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Session: 2022/23
Last modified: 18/03/2022 21:14:03
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Title of Module: Reconciliation L9 |
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Code: THEO09026 |
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: | Rev Dr Ian
Birch |
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| Summary of Module |
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Christian approaches to reconciliation seek to balance theology and ethics, convictions and practices. In a fragmented and unequal world, increasingly affected by forces of globalisation, the practices and processes of reconciliation are mediating, informed by justice, and intentionally peaceful. Such approaches for Christians are rooted in theological convictions about the story of God as told in the Christian Scriptures, and as embodied in the lives of Christian people and communities.
This module explores key theological and ethical concepts such as reconciliation and justice, conflict and peacemaking, exclusion and inclusion of friend and enemy, offence and forgiveness, difference and the defininition of 'the other'. The module seeks to earth such concepts in practices and embodied examples of individuals and communities such as Martin Luther King, Desmond Tutu and the Truth and reconciliation process and Mennonite peacemaking. Throughout the module the theology and practices of reconciliation are applied to political, church and community contexts, informed by biblical and theological ethics, Baptist theology and contemporary reflection on mission.
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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 knowledge and understanding of ethical and theological concepts relating to the theology and practice of reconciliation and use them convincingly in ethical discussion and articulation in written form
L2.
Formulate and explain the case for conciliatory practices and peace-making, using biblical, ethical and biographical evidence
L3.
Demonstrate knowledge and critical understanding of how key Christian doctrines such as divine love, creation, human sin, the incarnation death and resurrection of Christ give ethical content and impetus to a 'ministry of reconciliation'
L4.
Demonstrate some critical and appreciative awareness in applying the theology and practice of reconciliation to specific cases of individual, community, ethnic or national conflict. |
| 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.
Be able to explain and critically evaluate some of the key concepts in the study and articulation of the theology and practices of Christian reconciliation |
| Practice: Applied Knowledge and Understanding |
SCQF Level 9.
Be able to use with some confidence some of the principles and convictions of conciliation in evaluating and responding positively to contested situations |
| Generic Cognitive skills |
SCQF Level 9.
Identify and analyse contested situations and formulate constructive responses or options towards resolution |
| Communication, ICT and Numeracy Skills |
SCQF Level 9.
Use a range of IT and other resources to develop, inform and enhance ethical argumentation |
| Autonomy, Accountability and Working with others |
SCQF Level 9.
Particpate with some confidence in ethical debate on contested perspectives.
Research, formulate and defend with some confidence an informed and responsible viewpoint on situations of conflicted differences. |
| 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 |
| Lecture/Core Content Delivery | 12 |
| Asynchronous Class Activity | 24 |
| Independent Study | 140 |
| 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:
Abbuelaish, I., I Shall Not Hate (London; Bloomsbury, 2011)
Carmichael, Kay, Forgiveness and Sin. New Choices in a Changing World (Ashgate, 2003).
Jones, L. G., Embodying Forgiveness. A Theological Analysis (Grand Rapids: Eerdmans, 1995)
Lederach, J. P., The Moral Imagination. The Art and Sould of Building Peace (OUP, 2010)
Volf, M., Free of Charge. Giving and Forgiving in a Culture Stripped of Grace (Grand Rapids: Zondervan, 2005)
Volf, M., Exclusion and Embrace (Nashville: Abingdon Press, 1996)
Volf, M., The End of Memory. Remembering Rightly in a Violent World (Grand Rapids: Eerdmans, 2007)
Williams, R., The Truce of God. Peace making in Troubled Times (Norwich: Canterbury Press, 2005)
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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 | Graham Meiklejohn |
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| External Examiner | H Paynter |
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| Accreditation Details | |
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| Version Number | 2.04 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| Assignment: Project 50% |
| Practical: Presentation 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.)
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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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