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Session: 2022/23
Last modified: 01/06/2021 16:50:07
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Title of Module: Baptist Perspectives on Being a Church L9 |
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Code: THEO09004 |
SCQF Level: 9
(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 Ian
Birch |
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| Summary of Module |
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This module will identify significant developments in Baptist history in relation to: Continental Anabaptism, British, Scottish, European, and Global developments in order to inform participants of the radical tradition that emerges out of a Baptist committment to Christ, the Bible and free church. As well as giving attention to significant events and personalities participants will get the opportunity to critically engage with a number of source texts.
In turn there will be the critical exploration of a number of Baptist convictions and practices emerging from this free church tradition of living under the 'rule of Christ' including: believers' church, believers baptism, communal discernment, mission and evangelism, freedom of religion, dissident and prophetic engagement. These will be considered in relation to embodied examples and practical implications not least in relation to the Scottish Baptist context of church life.
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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.
Demonstrate a critical understanding of a selection of the major developments in the history of the Baptist movement as a tradition emerging out of a commitment to the Bible and free church.
L2.
Evidence a hermeneutically integrated understanding of a selection of main features of Baptist theology.
L3.
Exercise the ability to critically evaluate a number of Baptist convictions and practices as these relate particularly to contemporary Scottish Baptist Church life.
L4.
Identify and assess core Baptist convictions and practices as these relate particularly to contemporary Scottish Baptist Church life. |
| 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 9.
Understanding with some critical evaluation, of key areas of the Baptist tradition, including history, theology and practice.
Detailed knowledge of issues arising from Baptist theology and core principles as these affect Baptist church practice. |
| Practice: Applied Knowledge and Understanding |
SCQF Level 9.
Examining through discussion forms of church government and leadership as these are expressed within a Baptist confessional context.
Applying in a critical and sympathetic way, general Baptist theological principles to the contextual life of the Baptist communities in Scotland.
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| Generic Cognitive skills |
SCQF Level 9.
Examining confessional convictions and assumptions in the context of discussion with others in ways that facilitate exploration and revision of opinion.
Finding and evaluating material from various sources in the process of constructing argument and conclusions.
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| Communication, ICT and Numeracy Skills |
SCQF Level 9.
Conducting and guiding discussion on matters where opinion is contested and variety of view is to be negotiated.
Use a range of IT to support and enhance class oral and written presentation. |
| Autonomy, Accountability and Working with others |
SCQF Level 9.
Explore the core principles of a Christian tradition in consultation and collaboration with others, who may or may not share those convictions.
Analysing and applying the underlying spiritual principles of Baptist life and thought, in the context of class discussion about the particularities of how such a faith community works.
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| 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 | 20 |
| Tutorial/Synchronous Support Activity | 16 |
| Asynchronous Class Activity | 20 |
| Independent Study | 144 |
| 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:
Bebbington, D. W., The Baptists in Scotland: A History (Glasgow: Baptist Union of Scotland, 1988).
Bebbington, D. W. Baptists Through the Centuries: A history of a Global People (Waco: Baylor University Press, 2010)
Fiddes, Paul S., Tracks and Traces: Baptist Identity in Church and Theology (Carlisle: Paternoster Press, 2003).
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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
Where a module has Professional, Statutory or Regulatory Body requirements these will be listed here:
All fulltime students (part-time and distant learning students should check with their programme leader for any queries) are required to attend all scheduled classes and participate with all delivered elements of the module as part of their engagement with their programme of study. Consideration will be given to students who have protection under the appropriate equality law. Please refer to UWS Regulations, Chapter 1, 1.64 – 1.67, available at the following link: http://www.uws.ac.uk/current-students/rights-and-regulations/regulatory-framework/
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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. Lina Toth |
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| External Examiner | H Paynter |
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| Accreditation Details | Contact School for current Details |
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| Version Number | 2.06 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| Assignment: Essay 60% |
| Assignment: Portfolio of written work 40% |
(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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Aligned with the overall commitment to equality and diversity stated in the Programme Specifications, the module supports equality of opportunity for students from all backgrounds and with different learning needs. Using Moodle, learning materials will be presented electronically in formats that allow flexible access and manipulation of content (part-time and distant learning students should check with their programme leader for any queries). The module complies with University regulations and guidance on inclusive learning and teaching practice. Specialist assistive equipment, support provision and adjustment to assessment practice will be made in accordance with UWS policy and regulations. The University’s Equality, Diversity and Human Rights Policy can be accessed at the following link: http://www.uws.ac.uk/equality/
As a Christian theological college, students should be aware that teaching, discussion and the college's ethos is from a confessional viewpoint.
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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