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Session: 2022/23
Last modified: 01/06/2021 16:27:05
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Title of Module: Sermon on the Mount L9 |
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Code: THEO09028 |
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 seeks to develop and sharpen critical skill in the reading and explanation of biblical texts. The biblical material, in this instance the Sermon on the Mount (Matthew chapter 5 - 7), will be explored by interacting with a number of exegetical and hermeneutical perspectives, including historical critical method, theological reading, ethical exegesis and the history of interpretation. The aim is to instil an ethic of reading that allows for differing viewpoints, yet enables and guides the student to independent and evidence based conclusions which are drawn from conversation and discussion within class, within the secondary literature and arising from the student’s own insights and experience.
The content, context, genre and canonical significance and interconnections will be considered in the explication of the text, moving towards an informed overview from which responsible interpretation can be attempted.
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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 with detailed knowledge in some areas key historical, linguistic and ethical features of a section of the text of the Sermon on the Mount.
L2.
Undertake a critical summary of a section of the set text by means of researching principal secondary literature and scholarly commentary.
L3.
Use professional skills learned in class to critically evaluate the differing interpretive approaches to the Sermon on the Mount (for example, including Catholic and Reformed, ethical, spiritual, and sociological approaches to hermeneutics).
L4.
Present an outline of information which could be delivered in a church context of a contemporary appropriation of an ancient sacred text (Sermon on Mount) |
| 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.
A broad and integrated understanding of the principal theories, concepts, and terminology associated with interpreting the Sermon on the Mount as a sacred text.
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| Practice: Applied Knowledge and Understanding |
SCQF Level 9.
Use a selection of the principal skills and practices associated with interpreting and applying the Sermon on the Mount as a sacred text. |
| Generic Cognitive skills |
SCQF Level 9.
Draw on a range of primary sources for making judgements.
Critically evaluate and synthethise a variety of opinions including the student's own. |
| Communication, ICT and Numeracy Skills |
SCQF Level 9.
Use a range of routine and some advanced skills to make formal and informal presentations in areas of research and study. |
| Autonomy, Accountability and Working with others |
SCQF Level 9.
Exercise autonomy and initiative in preparing material relevant to the area of study.
Take some responsibility for self and others in discussing matters of a contested nature. |
| 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 | 36 |
| Independent Study | 128 |
| 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:
Allison, The Sermon on the Mount: Inspiring the Moral Imagination (New York: Herder and Herder, 1999)
Davies, W.D. and Allison, D.C., Matthew, A Shorter Commentary (London: T & T Clark, 2004).
Greenman, J.P., Larsen, T., Spencer, S. (eds) The Sermon on the Mount through the Centuries, (Grand Rapids: Brazos Press. 2007).
France, R. T., The Gospel of Matthew (NICNT series) (Grand Rapids: Eerdmans, 2007).
Guelich, R., The Sermon on the Mount (Waco: Word Books, 1982).
Harrington, D. The Gospel of Matthew (Sacra Pagina) (Minnesota: Liturgical Press, 1992).
Stassen, G.H. & Gushee, D.P. Kingdom Ethics (Illinois: IVP Academic, 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 |
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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 | |
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| Version Number | 2.05 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| Practical: Presentation 40% |
| Assignment: Essay 60% |
(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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