Module THEO47130: The Theological Quest

Department: Theology and Religion

THEO47130: The Theological Quest

Prerequisites

• None

Corequisites

• None

Excluded Combination of Modules

• None

Aims

• To develop students’ critical understanding of the purpose and creative potential of Christian theology (fundamental and systematic) with respect to ecclesial life and practice, the academy, and/or wider culture;
• To induct students into the critical-constructive practice of tradition-linked Christian theology;
• To enhance students’ understanding of the dynamic nature of tradition in Christian theology as a basis for the development of Christian thought and practice, in particular ecclesial or cultural contexts;
• To impart advanced knowledge both of relevant areas of fundamental theology (e.g., the hermeneutics of doctrine) and of a specific substantive area of Christian theology (e.g. ecclesiology, ecumenism, Christology, the doctrines of God, creation, and salvation);
• To lead students to an understanding of diverse methodological and substantive options in relation to specific areas of Christian theology, such as ecclesiology and Christology;
• To promote in students, via a substantive (not empirical) case-study approach, the ability to engage in a critical, constructive, and theologically responsible manner with examples of possible change or renewal in Christian thought and practice.

Content

• The content of the module will focus on advanced study of a particular area of Christian theology in each year, advertised in advance:
• The Doctrine of God
• Christology
• The doctrine of creation
• Pneumatology
• Ecclesiology and Christian life
• Soteriology
• Moral Theology
• Fundamental and philosophical theology
• After an introductory session the module divides into two closely related phases:
• The first phase ('The Fundamentals') will examine the fundamental methodological, conceptual, and theological issues pertaining to the task of conceiving and managing the development and/ or renewal of theology and practice (e.g ecclesial life and self-understanding). Particular attention is given to the challenges and possibilities presented by new theologies, philosophies, cultures and practices (e.g. the rise of natural science, the demands of ecumenism and global cultural diversity, twentieth century modernity). This will entail a series of close textual engagements with the writings of significant theologians, both historical and contemporary.
• The second phase will take the form of a series of particular critical-constructive examinations of possible theological and practical/ecclesial developments and renewal. Relative to what is appropriate and pertinent both to the substantive area of Christian systematic theology (e.g. ecclesiology, the doctrine of creation) and to the specific tradition(s) that are in view in any given year (e.g. modern Catholic theology, Thomism, Reformed Protestantism), these explorations will be selected on the basis of student interest from a defined range of possibilities.

Learning Outcomes

• to demonstrate advanced knowledge both of relevant areas of fundamental theology (e.g. the hermeneutics of doctrine) and of a specific substantive area of Christian theology (e.g. ecclesiology and ecumenism, Christology, the doctrines of God, creation, and salvation) as treated in the particular ecclesial tradition(s) in focus;
• to analyse the ways in which the dynamics of doctrinal development are conceptualised and tested in one or more Christian traditions;
• to discriminate between different methodological and substantive approaches to the theological task in relation to the given aspect of theology and particular Christian tradition(s), and to articulate and justify the rationale for their chosen approach;
• to assess critically the relevance of fresh conceptual frameworks for one or more aspects of contemporary Christian theology and ecclesial practice;
• to conduct a focussed, critically-constructive, and theologically responsible examination of a chosen area of possible change in contemporary Christian theology and practice.

• The ability to understand and deploy a range of methodological and substantive approaches in the pursuit of critical-constructive tradition-linked Christian theology;
• Skills in using critically a variety of fundamental and substantive theological concepts in the analysis of Christian theology and practice;
• The ability to understand, analyse, articulate and test the interrelationships between various Christian doctrinal understandings, on the one hand, and tradition-linked structures and practices of theological and ecclesial discernment and decision-making, on the other hand.

• Communicate complex information and arguments in a clear and orderly way;
• Understanding of a range of complex phenomena, both theological and cultural;
• Demonstrate a clear rationale for the choice of particular fundamental theological concepts and methodological approaches for the student's summative work;
• Problem posing and problem solving.

Modes of Teaching, Learning and Assessment and how these contribute to the learning outcomes of the module

• After an initial session introducing the module, its aims and objectives, key concepts and assessment requirements, all subsequent sessions will be in seminar format. Each session will be driven by the equivalent of two chapter/essay length published pieces which the students will be required to have read in advance and to take turns in presenting a formal response (‘review’). These seminar discussions will be the primary means of exemplifying and promoting student competence in both the conceptual understanding stated earlier as fundamental to the module and in the application of such understanding to particular aspects of contemporary Christian thought and practice.
• The formative assessment assignment (5,000 words) will be focussed upon promoting and assessing students' knowledge, understanding, and critical-constructive competencies in relation to one or more of the fundamental concepts at issue in the module in any given year of delivery by requiring first-hand analysis of relevant primary sources.
• The summative assessment assignment (5,000) will be focussed upon promoting and assessing the ability of students to apply, test, and refine their preferred understanding of such concepts as are mentioned above in the context of one specific area of possible development and/ or in contemporary Christian theology and practice (the specific area and title to be agreed with the module leader).

Teaching Methods and Learning Hours

Summative Assessment

Formative Assessment:

One 5,000 word essay

■ Students who do not attend monitored activities shown under Teaching Methods and Learning Hours, or who fail to complete the summative or formative assessment(s) specified above, may be subject to the Academic Progress procedures defined in the University's General Regulation V, and may be required to leave the University.