving critical evaluation How the module will be assessed Summative assessment: 4,000 word assignment
Type of assessment
%
Title
Contributi on
4,000 word essay
100%
D u r a (if applicable)
Essay chosen from a range of titles
t
i
o
n
Approx. date of Assessment
January 2015
The potential for reassessment in this module Reassessment will be possible during the subsequent semester (or during the summer vacation) by submitting a new assignment. Syllabus content
When God becomes the Enemy: Introducing Lamentations Texts in contexts: Gadamer and the Two Horizons Child Sacrifce: Lamentations 2:20 and Genesis 22 Warfare and Genocide: Joshua and the Canaanites When God judges: divine destruction in the time of the patriarchs and the eschaton Texts of Vengeance: Lamentation and Psalms Texts of Terror: patriarchy and misogyny Postmodern sense and sensibilities: too soft or exceptionally perceptive?
Indicative Reading and Resource List: Achtemeier, E., Preaching Hard Texts of the Old Testament, Hendrickson, 1998. Admirand, P., Amidst Mass Atrocity and the Rubble of Theology, Cascade, 2012. Briggs, R., Reading the Bible Wisely, Cascade, 2011 revised edition. Brueggemann, W., Theology of the Old Testament, Fortress, 1997. Cox, H., and Paulsell, S., Lamentations and Song of Songs, Westminster John Knox, 2012. Crenshaw, J.L., A Whirlpool of Terror, Fortress, 1984. Goldingay, J., Old Testament Theology (three volumes), IVP, 2003-09.
Gundry, S.N., Show Them No Mercy: 4 Views on God and Canaanite Genocide, Zondervan, 2003. Klein, R.W., Israel in Exile, Fortress, 1979. Parker, S.G., and Lawson, T., God and War, Ashgate, 2012. Parry, R.A., Lamentations, Eerdmans, 2010. * Seibert, E.A., Disturbing Divine Behaviour, Fortress, 2009. Thompson, J.L., Reading the Bible with the Dead, Eerdmans, 2007.
Trible, P., Texts of Terror, Fortress, 1984.
RTT531 Biography as Theology
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Description:
Module Code
RTT531
This module examines the premise that Christian beliefs are more than principles and propositions to be catalogued and systematised. Rather they are the living convictions of character that give shape to actual lives and real communities. As such it suggests that the critical examination of Christian Theology must begin by paying attention to such lived lives. Theology must be at least biography and biography at its best will be theology. The module critically evaluates a number of personal and communal biographies that emerge from a variety of Christian traditions and periods of history and evaluates their signifcance to the process of refashioning contemporary theology.
External Subject Code
V610
Number of Credits
20
Level
7
Module Leader Module offered on a freestanding basis?
Yes
Any restrictions to free-standing basis?
No
Maximum Number on Module
25
Language of module delivery
English
On completion of the module a student will be able to:
articulate and discuss the relevance and nature of Christian theology;
evaluate different approaches to the theological task;
critically discuss the role of biography in reforming Christian doctrine;
refect on specifc biographical texts and analyse their impact on key Christine doctrines;
understand the critical and constructive tasks of contemporary theology;
integrate within their theological thinking, personal experience, biblical and systematic insights.
How the module will be delivered
Dr Craig Gardiner
The module will be taught through lectures, seminars, e-learning or through individual tutorials. Where lectures are used these may be delivered either through weekly term time lectures or through an intense residential programme. Students will be expected access materials and engage in learning activities via Learning Central. Students will be able to submit drafts of their fnal work to their tutor for feedback. Skills that will be practised and developed Academic: critical analysis of key biographical texts and theological ideas critical evaluation of approaches to the process of doing theology, particularly narrative theology oral and written presentation Subject-specifc: engagement with key Christian biographies, such as St Augustine, Martin Luther, Dietrich Bonhoeffer, Rosemary Radford Reuther, Miroslav Volf, Frances Young and John M Hull. critical evaluation of the role of biography in forming Christian theology integration of insights from scripture, tradition and experience evaluation of contextual dimensions of theology competence in critical theological refection Generic: organisation of time and resources ability to evaluate the relevance of various materials independent study critical evaluation How the module will be assessed Summative assessment: Students will be expected to submit 1 x 4,000 word assignment. This assignment develops the student’s ability to engage in a critical discussion of a major doctrinal theme, drawing upon a range of theological resources.
