UNIVERSITY OF KENT
MODULE SPECIFICATION TEMPLATE
SECTION 1: MODULE SPECIFICATIONS
1.
Title of the module
Religion and European Thought (Paris)
2.
School or partner institution which will be responsible for management of the module
SECL, Paris Campus.
3.
Start date of the module
September 2014
4.
The number of students expected to take the module
10-20
5.
Modules to be withdrawn on the introduction of this proposed module and consultation with
other relevant Schools and Faculties regarding the withdrawal
None
6.
The level of the module
M
7.
The number of credits and the ECTS value which the module represents
30 credits (15 ECTS)
8.
Which term(s) the module is to be taught in (or other teaching pattern)
Spring
9.
Prerequisite and co-requisite modules
None.
10. The programmes of study to which the module contributes
MA in Religion. This is the core module for students taking the MA in Religion (Paris).
11. The intended subject specific learning outcomes
On successful completion of this module students will have:
11.1
Demonstrated a critical awareness of the formation of the category “religion” in relation to
other disciplines and cultural spheres constituting European cultural and critical theory (e.g.,
philosophy, literary theory, aesthetics, museum cultures, political theory, psychoanalysis,
theories of globalisation or capitalism).
11.2
Developed a nuanced knowledge and understanding of how, why, and with what
consequences the category of ‘religion’ has functioned in the invention of European “critical”
thought (for example, the invention of critique and philosophy.
11.3
Displayed a comprehensive knowledge and understanding of major ‘inventors’ of, and classic
works constituting French secularism, post-secularism, and the “return of the religious” within
the European intellectual tradition.
1
UNIVERSITY OF KENT
11.4
Critically analysed the political, social, and institutional role of non-European religion in the
formation of modern and contemporary European views on culture, politics, and religion.
11.5
Demonstrated the ability to situate one’s own specialist area (e.g. Hindu Studies, Biblical
Studies) in relation to the genealogies and questions mapped in this course.
12. The intended generic learning outcomes
On successful completion of this module students will have:
12.1 Shown autonomy and self-direction in a) designing and implementing projects and b)
decisions about how to apply the wider histories of the discipline to the student’s particular
area of study (the exercise of personal initiative and responsibility)
12.2 Analysed competing arguments at an advanced level, and to take positions and to explain
and justify those positions (decision-making in complex and unpredictable situations)
12.3 Demonstrated the ability to look at diverse data and to create meaningful larger narratives of
the history of ideas, culture, or politics. Collectively and individually, students will be asked to
make new stories and, new genealogies of religion in relation to foundational modern
concepts (decision-making in complex and unpredictable situations; synthesising data)
13. A synopsis of the curriculum
In recent decades European intellectual culture has seen a turn towards the post-secular, the postcritical, the “return” of religion, or, as Claude Lefort described it “the permanency of the theologicopolitical”. Such gestures invite a rethinking of the political, social, and intellectual role of “religion”
in the recent history of European thought. Such reworking intimately affects the understanding of
Europe within a scene of global political and economic development, European traditions of
philosophy, concepts of political autonomy; its critical theories of culture and economy, links
between the idea of Europe and democratic political foundations; and the nature of artistic, social,
and psychological exploration. This course creates capacities to interact with and to intervene in
these important and on-going cultural discussions by developing new maps of “religion” as a
central preoccupation in the formation of European intellectual identity, with a strong focus on Paris
and the history of religion in “French theory” (e.g the works of Badiou, Benslama, Derrida and
Foucault).
14. Indicative Reading List











Alain Badiou. The Incident at Antioch, New York: Columbia University Press, 2013.
Fethi Benslama. Psychoanalysis and the Challenge of Islam, Minneapolis: University of
Minnesota Press, 2009.
Dipesh Chakrabarty. Provincializing Europe: Postcolonial Thought and Historical Difference,
Princeton NJ: Princeton University Press, 2000.
