Durham University
Programme and Module Handbook

Undergraduate Programme and Module Handbook 2005-2006 (archived)

Module THEO3311: CHRISTIAN ETHICS AND CONTEMPORARY SOCIETY

Department: THEOLOGY AND RELIGION

THEO3311: CHRISTIAN ETHICS AND CONTEMPORARY SOCIETY

Type Open Level 3 Credits 20 Availability Available in 2005/06 Module Cap None. Location Durham

Prerequisites

  • None

Corequisites

  • None.

Excluded Combination of Modules

  • None.

Aims

  • To introduce some major theological stances taken within Christian Social Ethics.
  • To relate these to some current social, economic and environmental questions.

Content

  • This module addresses the question: what form might a Christian social theology for the twenty-first century take? It investigates what theological and ethical resources are available to assist the church's social witness in the midst of current social, economic and environmental malaise.
  • A variety of theological perspectives are considered, both historical (including nineteenth and twentieth- century social Christianity) and contemporary (taken from, e.g. Roman Catholic social teaching, evangelical social ethics, post-liberal ethics and radical Angli-Catholic social thought).
  • These will be related to a limited number of specific topics (taken from, e.g. market economic, sustainable development, the welfare state or w2).

Learning Outcomes

Subject-specific Knowledge:
  • a systematic understanding of key aspects, and a knowledge of theological approaches to social, economic and environmental questions.
Subject-specific Skills:
    Key Skills:
    • Skills in the acquisition of information through reading and research, and in the structured presentation of information in written form.

    Modes of Teaching, Learning and Assessment and how these contribute to the learning outcomes of the module

    • Lectures convey information and exemplify an approach to the subject-matter, enabling students to develop a clear understanding of the subject and to improve their skills in listening and in evaluating information.
    • Seminars enhance subject-specific knowledge and understanding both through preparation and through interaction with students and staff, promoting awareness of different viewpoints and approaches.
    • Through small-group discussion, tutorials provide feedback on student work and the oppertunity to discuss specific issues in detail, enhancing student knowledge and writing skills.
    • Formative essays develop subject-specific knowledge and understanding, along with student skills in the acquisition of information through reading and research, and in the structured presentation of information in written form.
    • Examinations assess subject-specific knowledge and understanding, along with student skills in the structured presentation of information in written form under time constraints.

    Teaching Methods and Learning Hours

    Activity Number Frequency Duration Total/Hours
    Lectures 19 1 per week interspersed with seminars over 3 Terms 1 hour 16
    Seminars 6 Interspersed with lectures, 2 per Term 1 hour 6
    Tutorials 3 1 per term 1 hour 3
    Preparation and Reading 175
    Total 200

    Summative Assessment

    Component: Examination Component Weighting: 100%
    Element Length / duration Element Weighting Resit Opportunity
    three-hour unseen examination 100%

    Formative Assessment:

    One 3000 word essay, one seminar presentation or essay; no collection.


    Attendance at all activities marked with this symbol will be monitored. Students who fail to attend these activities, or to complete the summative or formative assessment specified above, will be subject to the procedures defined in the University's General Regulation V, and may be required to leave the University