MODULE SPECIFICATION TEMPLATE
SECTION 1: MODULE SPECIFICATIONS
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The title of the module:
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The Department which will be responsible for management of the module:
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The Start Date of the Module:
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The cohort of students (onwards) to which the module will be applicable:
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The number of students expected to take the module: 40-50 (maximum quota 50)
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Modules to be withdrawn on the introduction of this proposed module and consultation with
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The level of the module (e.g. Certificate [C], Intermediate [I], Honours [H] or Postgraduate
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The number of credits which the module represents: 15 (7.5 ECTs)
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Which term(s) the module is to be taught in (or other teaching pattern): Term 1 or Term 2
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Prerequisite and co-requisite modules: None
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The programmes of study to which the module contributes: Religious Studies (BA) and Joint
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The intended subject specific learning outcomes and, as appropriate, their relationship to
Myths, Symbols and Mysteries in Judaeo-Christian tradition
Religious
Studies
September 2007
2007
onwards
other relevant Departments and Faculties regarding the withdrawal: None
[M]): I
Honours with Religious Studies (BA).
It may also be taken as a ‘wild’ module.
programme learning outcomes:
By the end of the module, students should have demonstrated:
(a) a reasonable level of ability and confidence in the identification and analysis of diverse
genres of religious narrative and visual expression in Judaeo-Christian tradition;
(b) an ability to discriminate between, and make appropriate use of, relevant primary and
secondary sources in the field of mythology and symbolism.
(c) skills appropriate to planning, researching and presenting a substantial dissertation project
on a topic within the general area of mythology and symbolism.
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The intended generic learning outcomes and, as appropriate, their relationship to programme
learning outcomes.
By the end of the module students should have:
(d) enhanced their oral skills through class presentations and discussions;
(e) acquired a range of transferable academic skills -- skills in argument and analysis, in the
clear and effective use of English, in word-processing, in the critical use of the Internet, in the
proper citation of sources, in bibliographic presentation, and in aesthetically pleasing textual
layout and visual illustration;
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A synopsis of the curriculum:
Focusing principally upon material from the Biblical and Christian traditions, this module has
two aims: on the one hand to introduce students to the rich mythic and symbolic inheritance
of the Biblical and Christian traditions, and on the other to assist novice students in
developing skills in research, writing and scholarly documentation. These aims are united in
the module’s principal written requirement: the production of a 4,000 word dissertation
project on an particular theme.
(a)
Introduction to the categories of myth, legend, hagiography, etc. as used in religious
studies in general and in Biblical and Christian studies in particular;
(b)
Introduction to the typology of signs, symbols, emblems, etc., as deployed in the study
of religious iconography and in particular that of Biblical and Christian iconography;
(c)
Introduction to the critical and comparative study of texts and images in context
(e.g.
the study of the Biblical flood narratives compared with other near eastern flood narratives);
(d)
Induction into methods of researching a specific topic, using both conventional library
resources and on-line resources;
(e)
Induction into methods of presenting and documenting scholarly work (e.g. quotation of
sources, citation of sources, bibliography, layout, etc.)
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Indicative Reading List
P. Avis, God and the creative imagination, London, 1999
R Alter, The art of Biblical narrative, New York, 1981
S. G. F. Brandon, Creation legends of the ancient Near East, London, 1963
N. Cohn, Noah’s flood: the Genesis story in western thought, London, 1996
A. Danielou, From shadows to reality: studies in the Biblical typology of the Fathers, London, 1960
F. Dillistone, Christianity and symbolism, London, 1955
A. Dundes, Sacred narrative: readings in the theory of myth, Berkeley, 1984
J. Dunne, City of the dead: a study in myth and mortality, 1974
P. C. Finney, The invisible God: the earliest Christians on art, Oxford, 1994
Ronald Hutton, The stations of the sun, Oxford, 1996
D. Jasper & S. Prickett, The Bible and literature: a reader, Oxford, 1999
R. M. Jensen, Understanding early Christian art, London, 2000
C. M. Kaffmann, Biblical imagery in medieval England, London, 2003
G. B. Ladner, God, cosmos and mankind: the world of early Christian symbolism, London, 1995
E R Leach, Genesis as myth: and other essays, London, 1969
P. Murray, A dictionary of Christian art, Oxford, 2001
R. A. Segal, Hero myths: a reader, Oxford, 2000
R. A. Segal, Myth: a very short introduction, Oxford, 2004
N. K. Sandars (trans), The epic of Gilgamesh, London, 1972
D. Sperber, Rethinking symbolism, Cambridge, 1975
K. Werner, Symbols in art and religion, London, 1990
Beth Williamson, Christian art: a very short introduction, Oxford, 2004
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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:
Weekly one-hour lecture and one-hour seminar (22 contact hours in total allowing for a reading week
mid-semester). The total number of study hours expected of students will be 10 per week, although
that figure should not be regarded as a maximum. As a proportion of time spent on the module, the
following is proposed:
Lectures 15%
Seminars 15%
Directed Learning 70%
Students achieve the learning outcomes through a balanced mixture of lectures and seminars. Lectures
will enable students to appreciate the range and variety of myth and symbolism in the JudaeoChristian tradition, and also to learn techniques for researching their dissertation topics (outcomes a
and c). Seminars will assist students develop analytical and critical skills in the study of texts and
visual images and to develop oral skills (outcomes b and d). Directed learning and individual and
small-group help-sessions will assist students in the planning and presentation of their dissertation
work (outcomes c and e).
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Assessment methods and how these relate to testing achievement of the intended learning
outcomes
Assessment will be 100% coursework, consist of the following:
60% dissertation project, 30% short essays, 10% seminar performance.
A dissertation project of 4000 words to be submitted in the first week of Term 2, counting for 60% of
overall coursework mark.
The assessment enables students to learn key skills (all outcomes) in a form that can be assessed
reliably by both internal and external examiners. All assignments are assessed using a template
which marks: understanding of topic and relevance of answer; structure of argument and organization;
critical ability and independence of thought; detailed information and accuracy; presentation and
clarity of expression, including spelling and grammar; appropriate use of sources, primary and
secondary; bibliography and references; and originality and creativity.
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Implications for learning resources, including staff, library, IT and space
The library is well stocked with books on the subjects covered by the module. The course will be
taught by Dr Peter Moore, who has had many years experience teaching Part I courses in this and
kindred areas, and also has a special interest in assisting students to develop their research and writing
skills.
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A statement confirming that, as far as can be reasonably anticipated, the curriculum,
learning and teaching methods and forms of assessment do not present any non-justifiable
disadvantage to students with disabilities
As far as can be reasonably anticipated, the curriculum, learning and teaching methods and forms of
assessment do not present any non-justifiable disadvantage to students with disabilities.
Statement by the Director of Learning and Teaching: "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"
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Director of Learning and Teaching
Date
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Print Name
Statement by the Head of Department: "I confirm that the Department has approved the
introduction of the module and, where the module is proposed by Departmental staff, will be
responsible for its resourcing"
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Head of Department
Date
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Print Name