Durham University
Programme and Module Handbook

Undergraduate Programme and Module Handbook 2024-2025

Module THEO3591: JOHN AND THE ARCHHERETICS. THE GOSPEL OF JOHN, THE LETTERS OF JOHN AND THE ORIGINS OF GNOSTICISM (WITH GREEK)

Department: Theology and Religion

THEO3591: JOHN AND THE ARCHHERETICS. THE GOSPEL OF JOHN, THE LETTERS OF JOHN AND THE ORIGINS OF GNOSTICISM (WITH GREEK)

Type Open Level 3 Credits 20 Availability Not available in 2024/2025 Module Cap Location Durham

Prerequisites

  • • L1 NT Greek and Exegesis (or equivalent) and/or Passion Narratives in Greek (or equivalent)

Corequisites

  • None.

Excluded Combination of Modules

  • None.

Aims

  • To introduce students to the key features of the Letters of John in historical context.
  • To familiarize students with Early Christianity in the first decades of the second century.
  • To familiarize students with Essentials of Gnosticism in the second century.
  • To hone students’ skills in the close reading of and critical engagement with primary texts.
  • To home students’ skills in philology based methods of biblical scholarship.
  • To build on students’ prior knowledge of biblical exegesis acquired at levels 1 and 2.

Content

  • The Letters of John present Johannine theology in a brief form and in a polemical context. In these letters, John or the Johannine circle defends a kind of Christology which became normative for mainstream Christianity in later times. This seminary aims at reconstructing Johannine theology and especially Christology on the one hand and the theology / Christology of the opponents on the other hand. This is a fascinating task because we have reasons to assume that these opponents have to do with Gnosticism, a fascinating religious movement of late antiquity. We will read Johannine letters, partially in Greek and in translation, and sources that are important to reconstruct the theology of the opponents and belong to Second Century Christianity (Ignatius; Acts of John; Hippolytus; some texts which can give an impression of classical Gnosticism as for example the Hypostasis of the Archons which is one of the most well-written texts of late antiquity). The sources which do not belong to the New Testament will mainly be discussed in translation, but also here we will sometimes need insight into the Greek text.

Learning Outcomes

Subject-specific Knowledge:
  • In-depth knowledge Letters of John in historical context.
  • Understanding characteristics of Early Christianity in the first decades of the second century
  • Understanding characteristics of Gnositicism in the first decades of the second century
Subject-specific Skills:
  • Ability to read, interpret, and evaluate the Letters of John both in their original language and in translation.
  • Ability to recognize polemics and interaction with ideologically different positions in the Letters of John.
  • Ability to situate the letters of John in their historical context.
  • Ability to understand and critically evaluate contemporary scholarship on the Letters of John.
  • Ability to evaluate extra biblical sources for the interpretation of the Letters of John.
  • Ability to read, interpret and evaluate sources pertaining to Gnosticism.
  • Ability to understand and critically evaluate contemporary scholarship on the Second Century Christianity and Gnosticism.
Key Skills:
  • Skills in the acquisition and interpretation of information through close, nuanced reading of primary and secondary sources.
  • Skills in the structured presentation of information in written form.
  • Skills in the conducting of research.
  • Skills in thinking theologically and historically.

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.
  • Through small-group or one-to-one discussion, tutorials and supervisions provide feedback on student work and the opportunity to discuss specific issues in detail, enhancing student research, knowledge and writing skills.
  • 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

Activity Number Frequency Duration Total/Hours
Lectures 12 6 in Michaelmas term; 6 in Epiphany term 1 hour 12
Seminars 14 7 in Michaelmas term; 7 in Epiphany term 1 hour 14
Tutorials 2 1 hour 2
Preparation and reading 172
Total 200

Summative Assessment

Component: Essay Component Weighting: 25%
Element Length / duration Element Weighting Resit Opportunity
essay 3000 words 100%
Component: Presentation Component Weighting: 15%
Element Length / duration Element Weighting Resit Opportunity
presentation 10-15 minutes 100%
Component: Examination Component Weighting: 60%
Element Length / duration Element Weighting Resit Opportunity
Examination 2 hours 100%

Formative Assessment:

One 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