Module THEO2681: Theology and Comedy

Department: Theology and Religion

THEO2681: Theology and Comedy

Prerequisites

• None.

Corequisites

• None.

Excluded Combination of Modules

• None.

Aims

• To provide an interdisciplinary module which combines and develops the major thematic areas of study taught within the Department at Level 1 i.e., theology - historical and philosophical, the study of religion, and biblical studies, in relation to the roles and concepts of comedy and humour.
• To build up the students’ conceptual and historical insight into the role of comedy and humour in relation to theological reasoning.
• To strengthen students’ ability to reason coherently and with some sophistication about complex conceptual schemes.
• To nurture students’ scholarly independence and critical ability to engage with theology’s central questions.
• To provide a module which is attractive to liberal arts combined honours students.

Content

• The history of comedy can be traced historically through its interaction with theological, philosophical, and social scientific thought, and hence yield a general history of the three disciplines.
• The module is organised historically. It introduces the major theories of comedy and explores the use of comedy in such areas and periods as biblical literature (e.g., the naming of Isaac), the desert fathers, the scholastics (Aquinas), vernacular traditions of the late Middle Ages, and the Enlightenment.
• Modern theological debates around reason and faith are explored in relation to changing role of comedy, through a consideration of thinkers such as Kierkegaard, Kant, and Hegel, as are 20th Century theological debates such as those on theological aesthetics, theological anthropology, ethics and the death of God. Turning to the Study of Religion, the course considers the work of scholars such as Peter Berger on comedy and secularisation and explores events such as the Danish Cartoon Crisis. Finally, the course looks at some key artists (such as Charlie Chaplin) to explore how they integrated theological themes into their comic artistic production.

Learning Outcomes

• A detailed and coherent historical and philosophical understanding of the development of theology and comedy, and their relation within different historical contexts.
• An ability to engage in inter-disciplinary study, drawing on theological, historical, and social-scientific approaches to the challenges of comedy.
• Students will develop a reasonable sophistication in their awareness of the creative vision and interpretive insights at play in the theological appropriation of comedy.

• An ability to interpret and critically analyse the major theological approaches to comedy and to evaluate the strengths and liabilities of each.
• 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, philosophical, and sociological reflection in an interdisciplinary context.

• Skills in the acquisition of information through reading and research, and in the structured presentation of information in written analysis and argument.
• The ability to analyse primary texts from a range of periods in Christian history both critically and sympathetically.
• Capacity to analyse conceptual complexes and problems, making fine distinctions regarding the use of image, metaphor, logical argument, and other important rhetorical features.
• The ability to work creatively with multiple intellectual 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. Lectures cover the broad reading. Time is set aside in lectures to enhance subject-specific knowledge through interaction between students and staff, promoting awareness of different viewpoints and approaches, and enhancing skills in the analysis of texts, concepts and arguments.
• Tutorials are for one-to-one engagement to provide essay feedback and address any issues arising including the craft of essay writing or the conceptual grasp of the material.
• Formative work develops 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 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. Students will have opportunities to discuss their summative work in advance and receive feedback on their ideas.

Teaching Methods and Learning Hours

Summative Assessment

Formative Assessment:

Students will complete a short piece of written work towards the end of the first term to consolidate their reading and broad critical appreciation of the subject matter.

■ 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