Type of assessment
%
Title
Contributi on
4,000 word essay
100%
D u r a (if applicable)
t
i
o
n
Essay exploring a major doctrinal theme in the light of a key biography
Approx. date of Assessment
May 2015
The potential for reassessment in this module Reassessment will be possible during the subsequent semester (or during the summer vacation) by submitting a revised portfolio and/or a revised commentary
Syllabus content The following areas will form the syllabus content of the course. The contextual nature of all forms of Christian doctrine; The place of the Bible, tradition and experience in the development of doctrine; The continuing process of theological construction; The potential benefts and weakness of narrative in theology Critical discussion of selected Christian biographies Exploration of key Christian doctrines such as grace, imago dei, suffering, forgiveness and reconciliation and community
Indicative Reading and Resource List: Enns, Elaine, and Myres, Ched, Ambassadors of Reconciliation II, (Maryknoll: Orbis Books, 2010) Fackre, Gabriel J, The Christian Story (vol 1), A Narrative Interpretation of Basic Christian Doctrine, (Grand Rapids, Mich : W.B. Eerdmans Pub. Co, 1984) Gordon, James M, James Denney (1856-1917) An Intellectual and Contextual Biography, (Milton Keynes: Paternoster, 2006) Gunton, Colin E, Theology Through the Theologians, (Edinburgh: T and T Clark, 1996) Hauerwas, Stanley, A Community of Character: Towards a Constructive Christian Social Ethic, (Notre Dame: University of Notre Dame Press, 1981) Hauerwas, Stanley, Why Narrative: Readings in Narrative Theology, (Eugene, Oregon: Wipf and Stock, 1997) Hauerwas, Stanley. Hannah’s Child: A Theologians Memoir, (London: SCM Press, 2010) Hull , John M, In the Beginning there was Darkness: A Blind Person's Conversations with the Bible, (London : SCM, 2001) Küng, Hans, My Struggle for Freedom, (London/New York, Continuum, 2003) Loughlin, Gerrard, Telling God's Story: Bible, Church and Narrative Theology, (Cambridge ; New York : Cambridge University Press, 1996) McGrath, Alister E, Luther's Theology of the Cross: Martin Luther's Theological Breakthrough (Oxford : Blackwell, 1985) McClendon, James Wm, Systematic Theology Vol 1 Ethics, (Nashville: Abingdon Press, 2002) McClendon, James Wm, Biography as Theology: How Life Stories Can Remake Today's Theology, (Eugene, Oregon: Wipf and Stock, 2002) Moltmann, Jürgen, A Broad Place: An Autobiography, (London SCM Press, 2007) Sanneh, Lamin, Summoned from the Margin: Homecoming of an African, (Grand Rapids: Eerdmans, 2012) Schlingensiepen, Ferdinand, Dietrich Bonhoeffer 1906-1945: Martyr, Thinker Man of Resistance, (London: Continuum /T and T Clark, 2010) Song, C.S., The Believing Heart: An Invitation to Story Theology, (Minneapolis: Fortress Press,1999) Stevenson, Peter K, God in our Nature: The Incarnational Theology of John MacLeod Campbell,(Milton Keynes: Paternoster, 2005)
Stroup,
George W, The Promise of Narrative Theology, (London: SCM Press, 1984) Radford Ruether, Rosemary, Women and Redemption: A Theological History (Minneapolis: Fortress Press, 1998) Volf, Miroslav, Exclusion and Embrace: A Theological Exploration of Identity, Otherness, and Reconciliation, (Nashville: Abingdon Press, 1996) Volf, Miroslav, The End of Memory: Remembering Rightly in a Violent World, (Grand Rapids, M.I. / Cambridge, U.K.: William B. Eerdmans, 2006) Volf, Miroslav, Against the Tide: Love in a Time of Petty Dreams and Persisting Enmities, ((Grand Rapids, M.I. / Cambridge, U.K.: William B. Eerdmans, 2010)
Wills, Gary, Augustine's 'Confessions': A Biography (Princeton, N.J.: Princeton University Press, 2011) Young, Frances M, Face to face: A Narrative Essay in the Theology of Suffering, (Edinburgh: T & T Clark, 1990)
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Sixteenth Century European Reformations This course is designed to explore the division in the Christian church in early modern Europe which came to be characterised as a divide between and Catholics. Module offeredProtestants on a free-standing basis? yes Study of this period suggests that the reform movements were not confned to the Any restrictions to free-standing basis? no church or to the sixteenth century, but had far-reaching implications for Europe and the wider world. This course will seek to examine the history, historiography and interpretations of these European movements. Maximum Number on Module
Module Code External Subject Code Number of Credits 20 Level M Module Leader Karen E. Smith
Language of module delivery
English
On completion of the module a student will be able to: 1. Critically evaluate some of the theological ideas of the 16 th century Reformers. 2. Critically evaluate the historical context for the sixteenth century Reformations. 3. Understand the way to approach an historical text and be able to place the text within an historical context. 4. Critically examine some of the historical approaches of the study of Reformations in Europe in the sixteenth century.
