Undergraduate Programme and Module Handbook 2010-2011 (archived)
Module THEO2411: JUDAISM
Department: Theology and Religion
THEO2411: JUDAISM
| Type | Open | Level | 2 | Credits | 20 | Availability | Available in 2010/11 | Module Cap | None. | Location | Durham |
|---|
Prerequisites
- None.
Corequisites
- None.
Excluded Combination of Modules
- None.
Aims
- To introduce students to Judaism and the main currents of thought which it has developed since 70 CE.
- To explore its beliefs, institutions and practices as these have developed in the main centres of Jewish population in Europe, Asia and the USA, and to evaluate the impact of these historical developments on modern Jewish religious life and culture.
Content
- An introduction to Rabbinic Judaism: the making of the Mishnah, Talmuds and the Midrashim.
- Major institutions and practices and Rabbinic Judaism (eg Synagogue, Beth Ha-Midrash, (community organisation) and their development.
- Medieval developments: Mysticism and Kabbalah, study and prayer.
- From 1492 to present: the European diaspora and the effects of the 'Enlightenment', Reform vs Orthodox, persecutions, and the growth of American Judaisms, the Shoah.
- The State of Israel and the modern religious scene.
Learning Outcomes
Subject-specific Knowledge:
- A systematic understanding of key aspects, and a coherent knowledge of the topics covered.
Subject-specific Skills:
- The ability to assess critically the forces acting on Jewish religious life, and to confront and engage with current scholarly discussion and debate in the field.
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.
- 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 in Terms 1 and 2 | 1 hour | 19 | ■ |
| Tutorials | 1 | 1 hour | 1 | ■ | |
| Seminars | 8 | Weeks 6-10 in Term 2, weeks 1-3 in Term 3 | 1 hour | 8 | ■ |
| Preparation and Reading | 172 | ||||
| Total | 200 |
Summative Assessment
| Component: Examination | Component Weighting: 75% | ||
|---|---|---|---|
| Element | Length / duration | Element Weighting | Resit Opportunity |
| unseen examination in the Easter Term | 3 hours | 100% | |
| Component: Essay | Component Weighting: 25% | ||
| Element | Length / duration | Element Weighting | Resit Opportunity |
| Summative Essay | 3000 words | 100% | |
Formative Assessment:
One 3000 word essay; 1 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