Undergraduate Programme and Module Handbook 2015-2016 (archived)
Module THEO2411: JUDAISM
Department: Theology and Religion
THEO2411:
JUDAISM
Type |
Open |
Level |
2 |
Credits |
20 |
Availability |
Not available in 2015/16 |
Module Cap |
|
Location |
Durham
|
Prerequisites
Corequisites
Excluded Combination of Modules
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
- A systematic understanding of key aspects, and a coherent
knowledge of the topics covered.
- 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.
- 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.
- Summative essays both develop (through feedback) and assess
subject-specific understanding, cognitive and interpretative skills, and
key skills of written communication and acquisition of
information.
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: 70% |
Element |
Length / duration |
Element Weighting |
Resit Opportunity |
unseen examination in the Easter Term |
3 hours |
100% |
|
Component: Essay |
Component Weighting: 30% |
Element |
Length / duration |
Element Weighting |
Resit Opportunity |
Summative Essay |
3000 words |
100% |
|
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