Undergraduate Programme and Module Handbook 2008-2009 (archived)
Module THEO3341: NEW TESTAMENT ETHICS
Department: Theology and Religion
THEO3341: NEW TESTAMENT ETHICS
| Type | Open | Level | 3 | Credits | 20 | Availability | Not available in 2008/09 | Module Cap | None. | Location | Durham |
|---|
Prerequisites
- Introduction to the New Testament (THEO1121) AND New Testament Theology (THEO2051), or equivalent.
Corequisites
- None.
Excluded Combination of Modules
- None.
Aims
- To describe and illustrate the scriptural and theological contours of NT ethics.
- To give an account of the moral implications of principal NT texts.
- To engage in a critical way with scholarly attempts to appropriate NT ethics for today.
Content
- Study of the New Testament texts for rules, principles, stories, testimony and a symbolic world which have gone to shape the Christian moral vision.
- Exploration of the theological contours of Early Christian ethics and the ways in which the life and teaching of Jesus and faith in Christ crucified and risen challenged contemporary morality and generated new patterns of life.
- Attention to the critical issues involved in using NT texts in the formation of Christian character and practice and in the making of moral decisions.
Learning Outcomes
Subject-specific Knowledge:
- A coherent and detailed knowledge of the historical roots and theological shape of NT ethics, and of the main ethical teaching of the NT, informed by the most recent research and methodologies.
Subject-specific Skills:
- An ability to practise the skills of interpretation and argument necessary for the critical appropriation of NT ethics today.
Key Skills:
- Skills in the acquisition and interpretation 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
- Seminars enhance subject-specific knowledge and understanding both through preparation and through interaction with students and staff, promoting awareness of different viewpoints and approaches.
- 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 | 22 | 1 per week in Terms 1, 2 and 3 | 1 hour | 22 | ■ |
| Seminars | 6 | 6 | ■ | ||
| Preparation and Reading | 172 | ||||
| Total | 200 |
Summative Assessment
| Component: Examination | Component Weighting: 100% | ||
|---|---|---|---|
| Element | Length / duration | Element Weighting | Resit Opportunity |
| three-hour unseen examination in May/June | 100% | ||
Formative Assessment:
One 2000 word essay and one seminar presentation.
■ 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