Jacques Derrida. Acts of Religion, London: Routledge, 2002.
Michel Foucault & Jeremy Carrette (ed.). Religion and Culture, New York: Routledge, 1999.
Marcel Gauchet. The Disenchantment of the World: a Political History of Religion, Princeton
NJ: Princeton University Press, 1997.
Julia Kristeva. This Incredible Need to Believe, New York: Columbia University Press, 2009.
Claude Lefort. Democracy and Political Theory, Cambridge: Polity Press, 1988.
Tomoko Masuzawa, The Invention of World Religions, or How European Universalism was
Preserved in the Language of Pluralism, Chicago: University of Chicago Press, 2005.
Hent de Vries. Political Theologies: Public Religions in a Post-Secular World, New York:
Fordham University Press, 2006.
Slavoj Zizek. The Fragile Absolute, or, Why is the Christian Legacy Worth Fighting For?,
London: Verso, 2nd edn 2009.
2
UNIVERSITY OF KENT
15. Learning and Teaching Methods, including the nature and number of contact hours and the
total study hours which will be expected of students, and how these relate to achievement of
the intended module learning outcomes
Contact hours: 20 contact hours, typically delivered as 2 hour combined seminar/lecture sessions for
10 weeks (with 2 additional reading weeks)
In addition each student will come for at least one personal meeting during designated postgraduate
office hours.
Each two hour session will be a combination of lecture and seminar (student-led group discussion).
Total Contact Hours: 20
Number of study hours: 300
These learning and teaching methods will address Learning Outcomes: 11.1-5 and 12.1-3
16. Assessment methods and how these relate to testing achievement of the intended module
learning outcomes
100% Coursework
One essay of 5000 words. Students are to form their own titles and bibliographies in consultation
with the class tutor. The long essay will address learning outcomes 11.1-5 and 12.1-3.
17. Implications for learning resources, including staff, library, IT and space
Some additional texts will need to be purchased through the library. Staff from the UKC campus will
deliver the module in Paris.
18. The School recognises and has embedded the expectations of current disability equality
legislation, and supports students with a declared disability or special educational need in its
teaching. Within this module we will make reasonable adjustments wherever necessary,
including additional or substitute materials, teaching modes or assessment methods for
students who have declared and discussed their learning support needs. Arrangements for
students with declared disabilities will be made on an individual basis, in consultation with
the University’s disability/dyslexia support service, and specialist support will be provided
where needed.
19. Campus(es) where module will be delivered:
SECL Paris campus
3
UNIVERSITY OF KENT
SECTION 2: MODULE IS PART OF A PROGRAMME OF STUDY IN A UNIVERSITY SCHOOL
Statement by the School Director of Learning and Teaching/School Director of Graduate Studies
(as appropriate): "I confirm I have been consulted on the above module proposal and have given advice
on the correct procedures and required content of module proposals"
................................................................
..............................................
Director of Learning and Teaching/Director of
Graduate Studies (delete as applicable)
Date
…………………………………………………
Print Name
Statement by the Head of School: "I confirm that the School has approved the introduction of the
module and, where the module is proposed by School staff, will be responsible for its resourcing"
.................................................................
..............................................
Head of School
Date
…………………………………………………….
Print Name
SECTION 3: MODULE IS PART OF A PROGRAMME IN A PARTNER COLLEGE OR VALIDATED
INSTITUTION
(Where the module is proposed by a Partner College/Validated Institution)
Statement by the Nominated Officer of the College/Validated Institution (delete as applicable): "I
confirm that the College/Validated Institution (delete as applicable) has approved the introduction of the
module and will be responsible for its resourcing"
.................................................................
..............................................
Nominated Responsible Officer of Partner
College/Validated Institution
Date
………………………………………………….
Print Name
…………………………………………………..
Post
………………………………………….
Partner College/Validated Institution
4
UNIVERSITY OF KENT
Module Specification Template
Last updated February 2013
5