How the module will be delivered The module will be taught through lectures, seminars, or through individual tutorials. Where lectures are used these may be delivered either through weekly term time lectures or through an intense residential programme. Students will be expected access materials and engage in learning activities via Learning Central. Students will be able to submit drafts of their final work to their tutor for feedback. Skills that will be practiced or developed: Academic: · · ·
critical analysis of key texts and ideas critical evaluation of different approaches to historiography written presentation
Generic: · · · · ·
organisation of time and resources ability to evaluate the relevance of various materials independent study problem solving critical evaluation
How the module will be assessed
Type of assessment
%
Title
Contributio n
Written essay
D u r a (if applicable)
t
i
o
n
Written essay of 4000 words
The potential for reassessment in this module As directed by the University policy Syllabus content The following areas will form the syllabus content of the course: Background to Reformations The Church in the late Middle Ages Humanism Martin Luther Huldrych Zwingl and John Calvin Thomas Müntzer Radical Reformers Catholic Reform English Reform
Indicative Reading and Resource List: Bagchi, David and David Steinmetz (eds), The Cambridge Companion to Reformation Theology (Cambridge University Press, 2004) Balke, Willem, Calvin and the Anabaptist Radicals ( Grand Rapids, 1981). Brigden, Susan. London and the Reformation ( Oxford, 1989). Bainton, Roland H. Here I Stand: A Life of Martin Luther, New York, 1959. _______________. Erasmus of Christendom, New York, 1969.
Approx. date of Assessment
Brendlar, Gerhard. Martin Luther, Theology and Revolution, Oxford, 1991. Brooks, Peter Newman. Cranmer in Context (Philadelphia: Fortress Press, 1989). Chadwick, Henry. 'Royal Ecclesiastical Supremacy', in B. Bradshaw and E. Duffy, Humanism, Reform and Reformation (Cambridge, 1989). Clasen, Claus- Peter, Anabaptism, A Social History, 1526-1618, London 1972. Daniell, David, William Tyndale (YUP, 1994). Dickens, A.G. The English Reformation, revised 2nd edition (London, 1989). _____________.'The Shape of Anti-clericalism and the English Reformation', in E.I. Kouri and T. Scott Politics and Society in Reformation Europe: Essays for Sir Geoffrey Elton (London, 1987). Deppermann, Klaus, Melchoir Hoffman, Social Unrest and the Apocolyptic Visions in the Age of the Reformation ( Edinburgh,, 1987) Dowling, Maria. Humanism in the Age of Henry VIII (Beckenham, 1986). Duffy, Eamon, The Stripping of the Altars, Traditional Religion in England 1400-1580, London 1992. Dickens, A.G. The Counter Reformation, London, 1968. Ebeling, Gerhard. Luther: An Introduction to His Thought. Elton, G.R. Reform and Renewal, Cambridge 1973. _________ Policy and Police: The Enforcement of the Reformation in the Age of Thomas Cromwell (Cambridge, 1977). ___________.Reform and Reformation (London, 1977). Evans, G.R. Problems of Authority in the Reformation Debates, CUP, 1992. Fox, Alistair, and John Guy. Reassessing the Henrician Age: Humanism, Politics and Reform, 1500-1550 (Oxford, 1986). Guy, J.A. The Public Career of Sir Thomas More (Brighton, 1980). ________. Tudor England. (Oxford, 1988). Gritsch, Eric W. Thomas Muntzer Minneapolis, Fortress Press,, 1989) Haigh, Christopher, The English Reformation Revised (Cambridge, 1987) Harder, Leland, ed. The Sources of Swiss Anabaptism (Scottdale: Penn: herald Press, 1985) Hutter, Jakob, Brotherly Faithfulness, Epistles from A Time of Persecution (New York: Hutterian Brethren, Plough Publishing House)
