Module THEO3611: Jesus Christ in the Twentieth Century

Department: Theology and Religion

THEO3611: Jesus Christ in the Twentieth Century

Prerequisites

• None

Corequisites

• None

Excluded Combination of Modules

• None

Aims

• To develop students’ understanding of Christian theology by means of an in-depth study of a central theological topic;
• to encourage students to engage with a wide range of modern theological texts from multiple social, political, and cultural contexts;
• to hone students’ skills in the close reading of and critical engagement with these texts;
• to build on students’ prior knowledge of Christian doctrine and historical theology acquired at levels 1 and 2; and
• to develop students’ confidence and ability in the use of scholarly methods and conventions.

Content

• The history of Christian theology in the twentieth century was marked by conflicting claims about the identity and significance of Jesus of Nazareth. In multiple contexts, and in very diverse ways, theologians asked, Who is Jesus? How does he relate to God? What significance does he have for life in the present? The answers they gave to these questions were shaped by the findings of historical-critical research into the gospels, by engagement with the long tradition of Christian Christological reflection, by encounter with new forms of philosophical thinking, and by changing patterns of religious practice and experience. This module will explore this multifaceted debate about Jesus, focusing in particular on doctrinal or systematic theologians. We will start with the Christological thought of major European theologians in the first few decades of the century (including Karl Barth, Dietrich Bonhoeffer, and Karl Rahner), before broadening out to a wider range of voices and movements from the later decades (including feminist theology, postliberalism, and black theology).

Learning Outcomes

• By the end of this module, students should have
• demonstrated accurate and detailed understanding of the Christologies of more than one major twentieth century figure or movement;
• aquired a coherent and detailed knowledge of the possibilities and constraints for Christology in the light of the figures and movements covered by the module;

• By the end of this module, students should have
• produced nuanced interpretations of key modern theological texts in their intellectual contexts;
• related modern theological ideas accurately to the wider Christian tradition;
• identified, discussed, and critiqued systematic theological or doctrinal ideas in theological texts;

• By the end of this module, students should have
• acquired and interpreted information through close, nuanced reading of primary and secondary sources;
• presented complex information and argument accurately and compellingly in written form; and
• researched defined topics independently, with some initial guidance.

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

• Teaching: This module will be taught in regular weekly classes of 1.5 hours each. Classes will include both lecture and seminar elements, though the balance and arrangement of these will vary over the course of the module. The lectures elements 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. The seminar elements enhance subject-specific knowledge and understanding both through preparation and through interaction with students and staff. The aim of this combined mode of teaching is to create a dialogical learning environment where students can engage, with suitable guidance, in advanced level discussions of key primary texts, against the background of a broader understanding of their intellectual contexts.
• 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 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

Summative Assessment

Formative Assessment:

One 2500-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