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Session: 2022/23
Last modified: 01/06/2021 16:48:47
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Title of Module: Living Justly in God's World L7 |
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Code: THEO07027 |
SCQF Level: 7
(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: | Graham
Meiklejohn |
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| Summary of Module |
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This fast-paced module seeks to introduce the major themes in Christian theology and ethics. Divided into two foci, the class looks at the nature and being of God and investigates how understanding who God is helps us to consider how humans, should live in the created world. Through class discussion, reading and analysis of theological texts, and interaction with real life scenarios, this class helps students begin to build their own theological and ethical framework.
Major theological themes covered include, the doctrine of the Trinity, Christology, Creation, Atonement, Sin and Evil, and the major ethical theories include Utilitarianism, Deontology, and Virtue / Narrative ethics.
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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 the systematic structure of the main doctrines and narrative context of Christian faith.
L2.
Evaluate arguments that are essential to the disciplines of Christian theology and ethics, and do so by using language and grammar appropriate to the level and with academic integrity.
L3.
Present and evaluate arguments for a range of ethical positions as they relate to Christianity, with an appreciation of the theological implications for each position.
L4.
Demonstrate, verbally and in writing, the ability to explore specific ethical issues in depth, and how to implement an ethical and pastoral approach to them. |
| 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 7.
Working with knowledge that is embedded in the main theories, concepts and principles of theology and ethics.
Demonstrating an understanding of the difference between ethical decisions and their theological implications based on evidence / reason and those based on unfounded belief, and of the importance of this difference.
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| Practice: Applied Knowledge and Understanding |
SCQF Level 7.
Applying ethical theories to real-to-life scenarios.
Practicing theological theories in pastoral settings.
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| Generic Cognitive skills |
SCQF Level 7.
Using a range of theological concepts and ethical approaches to address contemporary issues in church and wider contexts. |
| Communication, ICT and Numeracy Skills |
SCQF Level 7.
Communicating complex ethical arguments and theological ideas in a coherent and logical form.
Using a range of ways to and engage with and communicate ethical and theological ideas in Christians and non-Christians settings.
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| Autonomy, Accountability and Working with others |
SCQF Level 7.
Negotiating between ranges of different views held by people within a group setting.
Exercising some initiative in independent research and analysis of complex theological and ethical 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 | 24 |
| Tutorial/Synchronous Support Activity | 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:
Daniel L. Migliore, Faith Seeking Understanding, (Cambridge: Eerdmans Publishing, 2014).
Jeff Astley, Christian Doctrine, (London: SCM Press, 2010).
Samuel Wells and Ben Quash, Introducing Christian Ethics, (Oxford: Wiley and Sons, 2017).
Alister McGrath, Christian Theology: An Introduction, (Oxford: Blackwell Publishing, 2001).
Neil Messer, Christian Ethics (London: SCM, 2006).
Michael Sandel, Justice: What’s the Right Thing to Do?, (London: Penguin Books, 2010).
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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:
In line with the Academic Engagement and Attendance 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 Moodle, and complete assessments and submit these on time. Please refer to the Academic Engagement and Attendance Procedure at the following link: Academic engagement and attendance procedure
For the purposes of this module, academic engagement equates to the following:
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. Ian Birch |
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| External Examiner | Dr. Helen Paynter |
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| Accreditation Details | |
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| Version Number | 1.01 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| Essay 40% |
| Portfolio 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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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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