Ives, Eric. Anne Boleyn, (Oxford, 1986). King, John N. English Reformation Literature: The Tudor Origins of the Protestant Tradition (Princeton, 1982). Lassen, Peter James The Economics of Anabaptism, 1525-1560 ( London. 1964) Lindberg, Carter, The European Reformations, 1995. Loades, D.M. The Oxford Martyrs (London, 1970). __________. The Reign of Mary Tudor: Politics, Government and Religion in England, 1553-1558 (London, 1979). Matheson, Peter, ed. The Collected Works of Thomas Muntzer ( Edinburgh, 1988). ______________. The Rhetoric of the Reformation, 1998. MacCulloch, D. Thomas Cranmer, YUP, 1996. MacCulloch, D. Reformation: Europe’s House Divided, Penguin books, 2004 McGrath, Alister E. Luther's Theology of the Cross. Oxford, 1985. __________________. The Intellectual Origins of the European Reformation, Oxford, 1987. ________________. Reformation Thought, An Introduction. Oxford, 1988. __________________. A Life of John Calvin.Oxford, 1990 _________________. Luther's Theology of the Cross.(Oxford, 1985). Mullett, Michael A. Martin Luther (Routledge, 2004) Oberman, Heiko A. Luther, Man Between God and The Devil. New Haven, Conn., 1989. ________________. The Dawn of the Reformation: Essays in Late Medieval and Early Reformation Thought, Edinburgh, 1986. ________________. The Reformation: Roots and Ramifcations, 1994. Ozment, S.E., The Reformation in Medieval Perspective, Chicago, 1971. Parker, T.H.L. John Calvin, 1975. Reardon, Bernard M. G. Religious Thought in the Reformation (London, 1981 Rex, Richard, Henry VIII and the English Reformation, 1993. Ridley, Jasper. Thomas Cranmer (Oxford, 1962).
Rowell, geoffrey, ed. The English Religious Tradition and the Genius of Anglicanism, 1992. Scott, Tomas, Thomas Muntzer, Theology and Revolution in the German Reformation (London. 1989). Stephens, W.P. The Theology of Huldrych Zwingli, Oxford, 1986. _____________. An Introduction to the Thought of Huldrych Zwingli, 1991. Scarisbrick, J.J. Henry VIII (London, 1968). Snyder, C. Arnold, Anabaptist History and Theology, 1995. Swanson, R.N. Catholic England, Faith Religion and Observance before the Reformation, 1993. Wallace, R.S. Calvin, Geneva and the Reformation, Edinburgh, 1988. Wendel, F. Calvin: The Origins and Development of His Religious Thought. New York, 1963. Williams, Neville. Henry VIII and His Court (London, 1971). Williams, George H. The Radical Reformation ( London, 1962). Yoder, J. H. The Legacy of Michael Sattler ( Scottdale,Penn,: Herald Press, 1973). Zachman, R.C. The Assurance of Faith, Conscience in the Theology of Martin Luther and John Calvin, (Fortess Press), 1993.
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Module Title: Nonconformity in England and Wales
Module Code External Subject Code Number of Credits
20
Level
M
Module Leader
Karen E. Smith
Module offered on a free-standing basis?
This course is designed to explore Protestant Any restrictions to free-standing basis? Nonconformity in England and Wales from Maximum Number on Module the 17th century to the present day. Students will be given the opportunity to critically examine events, and characters of this Language of module delivery movement through an analysis of primary and secondary literature.
