This page displays the selected Module Descriptor.
Printer friendly version
Session: 2022/23
Last modified: 14/03/2022 14:29:34
|
Title of Module: Encountering the New Testament Level 7 |
|---|
|
Code: THEO07022 |
SCQF Level: 7
(Scottish Credit and Qualifications Framework) |
Credit Points: 20 |
ECTS: 10
(European Credit Transfer Scheme) |
|---|
| School: | School of Education & Social Sciences |
|---|
| Module Co-ordinator: | P
de Jong |
|---|
| Summary of Module |
|---|
The purpose of this module is to introduce students to the literature contained within the New Testament. This will include a basic introduction to the various genres of literature (e.g. gospel, epistles, apocalyptic). The course will introduce students to knowledge of the synoptic problem, form and redaction criticism, textual criticism, and the history of canon formation. Students will be introduced to the tools and skills of historical criticism. Students will be introduced to various scholarly issues with regard to the Pauline corpus such as the New Perspective on Paul and the place of narrative in Paul’s letters. The course will also introduce students to basic hermeneutical theory, encouraging them to challenge and examine their own interpretative presuppositions and biases, and consider other points of view, and how their use of the NT relates to their pastoral practice.
|
| Module Delivery Method |
|---|
| Face-To-Face | Blended | Fully Online | HybridC | HybridO | Work-based Learning |
|  | | | | |
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.
|
| Term(s) for Module Delivery |
|---|
|
(Provided viable student numbers permit).
|
| Term 1 | | Term 2 | | Term 3 | |
[Top of Page]
| Learning Outcomes: (maximum of 5 statements) |
|---|
On successful completion of this module the student will be able to:
L1.
Understand the various genres of literature within and demonstrate knowledge of the content and purpose of an individual book in the NT canon.
L2.
Explain and employ the tools of various scholarly approaches to the NT (e.g. historical-grammatical criticism, literary criticism).
L3.
Demonstrate routine knowledge of some exegetical issues in the prescribed NT book.
L4.
Evidence awareness of personal and corporate interpretive presuppositions and bias in the use of Scripture and how these affect pastoral practice
L5.
Demonstrate a basic knowledge of hermeneutical theory and of various interpretative approaches to Scripture e.g., canonical criticism, liberation and feminist hermeneutics. |
| Employability Skills and Personal Development Planning (PDP) Skills |
|---|
| SCQF Headings |
During completion of this module, there will be an opportunity to achieve
core skills in:
|
|---|
| Knowledge and Understanding (K and U) |
SCQF Level 7.
Reading literary texts with a basic awareness of literary genre and historical context.
Describing and understanding the significance of the historical and theological contents and major themes represented in a substantial sacred text. |
| Practice: Applied Knowledge and Understanding |
SCQF Level 7.
Interpreting biblical materials and discussing these in an informed way in a group context.
Using basic interpretive tools such as commentaries, dictionaries and basic biblical Introductory literature. |
| Generic Cognitive skills |
SCQF Level 7.
Presenting biblical material in an organized and synthetic way in written and oral forms.
Using a range of interpretive approaches to read sacred texts and evaluate the literary contents. |
| Communication, ICT and Numeracy Skills |
SCQF Level 7.
Presenting and defending conclusions on personal research and study of selected biblical texts.
Using standard IT applications to access and process data. |
| Autonomy, Accountability and Working with others |
SCQF Level 7.
Interpreting biblical material in discussion with others where opinion may be contested.
Constructive participation in discussions on at times contested areas of study, demonstrating a capacity to listen to opposing viewpoints and to clearly articulate one’s own. |
| Pre-requisites: |
Before undertaking this module the student should have
undertaken the following:
|
|---|
Module Code:
| Module Title:
|
| Other: | |
| Co-requisites | Module Code:
| Module Title:
|
|---|
* Indicates that module descriptor is not published.
[Top of Page]
| Learning and Teaching |
|---|
|
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 | 24 |
| Independent Study | 140 |
| 200
Hours Total
|
|
**Indicative Resources: (eg. Core text, journals, internet
access)
|
|---|
The following materials form essential underpinning for the module content
and ultimately for the learning outcomes:
Achtemeier, Paul J, Joel B Green, and Marianne Meye Thompson. The New Testament: Its Literature and Theology. Grand Rapids, MI: W.B. Eerdmans, 2001.
Brown, Raymond E. An Introduction to the New Testament: The Abridged Edition Edited by Marion L Soards. New Haven: Yale University Press, 2016.
Keefer, Kyle. The New Testament As Literature: A Very Short Introduction. Oxford: Oxford University Press, 2008.
Wright, N. T, and Michael F Bird. The New Testament in Its World: An Introduction to the History, Literature, and Theology of the First Christians. London: SPCK, 2019.
|
|
(**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)
|
| Engagement Requirements |
|---|
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 |
[Top of Page]
Supplemental Information
| Programme Board | Education |
|---|
| Assessment Results (Pass/Fail) |
No
|
|---|
| Subject Panel | Divinity |
|---|
| Moderator | Ian Birch |
|---|
| External Examiner | Helen Paynter |
|---|
| Accreditation Details | None |
|---|
| Version Number | 1.02 |
|---|
[Top of Page]
| Assessment: (also refer to Assessment Outcomes Grids below) |
|---|
| Assignment: Learning Log 50% |
| Assignment: Exegetical essay 50% |
(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.)
|
Assessment Outcome Grids (Footnote A.)
Footnotes
A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above
[Top of Page]
Note(s):
- More than one assessment method can be used to assess individual learning outcomes.
-
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.
|
| Equality and Diversity |
|---|
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 |
|
(N.B. Every effort
will be made by the University to accommodate any equality and diversity issues
brought to the attention of the School)
|