Module THEO42130: The Practice of Theology in the Catholic Tradition

Department: Theology and Religion

THEO42130: The Practice of Theology in the Catholic Tradition

Prerequisites

• None

Corequisites

• None

Excluded Combination of Modules

• None

Aims

• To provide students with awareness of continuities and shifts between three foundational points of reference in Catholic thought about the nature of theological reasoning
• To provide students with the advanced skills necessary to read texts historically
• To provide students with an advanced understanding of theology as the reading of scripture in traditioned contexts
• To provide students with a foundation on which they can interpret current thoughts about the nature of theology and theological practice within Catholic Tradition

Content

• This module will explore three foundational points of reference in Catholic thought about the nature of theological reasoning. The first is Augustine of Hippo. The focus here will be on the ways in which Augustine read the text of Scripture in the light of a credal tradition, by means of developing methods of patristic exegesis dependent on grammatical and rhetorical training, and by bringing to bear particular philosophical tools on that text. The second will be Thomas Aquinas. Here we will consider many of the same themes, but look in some detail at his methods of arguing, both in terms of his sense of authorities, and in terms of his “scholastic” method. The third point of reference will be the two French “ressourcement” thinkers Yves Congar and Henri De Lubac. Our focus here will be on their attempts to recover pre-modern theological modes in aid of contemporary plurality. We will also question how far their theologies also incorporate aspects of modern historical consciousness, and how far they are sustainable in the contexts of theological production today.

Learning Outcomes

• An advanced understanding of theological practice in three key contexts, and of the continuities and differences between those contexts.

• An ability to analyse and write about religious texts and practices with intellectual rigour and historical depth. A capacity to perceive and interpret relationships between key elements of theological practice and philosophical and social contexts.

• An ability to read sophisticated and multivalent texts with intellectual nuance. Research, presentation, and writing skills. An ability to understand arguments in historical context.

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, as well as affording developmental opportunities for skills in theological reflection, critical research, and oral presentation.
• 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.
• Summative essays assess subject-specific knowledge and understanding, along with student skills in research, analysis, and argumentation, including the written presentation of information in the written form of an argument for a field-advancing thesis.

Teaching Methods and Learning Hours

Summative Assessment

Formative Assessment:

Preparation for seminars and one 5000 word essay

■ 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