Undergraduate Programme and Module Handbook 2019-2020 (archived)
Module THEO2361: ATHEISM, BELIEF, AND THE EDGE OF REASON
Department: Theology and Religion
THEO2361:
ATHEISM, BELIEF, AND THE EDGE OF REASON
Type |
Open |
Level |
2 |
Credits |
20 |
Availability |
Available in 2019/20 |
Module Cap |
|
Location |
Durham
|
Prerequisites
Corequisites
Excluded Combination of Modules
Aims
- To introduce students to key philosophical thinkers from the early
modern period to the present
- To develop a capacity for philosophical analysis that is
theologically sensitive, and formed by a close reading of a range of
seminal primary texts
- To nurture in students an independent scholarly and intellectual
ability to engage with central questions in philosophical
theology.
Content
- Is it possible to believe in God, moral freedom and the
soul in the light of secular explanations of the world? This module
investigates how the very philosophers who set many of the parameters
for modern thought (such as Descartes, Locke, Leibniz and Kant), were at
the same time deeply concerned to preserve a space for God, freedom and
the soul. The module will also explore why this space seemed more
problematic to other thinkers, such as Hume and Nietzsche. Finally, the
module considers philosophers such as Wittgenstein and Iris Murdoch, who
attempt to circumvent these problems, by preserving the language of God,
freedom and the soul, without any deep metaphysical commitments. The
module will evaluate conflicting arguments as to whether it is the
secular mindset or the theological commitments which are most
problematic. The philosohers and texts discussed will vary from year to
year depending on staff availability.
Learning Outcomes
- A knowledge and critical understanding of the interaction
between Christian theology and Western philosophy from the early
modern period to the present. In particular, an awareness of how the
concepts of God, human freedom and the soul relate to one another
philosophically, and of the way in which philosophers have protected
or attacked theological beliefs in the light of secular explanations
of the world.
- An ability to analyse questions in philosophical theology
with intellectual rigour and historical depth. A capacity to see the
relationship between foundational metaphysical beliefs, and moral and
ethical positions. An awareness of how the philosophical tradition can
inform contemporary questions about God, the nature of explanation,
and questions surrounding mind and moralilty.
- Skills in the analysis of conceptual problems, and an ability
to read complex texts critically and with nuance. An ability to detect
inconsistencies in an argument, and to make lateral links on the basis
of understanding deeper philosophical common ground between apparently
diverse positions.
- Skills in the recognition of fine conceptual
distinctions and in the applicationn of that recognition to the evaluation of truth claims.
- 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 |
22 |
weekly |
1 hour |
22 |
■ |
Seminars |
6 |
2 in MT (weeks 5 and 9) and 4 in EpT (weeks 13, 15,
17,19) |
1 hour |
6 |
■ |
Preparation and Reading |
|
|
|
172 |
|
Total |
|
|
|
200 |
|
Summative Assessment
Component: Exam |
Component Weighting: 60% |
Element |
Length / duration |
Element Weighting |
Resit Opportunity |
Exam |
2 hours |
100% |
|
Component: Essay |
Component Weighting: 40% |
Element |
Length / duration |
Element Weighting |
Resit Opportunity |
Essay |
3000 words |
100% |
|
Seminar Presentation 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