English
On completion of the module a student will be able to: 1. Critically evaluate some of the theological ideas of Nonconformists in England and Wales 2. Critically evaluate the historical context for the development of British Nonconformity 3. Understand the way to approach an historical text and be able to place the text within an historical context. 4. Critically examine some of the key leaders and developments within Protestant Nonconformity
How the module will be delivered The module will be taught through lectures, seminars, or through individual tutorials. Where lectures are used these may be delivered either through weekly term time lectures or through an intense residential programme. Students will be expected access materials and engage in learning activities via Learning Central. Students will be able to submit drafts of their final work to their tutor for feedback. Skills that will be practiced or developed:
Academic: · · ·
critical analysis of key texts and ideas critical evaluation of different historiographical approaches written presentation
Generic: · · · · ·
organisation of time and resources ability to evaluate the relevance of various materials independent study problem solving critical evaluation
How the module will be assessed Type of assessment
%
Title
Contributio n
Written essay
100%
Written essay of 4000 words
The potential for reassessment in this module As directed by the University policy Syllabus content
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The following areas will form the syllabus content of the course: Background to Nonconformity in England and Wales The emergence of Protestant Dissent, 1550-1750 Nonconformity and culture Nonconformity and hymnody Nonconformity and worship Nonconformists and education The Nonconformist conscience Nonconformist home and family life
Indicative Reading and Resource List: Bassett, T. M., The Welsh Baptists, Swansea: Ilston Press, 1977. Bebbington, David, The Nonconformist Conscience: Chapel and Politics, 1870-1914, London: G. Allen and Unwin, 1982. Bolam, C. Gordon, et. al. The English Presbyterians form from Elizabethan Puritanism to Unitarianism London: G. Allen and Unwin, 1967. Brown, Callum, The Death of Christian Britain: Understanding and Secularisation, 1800-2000, London: Routledge Press, 2000. Collinson, Patrick, The Elizabethan Puritan Movement, Oxford: Clarendon Press, 1967. Davidoff, Leonore and Catherine Hall, Family Fortunes: men and Women of the English Middle Class, 1780-1850 ,rev ed. London: Routldge, 2002. Greaves, Richard Lee and Robert Zaller, Biographical Dictionary of British Radicals in the Seventeenth Century, 3 vols. Brighton: Harvester Press, 1982-84. Harvey, John, The Art of Piety: The Visual Culture of Welsh Nonconformity, Cardiff: University of Wales Press, 1995. Jenkins, Geraint H., Protestant Dissenters in Wales,1639-89, Cardiff: University of Wales Press, 1992 Johnson, Dale, The Changing Shape of English Nonconformity1825-1925, Oxford: Oxford University Press, 1999. Jones R. Tudur, Congregationalism in England, 1662-1962, London: Independent press, 1962. Lewis, Donald M. The Blackwell Dictionary of Evangelical Biography, 1730-1860, 2 vols. Oxford: Blackwell, 1995. Manning, B.L., The Protestant Dissenting Deputies, Cambridge: Cambridge University Press, 1952. Morgan, Densil, The Span of the Cross, Christian Religion and Society in Wales, 1914-2000, Cardiff: University of wales Press, 1999. Orchard, Stephen and John H.Y. Briggs, eds.,The Sunday School Movement (Milton Keynes: paternoster, 2007.
Payne, E. A., The Free Church tradition in the life of England, London: Hodder and Stoughton, 1965 [1944]. Pope, Robert, ed., T&T Clark Companion to Nonconformity, London, Bloomsbury, 2013. Pope, Robert, Seeking God’s Kingdom: The Nonconformist Social Gospel in Wales, Cardiff University of Wales Press, 1999 Sell, A.P.F. and A. Cross, Protestant Nonconformity in the Twentieth Century, Carlisle: Paternoster Press, 2003. Sellers, Ian, Nineteenth Century Nonconformity, London: Edward Arnold, 1977. Thompson, David, Nonconformity in the Nineteenth Century, London, Routledge, 1972 Watts, Michael R., The Dissenters, Vol. 2 (Oxford: Clarendon University Press, 1995. Whelan, Timothy, ed. Baptist Autographs in the John Rylands University Library of Manchester, 1741-1845, Macon Georgia: Mercer University Press, 2009.
