Module THEO2241: Creation and New Creation: Imaging God

Department: Theology and Religion

THEO2241: Creation and New Creation: Imaging God

Prerequisites

• None.

Corequisites

• None

Excluded Combination of Modules

• None

Aims

• To develop knowledge of central theological ideas. In particular, to build up conceptual and historical insight into the issues involved in the following doctrinal areas: theories of salvation; doctrines of creation, providence, and anthropology; and understandings of church, sacrament, and Christian eschatology.
• To strengthen students’ ability to reason coherently and with some sophistication about complex conceptual schemes, drawing insightfully on both classic formulations of these religious ideas as well as modern and contemporary contributions to the state of the question.

Content

• The module focuses on a range of essential theological questions: theories of salvation; doctrines of creation, providence, and anthropology; and understandings of church, sacrament, and Christian eschatology. By doing this, the module develops an awareness of some of the essential questions and momentous debates that have shaped the history of Christian theology. This module immerses students in these fundamental issues, not only to deepen critical understanding of them but to engage them creatively as case studies in the constructive tasks and methods of theological reflection. Students investigate the theological visions that have resourced chief developments in belief, led to adaptations in theological imagination and language, and engendered the spiritual and theological quest of faith in search of understanding. In order to advance students’ own skills in theological interpretation, each unit within the module will explore both the landmark thinkers who have defined the discussion of each topic, as well as key modern and contemporary developments in each question. The module will focus on the particular themes listed above in the work of such thinkers as Irenaeus of Lyon, Origen and Athanasius of Alexandria, the Cappadocian Fathers, Augustine of Hippo, Dionysius, Anselm, Bernard of Clairvaux, Bonaventure, Thomas Aquinas, Catherine of Siena, Luther, Calvin, Pascal, Kant, Schleiermacher, Newman, Kierkegaard, Barth, Rahner, Balthasar, Gutiérrez, and Schüssler-Fiorenza.

Learning Outcomes

• Knowledge and critical understanding of the following fundamental topics in the development of Christian theology: theories of salvation; doctrines of creation, providence, and anthropology; and understandings of church, sacrament, and Christian eschatology.
• A detailed awareness of the intersection and mutual interaction of these teachings, and the range of approaches to each question that have been adopted by definitive thinkers. Students will also develop a reasonable sophistication in their awareness of the creative vision and interpretive insights at play in the tasks of theological reflection.

• An ability to interpret and critically analyze the major approaches in Christian theology, and to evaluate the strengths and liabilities of each. This ability will be developed particularly with reference to the fundamental doctrines of salvation; creation, providence, and anthropology; and understandings of church, sacrament, and Christian eschatology.
• A self-reflective awareness of one’s own theoretical presuppositions regarding fundamental questions, and a capacity to work constructively with the tools and methods of theological reflection.

• Skills in the acquisition of information through reading and research, and in the structured presentation of information in written analysis and argument. Capacity to analyze conceptual complexes and problems, making fine distinctions regarding the use of image, metaphor, logical argument, and other important rhetorical features in proposing large-scale theoretical claims. The ability to work creatively with multiple traditions and cultural assumptions.

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 material and to improve their skills in interpreting and 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, and enhancing skills in the analysis of texts, concepts and arguments.
• 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.

Teaching Methods and Learning Hours

Summative Assessment

Formative Assessment:

One 2,000 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