Module ANTH3381: Anthropology of Religious Controversy

Department: Anthropology

ANTH3381: Anthropology of Religious Controversy

Prerequisites

• None

Corequisites

• None

Excluded Combination of Modules

• None

Aims

• To improve students' understanding of key concepts in social anthropology
• To deepen students' appreciation of the value of an anthropological approach in understanding public controversies through case studies
• To provide students with a challenging opportunity to deepen their knowledge of the anthropology of religion

Content

• We plan to capitialise on 'live issues', that is, controversies that are being publicy aired during the academic year. Subjects discussed will include some of the following:
• Theoretical perspectives in the anthropology of religion
• Judaising movements
• Israel and the law of return
• Islamic dress
• Religious conversion
• Ideologies and the religious right
• Sects and cults
• The war against terror
• The secularization debate
• Religion and ethnicity
• Local conflicts (Northern Ireland, Sri Lanka, the Middle East, Nigeria, Sudan, Iraq, Kashmir)

Learning Outcomes

• Understanding of some of the key debates in the anthropology of religion
• An appreciation of the importance of anthropology in understanding public controversy
• Knowledge of key concepts in social anthropology such as power and authority, public culture, gender, ethnicity, identity

• The ability to retrieve information both on historical and contemporary religious controversies
• The ability to recognise and apply theoretical approaches in the anthropology of religion
• The capacity for independent learning within the field of the anthropology of religion

• The ability to argue critically, creatively and coherently
• The ability to search for, organise and synthesize contemporary and historical data
• Confidence in presenting their own ideas both orally and in writing
• Skills in effective and efficient time management
• The ability to write concisely under time pressure

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

• Students will be taught and learn through lectures, self-guided learning and seminars.
• The Seminars will enable students to develop their abilities to conduct research, to communicate, to present theoretical alternatives and data, and to develop their own argumentation skills. Class discussion encourages background reading, contributing to the students' independent learning. It further allows students the opportunity to exchange ideas, to explore issues and arguments that interest or concern them in greater depth, and to receive feedback from both the group and the tutor on their own arguments and understanding.
• Summative assessment comprises two 2,500 word essays and a 10 minute (powerpoint) presentation. Summative assessment by essay formally tests the skillls developed throughout the course. The essays, to be submitted in the Epiphany and Easter Terms, test the ability to plan a substantial piece of work, identifying and retrieving sources and selecting and displaying appropriate subject specific knowledge and understanding. They further test the ability to develop an extended discussion which utilises concepts and examines competing interpretation and analysis. The essays also develop key skills in sustaining effective written communication and information presentation to high scholarly standards. They enable students to demonstrate that they have sufficient subject knowledge to meet the assessment criteria, that they have achieved the subject skills and that they have acquired the module's key skills. In particular, summative essays test the acquisition of knowledge through independent learning and the ability to apply it in critical argument in relation to a specific question. They furthermore help students to develop time management skills by working to a deadline, as well as the ability to seek out and critically use relevant data sources. The summative assessment will test skills of synthesis, analysis and critical evaluation with reference to material drawn from the module. Summative assessment by presentation encourages students to organise a piece of library research in a manner which is both engaging and effective. It give them the opportunity to read reasonably deeply in a subject covered during seminars and serves to assess a range of skills including public speaking, the ability to argue concisely and logically under time pressure.

Teaching Methods and Learning Hours

Summative Assessment

Formative Assessment:

A short oral presentation during a regular seminar in Michaelmas Term A 500 word essay plan in Michaelmas Term and a 500 word essay plan in Epiphany Term.

■ 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