Module Title: The Evangelical Revival in England and Wales Module offered on a free-standing basis? yes This course will explore the background and development of the Evangelical Movement in Any restrictions to free-standing basis? no England and Wales in the eighteenth century. Students will be given the opportunity to critically examine events, and characters of this movement through an analysis of primary and secondary literature. Maximum Number on Module
English On completion of the module a student will be able to: 1. Critically evaluate some of the theological ideas of the leaders of the revival 2. Critically evaluate the historical context for the 18th century revivals in Britain. 3. Understand the way to approach an historical text and be able to place the text within an historical context. 4. Critically examine the nature of religious experience which often characterised the Evangelical Revival movement How the module will be delivered The module will be taught through lectures, seminars, or through individual tutorials. Where lectures are used these may be delivered either through weekly term time lectures or through an intense residential programme. Students will be expected access materials and engage in learning activities via Learning Central. Students will be able to submit drafts of their final work to their tutor for feedback. Skills that will be practiced or developed: Academic: critical analysis of key texts and ideas critical evaluation of different approaches to historiography written presentation Generic: organisation of time and resources ability to evaluate the relevance of various materials
independent study problem solving critical evaluation
How the module will be assessed Type of assessment
%
Title
Contributi on Written essay
Written essay of 4000 words
The potential for reassessment in this module As directed by the University policy Syllabus content Background to the Evangelical Revival Pietism and Puritanism John and Charles Wesley George Whitefield Selina Hastings, the Countess of Huntingdon Howell Harris Conversion narratives
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Select bibliography Bebbington, D. W. Evangelicalism in Modern Britain: A History from the 1730s to the 1980s. London: Routledge, 1993.
Clark, W.K. L. Eighteenth Century Piety, London, 1944. Cragg, Gerald R. The Church and The Age of Reason, 1648-1789, 1960, rvd. London: Penquin, 1970. Davies Rupert and Gordon Rupp, A History of the Methodist Church in Great Britain,Vol. I, London: Epworth,1965. Dickinson, H. T. A Companion to Eighteenth-Century Britain, Oxford, Blackwell Publishing, 2002 Gibson, William, Religion and Society in England and Wales, 1689-1800, London: Leicester University press, 1998. Gregory, Jeremy and John Stevenson, The Routledge Companion to Britain in the Eighteenth Century, 1688-1820, Routledge,2007 Hindmarsh, D. Bruce, The Evangelical Conversion Narrative: Spiritual Autobiography in Early Modern England, Oxford: Oxford University press, 2005. Hylson –Smith, Kenneth Evangelicals in the Chuch of England, 1988 Kent, John. Wesley and the Wesleyans: Religion in Eighteenth-Century Britain, Cambridge, Cambridge University Press, 2002, Larsen, Timothy. “Defining and Locating Evangelicalism.” In The Cambridge Companion to Evangelical Theology. Edited by Timothy Larsen and Daniel Treier, 1–14. Cambridge, UK: Cambridge University Press, 2007. Maddox, Randy L. and Vickers, Jason E. (Ed.), The Cambridge Companion to John Wesley, Cambridge: Cambridge University press, 2010 Morgan, Derec LLwyd, The Great Awakening in Wales, London, Epworth, 1988. Nuttall, Geoffrey, Howel Harris, 1714-1773 The Last Enthusiast, 1965 Porter, Roy, English Society in the Eighteenth Century, London: Penquin books, 1982. Rack, Henry. Reasonable Enthusiast, John Wesley and the Rise of Methodism, London: Epworth, 1989. Schlenther, B.S. Queen of the Methodists: the countess of Huntingdon and the eighteenth-century crisis of faith and society ,
Lancaster:Scotforth Books,1997. Speck, W. A. Stability and Strife, England 1714-1760, London: Edward Arnold,1977. Tyson, John R..Charles Wesley: A Reader Oxford: Oxford University Press, 1989. Welch, E. Spiritual pilgrim: a reassessment of the life of the Countess of Huntingdon, Cardiff: University of Wales Press, 1995 .
