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Session: 2022/23
Last modified: 10/03/2022 16:48:41
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Title of Module: Theology and Contemporary Issues L9 |
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Code: THEO09032 |
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: | G
Meiklejohn |
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| Summary of Module |
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At its heart this module seeks to equip students to analyse the world they live in and discern authentic theological responses to their contexts. It explores and evaluates a broad range of theological approaches and methods to issues in society and the contemporary world. Amongst others it will cover different ways of construing the relationship between theology and context; theological engagement with political issues; and the impact of different ecclesiological approaches and engagement with culture.
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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 theological method and knowledge of how it relates to theological approaches in some social contexts.
L2.
Using language and grammar appropriate to the level and with academic integrity, undertake some critical analysis of political and cultural issues in relation to a variety of theological themes and practices.
L3.
Demonstrate knowledge of several theological approaches to the relationship between ecclesiology and theories of cultural engagement.
L4.
Apply knowledge of theological approaches to the contemporary world across a limited range of current issues, both in writing and / or verbally and show how they relate to ecclesial communities. |
| 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.
Working with knowledge of the defining features of theological method and integrated knowledge of how theological method impacts the practice of theology.
Demonstrating a critical understanding of how theology intersects with social issues.
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| Practice: Applied Knowledge and Understanding |
SCQF Level 9.
Applying theological method across a range of Christian practices and interactions with local contexts. |
| Generic Cognitive skills |
SCQF Level 9.
Using a variety of theological approaches to culture in evaluating and critically analysing the application of theology to social issues. |
| Communication, ICT and Numeracy Skills |
SCQF Level 9.
Communicating complex theological approaches in a coherent and logical form.
Using a range of ways to and engage with and communicate specialised theological ideas to a range of audiences.
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| Autonomy, Accountability and Working with others |
SCQF Level 9.
Negotiating between ranges of different views held by people within a group setting.
Exercising initiative in independent research and analysis of complex theological situations.
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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 | 25 |
| Tutorial/Synchronous Support Activity | 15 |
| Asynchronous Class Activity | 60 |
| Independent Study | 100 |
| 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:
Frei, Hans W. Types of Christian Theology. New Haven: Yale University Press, 1992.
Crouch, Andy. Culture Making: Recovering Our Creative Calling. Downers Grove: InterVarsity Press, 2008.
Tanner, Kathryn. Theories of Culture: A New Agenda for Theology. Minneapolis: Augsburg Press, 1997.
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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 | I Birch |
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| External Examiner | A Jack |
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| Accreditation Details | |
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| Version Number | 1.02 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| Essay 40% |
| 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, when 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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