Undergraduate Programme and Module Handbook 2018-2019 (archived)
Module THEO3391: THE FIRST URBAN CHURCHES
Department: Theology and Religion
THEO3391:
THE FIRST URBAN CHURCHES
Type |
Open |
Level |
3 |
Credits |
20 |
Availability |
Not available in 2018/19 |
Module Cap |
|
Location |
Durham
|
Prerequisites
Corequisites
Excluded Combination of Modules
Aims
- To introduce students to social analysis of earliest
Christianity.
- To make disciplinary connections between history, text-analysis and
the social sciences.
- To enable students to engage with top level scholarship on
Christian origins.
Content
- Who were the first Christians and what was it like to
belong to one of the first churches in the multicultural environment of
a Roman city? How did Christians react to critical issues in their
environment, such as slavery, 'idolatry' and life in the household?
Exploring the social context of the first Christians and using tools
drawn from sociology and anthropology, we will investigate how Christian
communities developed their own identity, and the very varied patterns
of leadership, gender-roles and cultural assimilation which they
adopted.
Learning Outcomes
- A systematic understanding of key aspects, and a coherent and
detailed knowledge of scholarship on Christian origins, at least some
of which is informed by the most recent research and
methodologies.
- Ability to understand and deploy select resources from the
social sciences in analysing early Christianity.
- 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 assess 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 seminar presentations enhance the ability to select
relevant academic information and develop skills of oral communication
and presentation, including the employment of relevant media.
Teaching Methods and Learning Hours
Activity |
Number |
Frequency |
Duration |
Total/Hours |
|
Lectures |
22 |
Weekly |
1.5 hours |
33 |
■ |
Preparation and Reading |
|
|
|
167 |
|
Total |
|
|
|
200 |
|
Summative Assessment
Component: Examination |
Component Weighting: 60% |
Element |
Length / duration |
Element Weighting |
Resit Opportunity |
examination |
2 hours |
100% |
|
Component: Essay |
Component Weighting: 25% |
Element |
Length / duration |
Element Weighting |
Resit Opportunity |
essay |
3000 words |
100% |
|
Component: Seminar Presentation |
Component Weighting: 15% |
Element |
Length / duration |
Element Weighting |
Resit Opportunity |
seminar presentation |
1500 words |
100% |
|
2000 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