UNIVERSITY OF KENT
Confirmation that this version of the module specification has been approved by the School
Learning and Teaching Committee:
………………12/01/2015…….(date)
MODULE SPECIFICATION
1.
Title of the module
SE589 Advanced Social Anthropology II: Religion and Cosmological Imagination
2.
School or partner institution which will be responsible for management of the
module
Anthropology and Conservation
3.
Start date of the module
January 2016 (Spring Term)
4.
The number of students expected to take the module
75-100
5.
Modules to be withdrawn on the introduction of this proposed module and consultation with other relevant Schools and Faculties regarding the withdrawal
N/A
6.
The level of the module (e.g. Certificate [C], Intermediate [I], Honours [H] or Postgraduate [M])
Honours (FHEQ level: 6)
7.
The number of credits and the ECTS value which the module represents
15 Credits
8.
Which term(s) the module is to be taught in (or other teaching pattern)
Spring
9.
Prerequisite and co-requisite modules
Pre-requisites For BA Social Anthropology: SE 301 Introduction to Social Anthropology or the equivalent in Social Sciences or Humanities; SE588 Advanced Anthropology I: Power and Economy and SE586 Ethnographies 1 (both Autumn term)
Co-requisites for BA Social Anthropology programmes: SE587 Ethnographies 2
(Spring term).
Pre-requisites for BSc Anthropology programme: SE 301 Introduction to Social Anthropology or the equivalent in Social Sciences or Humanities; SE 588 Advanced Social Anthropology 1 (Autumn term)
10. The programmes of study to which the module contributes
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BA in Social Anthropology and BA in Social Anthropology with a Year Abroad; BSc in Anthropology; BSc Anthropology with a year in Japan/year in Europe
The intended subject specific learning outcomes
On successful completion of this module, students should:
11.1 Be conversant with the main themes and trends of the anthropology of religion
11.2 have cultivated an in-depth critical understanding of the historical depth and
cultural diversity of a number of religious traditions, symbolic systems, rituals
and practices both inside and outside ‘Western’ and modern contexts, and at
regional, national and global levels
11.3 have acquired a critical understanding of the historical development of those
anthropological debates and theories
11.4 be able to apply anthropological insights to the ongoing transformations of
these traditions vis-à-vis colonial encounters, post-colonial settings, as well as
globalisation e.g. ritual and sacrifice; witchcraft and sorcery; secularisation and
fundamentalism; millennialism and conversion; and to develop awareness of
the strengths and limitations of these insights compared to other disciplinary
perspectives on social life, politics, economics and ideology
11.5 be knowledgeable about key theoretical contributions of the anthropology of religion to the wider discipline and their leading role in shaping wider anthropological debates and disciplinary reflexivity
11.6 be able to analyse and communicate their understanding of anthropological
texts in both written and spoken form
11.7 be able to construct coherent and logical arguments, particularly in written form,
which combine theoretical writings with the discussion of ethnographic data.
11. The intended generic learning outcomes
On successful completion of this module, students should have:
12.1
added confidence and competence in their analytical skills
12.2
an ability to express themselves in speech and in writing, and competence in
communication more generally
12.3
an ability to work with others to address questions and problems
12.4 an ability to synthesise the research of others and form a coherent argument
with it
12.5 research skills of their own with which to identify and locate appropriate
sources
12. A synopsis of the curriculum
This module is focused on a diverse range of approaches deployed by anthropologists
to the study of religion, and belief and symbolic systems. It introduces a range of anthropological insights to the ongoing transformations of religious traditions and belief
systems vis-à-vis colonial encounters, post-colonial settings, as well as globalisation.
The aim of the module is to familiarize students with the complex interactions between
lived religious practice, religious traditions, and the ways in which these are intertwined
with other domains of social life, politics, economics and ideology. The key topics covered in this module focus on ritual and sacrifice; witchcraft and sorcery; secularisation
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and fundamentalism; millennialism and conversion; cosmology and ideology; human
and non-human relationships; modes of religiosity, rationality and belief; mediation and
ethics. This module will develop students’ awareness of the strengths and limitations of
anthropological insights compared to other disciplinary perspectives on religion such as
theology, cognitive science or sociology.
13. Indicative Reading List
Abramson, A. and M. Holbraad eds. (2014) Framing Cosmologies: The Anthropology of
Worlds. Manchester: Manchester University Press.
Bloch, M. (1992) Prey Into Hunter: The Politics of Religious Experience. Cambridge: Cambridge University Press.
Bloch, M. (2012) Anthropology and the Cognitive Challenge. Cambridge: Cambridge University Press.
Bowie, F. (2006) The Anthropology of Religion: An Introduction. Oxford: Blackwell
Lambek, M. (ed.) 2001. A Reader in the Anthropology of Religion. Oxford: Blackwell.
Lambek, M. ed. (2013) A Companion to the Anthropology of Religion. Oxford: Blackwell.
Whitehouse, H. and J. Laidlaw eds. (2007) Religion, Anthropology, and Cognitive Science.
Durham: Carolina Academic Press.
14. 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
The teaching structure of the module is 12 1-hour lectures + 12 1-hour seminars = 24
contact hours per student, excluding meetings initiated by individual students.
For each seminar, students will be expected to devote 8 hours of independent study or
use of online module resources; 12 hours for the assessed essay; and 18 hours for the
final exam; totalling 150 hours’ study and writing devoted to the module including the 24
teaching contact hours. Contact-based learning will be supplemented by resources collected on a Moodle site for the module, and the screening of excerpts from ethnographic
films. The module thus combines structured lecture periods, semi-structured seminars,
and ample scope for individual exploration of the module’s subject matter, ensuring that
achievement of the learning outcomes is a collaborative product of the content and facilitation supplied by the lecturer and the initiative of individual students.
Table of subject and generic learning outcomes supported by these methods:
Teaching & Learning Method Subject Learning Outcomes
Generic Learning Outcomes
Lectures
11.1, 11.2, 11.3
12.1, 12.3, 12.5
Seminars
11.4, 11.5, 11.6, 11.7
12.2, 12.3, 12.4
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Student-lecturer meetings
11.5, 11.6
12.2, 12.3, 12.4, 12.5
Online resources (Moodle)
11.1, 11.2, 11.5
12.5
Independent study
11.1, 11.2, 11.4, 11.6, 11.7
12.1, 12.2, 12.5
15. Assessment methods and how these relate to testing achievement of the intended module learning outcomes
Assessment is by 50% coursework and 50% unseen examination (a 2 hour unseen examination, answering 2 from a total of 8 essay question). The coursework comprises:
contribution to seminar discussion that will be calculated according to a point-based system that will be explained at the beginning of the module (10%); one 15 minutes long
seminar presentation based on student’s selection from at least two key readings (10%);
one assessed essay of 1,500 words (30%). The subject matter of this module is based
on exploration, analysis and synthesis of a range of appropriate sources on the anthropology of religion, and is therefore best suited to assessment methods that evaluate and
reward individual research.
Table of subject and generic learning outcomes supported by these methods:
Assessment Method
Subject Learning Outcomes
Generic Learning Outcomes
Seminar Participation
11.4, 11.5, 11.6
12.1, 12.2, 12.3, 12.4
Assessed Essay
11.2, 11.3, 11.4, 11.5, 11.6,
11.7
12.1, 12.2, 12.3, 12.5
Final Exam
11.1, 11.4, 11.5, 11.6, 11.7
12.2, 12.3, 12.5
16. Implications for learning resources, including staff, library, IT and space
N/A
17. 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.
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18. Campus(es) or Centre(s) where module will be delivered:
Canterbury
21. University School responsible for the programme:
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