Dissertation
Description:
School
SHARE
Module Code
RTT
Through the writing of a dissertation students gain the experience of in-depth research, the External Subject Code marshalling and evaluation of a range of opinions and ideas focused on the core topic, and Number of Credits the presentation of results in a large-scale piece of writing. Level Module Leader
V610 60 7 Subject-specifc; allocation of sup er v is or s wi ll be c oordinated by Dr John Wilks
Module offered on a freestanding basis?
No
Any restrictions to free-standing basis?
No
Maximum Number on Module
None
Language of module delivery
English
On completion of the module a student will be able to: Build on the outcomes of Part I of the degree, in order to develop their learning to a critical advanced standard and apply it to sustained argument in Theology (drawing on relevant academic disciplines) Plan, manage and write up a signifcant and coherent research project, which utilises skills of analysis, critique and synthesis Argue an issue, or set of issues, in a nuanced way, with a sophistication and coherence appropriate to critical advanced study Select, sustain and evaluate a viable methodology, one that is evidently self-justifying and also capable of argued defence. Situate and root a sustained argument in its appropriate wider academic feld, or felds
Propose and justify conclusions and/or implications for practice, rooted in theoretical perspectives on practitioner issues, with freshness and individuality How the module will be delivered The outcomes will be achieved through: Tutor guidance (and group work) on the preparation and presentation of a viable research proposal and plan Supervisor guidance and support on the management of the research project, through critical discussion, continued planning of research and writing up, review of drafts of sections, and the whole, of the dissertation. Skills that will be practised and developed Academic: Identifcation of researchable problems and issues drawn from practice Identifcation of research tools and approaches, designed to investigate practitioner problems and issues Design of research projects Generating theoretical perspectives through research and analysis Management and completion of a project on schedule through a process of a review and revision Justifcation of arguments in oral discussion and written form Accurate and lucid presentation of fndings Subject-specifc: These will vary according to the specifc topic chosen by the student. In general, the student should develop in-depth knowledge of the issues pertaining to their topic without the expectation or requirement that they make an exhaustive or comprehensive study, nor that they would make an original or distinctive contribution to the feld of knowledge. Generic: Long-term organisation of time and resources ability to evaluate the relevance of various materials independent study critical evaluation the construction of a large-scale piece of writing How the module will be assessed
Summative assessment: Students will be expected to submit 1 x 20,000 word assignment. Type of assessment
%
Title
Contributio n
20,000 word essay
100%
D u r a (if applicable)
t
Essay exploring the chosen topic
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Approx. date of Assessment
Variable according to part/full-time status
The potential for reassessment in this module Reassessment will be possible during the subsequent semester by submitting a revised dissertation. Syllabus content This will vary signifcantly since each dissertation will be a unique study. Indicative Reading and Resource List: Again, the specifcs will vary for each dissertation. The following texts offer advice on the generic process of researching and writing large-scale projects. Cardiff University Skills Bank: http://skillsbank.cf.ac.uk/ Burgess, R,G (ed) 1994, Postgraduate Education and Training in the Social Services, London: Jessica Kingsley Cuba, L. & Cocking, J. 1994, How to Write About the Social Sciences, London: Harper and Row. Dummett, M. 1993, Grammar & Style, London: Duckworth. Oppenheim, A. N. 1992, Questionnaire Design, Interviewing and Attitude Measurement, London/Washington: Pinter Phillips, E. & Pugh, D. S. 2005, How to Get a PhD, 4th Ed., Maidenhead: Open University Press Punch, K. 2005, Introduction to Social Research: Quantitative and Qualitative Approaches. London: Sage
Robson, C. 2002, Real World Research. Oxford: Blackwell Sharp, J. A., Peters J. & Howard K. 2002, The Management of a Student Research Project, 3rd Ed., Aldershot: Gower Silverman, D. 2000, Doing Qualitative Research: A Practical Handbook. London/Thousand Oaks/New Delhi: Sage Swinton J. & Mowat, H. 2006, Practical Theology and Qualitative Research. London: SCM Turabian, K. 1995, Manual for Writers of Research Papers, Theses and Dissertations, Chicago: University of Chicago Press.
