UNIVERSITY OF KENT
Confirmation that this version of the module specification has been approved by the School
Learning and Teaching Committee:
……………1st August 2014…………….(date)
MODULE SPECIFICATION
1.
Title of the module
Sociology of Religion (TH608-TH558)
2.
School or partner institution which will be responsible for management of the module
SECL (Religious Studies)
3.
Start date of the module
Revised for Sept 2014
4.
The number of students expected to take the module
20-30.
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Modules to be withdrawn on the introduction of this proposed module and consultation with other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:
TH608: I TH558: H
7.
The number of credits and the ECTS value which the module represents
30 (ECTS 15)
8.
Which term(s) the module is to be taught in (or other teaching pattern)
Autumn or Spring
9.
Prerequisite and co-requisite modules
None
10. The programmes of study to which the module contributes
Religious Studies SH and JH. Also available as a wild module
11. The intended subject specific learning outcomes
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UNIVERSITY OF KENT
By the end of the module, students will be expected to
Level I:
1) demonstrate an understanding of the nature of sociology as a discipline
2) demonstrate a critical appreciation of key sociological concepts and debates (e.g. in
relation to structure and agency)
3) analyse how religious life may be shaped in relation to social structures and processes
such as secularization, individualization, gender and class.
4) write a case study which successfully draws together clear descriptions of human
experience, contexts, and practices with relevant sociological concepts and frameworks
5) critically analyse strengths and weaknesses in different interpretations of the relationship
between religion and the social and cultural contexts of modernity
Level H:
1) situate their understanding of the discipline of sociology in the context of other
disciplines relevant to the study of religion
2) make use of their critical understanding of key sociological concepts and debates (e.g.
structure and agency) to analyse issues relevant to lived religion
3) critically evaluate how religious life may be shaped through the intersection of a range of
social structures and processes.
4) write a case study which imaginatively weaves together an account of a person’s context,
experience, relationships and practices with relevant sociological concepts and
frameworks in ways that illuminate both the empirical data and the concepts.
5) critically evaluate the value and limitations of different theoretical accounts of the
relationship between religion and the social and cultural contexts of modernity, including
demonstrating a sensitive awareness of areas in which theoretical explanations are
relatively underdeveloped or unconvincing
12. The intended generic learning outcomes
Level I:
1) undertake fieldwork research in a sensitive and empathic way which demonstrates an
understanding of core principles of ethical research
2) undertake a proactive approach to searching for relevant academic literature in relation to
the particular social contexts, structures or processes they are discussing
3) identify relevant secondary data from non-academic sources which may help to set their
case study in context
Level H:
1) undertake fieldwork research in an imaginative, sensitive and empathic way appropriate to
the individual research participant in a way which demonstrates the ability to understand
and practice core principles of ethical research
2) demonstrate a high level of initiative and autonomy in searching for advanced literature
and other sources in relation to the social contexts, structures or processes they are
discussing
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UNIVERSITY OF KENT
3) make active and effective use of secondary data from non-academic sources to situate
and interpret their case study in a wider social context
13. A synopsis of the curriculum
The aim of this module is to enable students to think sociologically about religious life.
Whilst addressing key debates within the sociology of religion (e.g. secularization,
subjectivization), it seeks to introduce students to core concepts and methods in
sociology that will enable them to understand religious life in terms of broader social
structures and processes. Examples of issues covered in the module include: the nature
of sociology as a discipline, macro and micro levels of analysis, the agency/structure
debate and the nature of social structure, individualization, and sociological perspectives
on gender, class, emotion, materiality and belief. The significance of intersectionality
between different social structures will also be discussed, and useful sources of
secondary data (e.g. BRIN) will be explored. The central assessment task for the module –
a case study presenting the sociological analysis of the nature and place of religion in a
particular individual’s life – brings these theoretical and methodological approaches
together into a micro-level analysis of lived religion in a way that is informed by broader
social and cultural structures. Examples of good writing in this style of sociological
research are presented and explored through the module.
14. Indicative Reading List
Clarke, P. (2011) The Oxford Handbook of the Sociology of Religion. Oxford: Oxford
University Press.
Davie, G. (2007) The Sociology of Religion. Cambridge: Polity.
Fenn, R. (2003) The Blackwell Companion to the Sociology of Religion. Oxford:
Blackwell.
Furseth, I. & Repstad, P. (2006) An Introduction to the Sociology of Religion. Aldershot:
Ashgate.
Giddens, A. (2009) Sociology. Cambridge: Polity.
Hamilton, M. (1995) The Sociology of Religion: Theoretical and Comparative
Perspectives. London: Routledge.
(ed.) Hinnells, J. (2010) The Routledge Companion to the Study of Religion. 2nd edition.
London: Routledge.
Lynch, G. Mitchell, J. & Strhan, A. (2011) Religion, Media and Culture: A Reader.
London: Routledge.
Orsi, R. (2005) Between Heaven and Earth. Princeton, NJ: Princeton University Press.
Riis, O. & Woodhead, L. (2010) A Sociology of Religious Emotion. Oxford: Oxford
University Press.
Turner, B. (2010) The New Blackwell Companion to the Study of Religion. Chichester:
John Wiley.
(eds.) Woodhead, L. & Heelas, P. (2000) Religion in Modern Times. Oxford: Blackwell.
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
learning outcomes
The module will be delivered through 10 one-hour lectures and 10 two-hour seminars.
Total Contact hours: 30
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UNIVERSITY OF KENT
Total study hours: 300
 Lecture (this will address learning outcomes 11.1-11.3 and 11.5 at both I and H level)
 Seminar/workshop focused around set readings and relevance of these for the student’s
case study (this will address learning outcomes 11.1-11.5 at both I and H level, and 12.112.3 at both I and H level)
 Guided independent reading (this will address learning outcomes 11.1-5 at both I and H
level)
16. Assessment methods and how these relate to testing achievement of the intended learning
outcomes
Assessment for the module will be through a 5000 word written case study (75%) and a 2000
word essay (25%). The weighting and overall load of these assessment tasks has been
adjusted to take into account that the 5000 word case study involves more independent
research and writing time because of the need to identify and negotiate with an appropriate
research participant, collect data and then interpret this in relation to relevant sociological
literature. The 5000 word case study will assess learning outcomes 11.2-11.4 and 12.1-12.3 at
both Levels I and H. The 2000 word essay will assess learning outcomes 11.1 and 11.5 at both
Levels I and H.
In the 5000 word case study, students will be required to write a case study offering a
sociological analysis of the nature and significance of religion in a person’s life based on
original interview and observational research that they have undertaken. At Level I, students
will be asked to identify specific social structures that have a bearing on this individual’s
religious life. At Level H, students will be required to demonstrate a greater appreciation of
the significance of the intersection between different social structures for that individual’s
religious life. In the 2000 word essay, students will be set a question that will require them to
reflect on key aims and methods within the sociology of religion (Level I) or the relevance of a
specific theoretical concept (e.g. social structure) for the sociological study of religion (Level
H). The differentiation of these essays questions for Level I and H will reflect the different
levels of attainment necessary to achieve learning outcomes 11.1 and 11.5 at I and H level.
17. Implications for learning resources, including staff, library, IT and space
None
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/Collaborative Partner’s disability/dyslexia support service, and specialist
support will be provided where needed.
19. Campus(es) where module will be delivered:
Canterbury
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