Module HIST3941: Heresy and Orthodoxy: Ideas, Faith and Struggle in Medieval Europe

Department: History

HIST3941: Heresy and Orthodoxy: Ideas, Faith and Struggle in Medieval Europe

Prerequisites

• A pass mark in at least ONE level two module in History.

Corequisites

• None.

Excluded Combination of Modules

• None.

Aims

• To explore the complexities of defining and interpreting heresy in medieval europe.
• To explore the changing approaches taken by the church in dealing with heretical movements.
• To probe contemporary perceptions of hertics and modern historiographical debates surrounding heresy.
• to satisfy the generic aims of Level 3 single modules in history.

Content

• In The Name of the Rose, Umberto Eco evoked a medieval world where the struggle over faith and ideas was powerful, violent and gripped society. From Bogomils to Cathars, this module will explore the complex variations in definitions of heresy at different times, suggesting that these variations formed part of an ongoing struggle to define the orthodox. Ideas that might be deemed orthodox one moment could be judged heretical and punished the next. The course will explore the changing approaches taken by the Church in dealing with heretical movements, from debate and attempts at persuasion, to the development of the Dominican Inquisition, and bloody conflict culminating in the Albigensian Crusade. Students will encounter many of the medieval period’s most colourful personalities and unusual movements. It also aims to establish the extent to which secular authorities were involved in the definition, and especially the prosecution of heresy. We will explore many different heretical movements both in the East and the West. We will probe contemporary perceptions of heretics; often the subtle differences between heretical movements were misunderstood or deliberately ignored by their contemporaries. This is also mirrored in the historiography of heretical movements from the seventeenth century to the modern day. There is almost as much discord in modern day academia on the subject of heresy as there was at the time.

Learning Outcomes

• By the end of the module students will have acquired or developed the following: a deep and reflective understanding of heresy in medieval europe.
• An in depth knowledge of historigraphical debates surrounding the definition and interpretation of heresy in this period.

• Subject specific skills for this module can be viewed at: http://www.dur.ac.uk/history.internal/local/ModuleProformaMap/

• Key skills for this module can be viewed at:http://www.dur.ac.uk/history.internal/ugrads/ModuleProformaMap/

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

• Student learning is facilitated by a combination of the following teaching methods:
• lectures to set the foundations for further study and to provide the basis for the acquisition of subject specific knowledge. Lectures provide a broad framework which defines individual module content, introducing students to themes, debates and interpretations. In this environment, students are given the opportunity to develop skills in listening, selective note-taking and reflection;
• seminars to allow students to present and critically reflect upon the acquired subject-specific knowledge, methodologies and theories, and to identify and debate a range of issues and differing opinions. The seminar is the forum in which students are given the opportunity to communicate ideas, jointly exploring themes and arguments. Seminars are structured to develop understanding and designed to maximise student participation related to prior independent preparation. Seminars give students the opportunity to develop oral communication skills, encourage critical and tolerant approaches to reasoned argument and historical discussion, build the students’ ability to marshal historical evidence, and facilitate the development of the ability to summarise historical arguments, think in a rapidly changing environment and communicate in a persuasive and articulate manner, whilst recognising the value of working with others and, occasionally, towards shared goals;
• tutorials either individually or in groups to discuss topics arising from prepared work, allowing students the opportunity to reflect upon their personal learning with the tutor.
• Assessment:
• Examinations test students' ability to work under pressure under timed conditions, to prepare for examinations and direct their own programme of revision and learning, and develop key time management skills. The examination gives students the opportunity to develop relevant life skills such as the ability to produce coherent, reasoned and supported arguments under pressure. Students will be examined on subject specific knowledge. In addition, seen Examinations (with pre-released paper) are intended to enable Level 3 students to produce more considered and reflective work;
• Summative essays remain a central component of assessment in history, due to the integrative high-order skills they develop. Essays allow students the opportunity to recognise, represent and critically reflect upon ideas, concepts and problems; students can demonstrate awareness of, and the ability to use and evaluate, a diverse range of resources and identify, represent and debate a range of subject-specific issues and opinions. Through the essay, students can synthesise information, adopt critical appraisals and develop reasoned argument based on individual research; they should be able to communicate ideas in writing, with clarity and coherence; and to show the ability to integrate and critically assess material from a wide range of sources.

Teaching Methods and Learning Hours

Summative Assessment

Formative Assessment:

1. Coursework essays are formative as well as summative. They are to be submitted in two copies, of which one will be returned with written comments and a standard departmental feedback sheet. 2. Preparation to participate in seminars and tutorials. 3. At least one oral presentation or short written assignments.

■ 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