UNIVERSITY OF KENT
MODULE SPECIFICATION TEMPLATE
SECTION 1: MODULE SPECIFICATIONS
1.
Title of the module
Cultures of Piety: Middle English Religious Literatures, 1280-1500
2.
School which will be responsible for management of the module
MEMS (MA)
3.
Start date of the module
Spring 2014
4.
The cohort of students (onwards) to which the module will be applicable
2013/14
5.
The number of students expected to take the module
6-10
6.
Modules to be withdrawn on the introduction of this proposed module and
consultation with other relevant Schools and Faculties regarding the withdrawal
N/A
7.
Level of the module (e.g. Certificate [C], Intermediate [I], Honours [H] or
Postgraduate [M])
M
8.
The number of credits which the module represents
30
9.
Which term(s) the module is to be taught in (or other teaching pattern)
Autumn or Spring
10. Prerequisite and co-requisite modules
N/A
11. The programme(s) of study to which the module contributes
MA MEMS
12. The intended subject specific learning outcomes and, as appropriate, their
relationship to programme learning outcomes
Students completing this module will have gained a nuanced appreciation of
some of the theological and cultural issues underpinning the production and
consumption of a range of English religious writings. Students will investigate
some of the historiographical biases in the representations of spiritual writing
in England, particularly pertaining to the use of the English language to
variously convey basic religious instruction, more complex theological
debates and deep, mystical self-reflection. Those taking the module will have
learned to synthesise a range of interdisciplinary perspectives on late
medieval religion, and have developed an awareness of the political
implications of the use of the vernacular for devotional purposes in late
medieval England.
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UNIVERSITY OF KENT
13. The intended generic learning outcomes and, as appropriate, their relationship to
programme learning outcomes
Students will have improved their ability to produce presentations, individually
and collaboratively; they will have put into practice and will enhance the
research skills they have acquired as part of their bibliographic, palaeographic
and codicological training in the MA’s core modules, MT866 and MT867.
Students taking this course will also have improved their close reading skills,
and their mastery of Middle English through broad exposure to some of the
various Englishes of the late Middle Ages.
14. A synopsis of the curriculum
This module explores the supposed renaissance in English devotional
writings after the pastoral initiatives of the Fourth Lateran Council of 1215.
Students will consider the validity of historiographical models of religious
change in this period, examining the emergence of pastoralia, ‘affective piety’
and of the so-called ‘vernacular theologies’ of the late fourteenth and fifteenth
centuries. Among the texts to be explored will be extracts from a number of
early fourteenth-century pastoral texts (such as Handlyng Synne and The
Northern Homily Cycle), from the late fourteenth century – the Showings of
Julian of Norwich, and, moving into the fifteenth century, Nicholas Love’s
Mirror, The Boke of Margery Kempe and a range of Wycliffite and other
‘suspect’ writings. The literature of religious belief will in turn be situated
against a range of manuscript case studies, critical readings, and theoretical
studies.
15. Indicative Reading List
The Book of Margery Kempe ed. Barry Windeatt (Brewer, 2004).
Jocelyn Wogan-Browne ed., The Idea of the Vernacular: An Anthology of
Middle English Literary Theory 1280-1520 (Exeter, 1999).
The Showings of Julian of Norwich ed. Denise Baker (Norton, 2005).
Selections From English Wycliffite Writings, ed. Ann Hudson (University of
Toronto Press, 1997)
Nicholas Watson, ‘Censorship and Cultural Change in Late Medieval
England: Vernacular Theology, the Oxford Translation Debate, and Arundel’s
Constitutions of 1409’, Speculum, 70. 4 (1995), 822-864.
16. 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 taught by ten weekly two-hour seminars; in these
seminars students will present regularly on their research findings as part of
group and individual research tasks. There will be some additional sessions to
look at microfilms of devotional manuscripts in the Special Collections library,
to watch films dealing with cenobitic life (eg. Philip Gröning’s Into Great
Silence) and to visit the National Gallery in London to view artistic renderings
of religious motifs and metaphors that are also found in devotional literature.
17. Assessment methods and how these relate to testing achievement of the
intended learning outcomes
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UNIVERSITY OF KENT
The module will be assessed through an essay developed in consultation with
the convenor (60%, 3,000 words); performance in research presentations
(20%, to be supported by a research diary); and a short essay (20%,1,500
words). The short essay to be submitted in week 7 is designed to allow the
convenor to gauge how well the students are engaging with module, and to
allow for pointed direction and feedback as they approach the larger essay.
The research diary (to be updated weekly) is intended to be an informal
reflection of the students’ responses to their reading, of their preparation for
both group and individual research tasks, and somewhere to record the
research questions which underlie their long essay.
Both the learning and teaching and assessment methods relate closely to the
intended learning outcomes. They will encourage student-centred exploration
and discussion of primary and secondary materials in both their assessed work
and in their seminar contributions. Students will be encouraged to develop their
collaborative research skills, and to work independently. Students will develop
their writing and ability to explain their ideas in informal presentations.
18. Implications for learning resources, including staff, library, IT and space
Much of the necessary primary and secondary reading will be contained in a
course booklet, and in books the students will be required to buy. It will be
necessary to order some supporting books into the library for the benefit of the
course, but these will generally be key collections which the library should ideally
have on its shelves, regardless. Among the useful works not currently in the
library is the 4 volume set ed. by V. O'Hara and S. Saul, A Repertorium of Middle
English Prose Sermons (Brepols, 2007).
19. 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.
20. Campus(es) where module will be delivered1
Canterbury
If the module is part of a programme in a Partner College or Validated
Institution, please complete the following:
21. Partner College/Validated Institution
22. University School (for cognate programmes) or Faculty (for non-cognate
programmes) responsible for the programme
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Required for information purposes only. Changes of campus will not require re-approval of the
module specification.
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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
………………………………………………….
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UNIVERSITY OF KENT
Print Name
…………………………………………………..
Post
………………………………………….
Partner College/Validated Institution
Module Specification Template
Last updated November 2011
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