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Session: 2022/23
Last modified: 10/03/2022 16:41:34
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Title of Module: Creative Mission in a Changing Culture L7 |
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Code: THEO07008 |
SCQF Level: 7
(Scottish Credit and Qualifications Framework) |
Credit Points: 20 |
ECTS: 10
(European Credit Transfer Scheme) |
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| School: | School of Education & Social Sciences |
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| Module Co-ordinator: | Dr Graham
Meiklejohn |
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| Summary of Module |
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This module is a wide-ranging introduction to aspects of contemporary culture in the Global North, and its relationship to the challenges and opportunities this presents for a variety of forms of Christian mission in contemporary Scotland. Biblical and theological perspectives combined with insights from the social sciences will provide a matrix through which a range of contemporary expressions of Christian mission may be explored.
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| Module Delivery Method |
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| Face-To-Face | Blended | Fully Online | HybridC | HybridO | Work-based Learning |
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Face-To-Face
Term used to describe the traditional classroom environment where the students and the lecturer meet synchronously in the same room for the whole provision.
Blended
A mode of delivery of a module or a programme that involves online and face-to-face delivery of learning, teaching and assessment activities, student support and feedback. A programme may be considered “blended” if it includes a combination of face-to-face, online and blended modules. If an online programme has any compulsory face-to-face and campus elements it must be described as blended with clearly articulated delivery information to manage student expectations
Fully Online
Instruction that is solely delivered by web-based or internet-based technologies. This term is used to describe the previously used terms distance learning and e learning.
HybridC
Online with mandatory face-to-face learning on Campus
HybridO
Online with optional face-to-face learning on Campus
Work-based Learning
Learning activities where the main location for the learning experience is in the workplace.
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| Term(s) for Module Delivery |
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(Provided viable student numbers permit).
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| Term 1 | | Term 2 | | Term 3 | |
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| Learning Outcomes: (maximum of 5 statements) |
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On successful completion of this module the student will be able to:
L1.
Understand the nature of changes in culture and their relation to missional opportunities
L2.
Describe biblical, theological, and historical resources and how they impact various Christian attitudes to culture and mission
L3.
Identify appropriate approaches for contextualizing faith in contemporary culture
L4.
Understand theological method, combining social observations with biblical and theological resources in a way that can enhance personal professional development in relation to the practice of Christian ministry of practical theology, combining social science skills with biblical and theological resources in a way that can enhance personal professional development in relation to the practice of Christian ministry. |
| Employability Skills and Personal Development Planning (PDP) Skills |
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| SCQF Headings |
During completion of this module, there will be an opportunity to achieve
core skills in:
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| Knowledge and Understanding (K and U) |
SCQF Level 7.
Gain a broad knowledge of the main theories, concepts, and principles of mission as a practice of the Church.
An understanding of the variety of mission practice related to variables such as theology and context.
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| Practice: Applied Knowledge and Understanding |
SCQF Level 7.
Evaluate a range of mission practices.
Develop an understanding of mission strategy.
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| Generic Cognitive skills |
SCQF Level 7.
Present and defend a strategy in keeping with the basic theories, concepts, and principles of the discipline. |
| Communication, ICT and Numeracy Skills |
SCQF Level 7.
Evaluation and use of literature, IT applications and online resources in preparation of material for purposes of module. |
| Autonomy, Accountability and Working with others |
SCQF Level 7.
Participate in discussions on at times contested areas of study, demonstrating a capacity to listen to opposing viewpoints and to articulate ones own. |
| Pre-requisites: |
Before undertaking this module the student should have
undertaken the following:
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Module Code:
| Module Title:
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| Other: | |
| Co-requisites | Module Code:
| Module Title:
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* Indicates that module descriptor is not published.
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| Learning and Teaching |
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Learning Activities
During completion of this module, the learning activities undertaken to
achieve the module learning outcomes are stated below:
| Student Learning Hours
(Normally totalling 200 hours):
(Note: Learning hours include both contact hours and hours spent on other learning activities) |
| Lecture/Core Content Delivery | 24 |
| Tutorial/Synchronous Support Activity | 12 |
| Asynchronous Class Activity | 84 |
| Independent Study | 80 |
| 200
Hours Total
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**Indicative Resources: (eg. Core text, journals, internet
access)
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The following materials form essential underpinning for the module content
and ultimately for the learning outcomes:
Brewin, Kester. Complex Christ: signs of emergence in the urban church. London: SPCK, 2004.
Frost, Michael and Alan Hirsch. The Shaping of Things to Come: Innovation and Mission for the 21st Century Church. Erina: Strand Publishing, 2003.
Niebuhr, Richard H. Christ and Culture. London: Harper & Row, 1975.
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(**N.B. Although reading lists should include current publications,
students are advised (particularly for material marked with an asterisk*) to
wait until the start of session for confirmation of the most up-to-date
material)
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| Engagement Requirements |
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In line with the Academic Engagement Procedure, Students are defined as academically engaged if they are regularly engaged with timetabled teaching sessions, course-related learning resources including those in the Library and on the relevant learning platform, and complete assessments and submit these on time. Please refer to the Academic Engagement Procedure at the following link: Academic engagement procedure |
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Supplemental Information
| Programme Board | Education |
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| Assessment Results (Pass/Fail) |
No
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| Subject Panel | Divinity |
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| Moderator | Dr. Ian Birch |
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| External Examiner | A Jack |
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| Accreditation Details | Contact School for current details. |
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| Version Number | 2.05 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| Assignment: Essay 30% |
| Assignment: Portfolio 70% |
(N.B. (i) Assessment Outcomes Grids for the module
(one for each component) can be found below which clearly demonstrate how the learning outcomes of the module
will be assessed.
(ii) An indicative schedule listing approximate times
within the academic calendar when assessment is likely to feature will be
provided within the Student Handbook.)
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Assessment Outcome Grids (Footnote A.)
Footnotes
A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above
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Note(s):
- More than one assessment method can be used to assess individual learning outcomes.
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Schools are responsible for determining student contact hours. Please refer to University Policy on contact hours (extract contained within section 10 of the Module Descriptor guidance note).
This will normally be variable across Schools, dependent on Programmes &/or Professional requirements.
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| Equality and Diversity |
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As a Christian theological college, students should be aware that teaching, discussion and the college's ethos is from a confessional viewpoint. The college actively encourages an environment of openness and religious tolerance, but the main function of the college is the training of ministerial candidates and the learning environment will be supportive of this.
Where students need additional support, this is provided by the college team with reference if appropriate to other UWS colleagues, they are referred to Student Support Services for further assistance. In consultation with the student, the needs of individual students are met, wherever practicable, and every effort made to ensure individual students are not disadvantaged.
UWS Equality and Diversity Policy |
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(N.B. Every effort
will be made by the University to accommodate any equality and diversity issues
brought to the attention of the School)
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