Durham University
Undergraduate
Theology and Ministry
Courses
in partnership with
Cranmer Hall
St John’s College, Durham
Lindisfarne
Regional Training Partnership
The Wesley Study Centre
St John’s College, Durham
HANDBOOK OF MODULE
DESCRIPTORS
2013—2014
INTRODUCTION
Contact Us
For more information about studying Theology and Ministry at Cranmer Hall, the Wesley
Study Centre or Lindisfarne, or for an application form, please contact us:
Cranmer Hall
Office Manager
Cranmer Hall
St. John’s College
Durham DH1 3RJ
0191 334 3894
V.E.Strickland@durham.ac.uk
http://www.cranmerhall.com
Wesley Study Centre
The Administrator
Wesley Study Centre
St. John’s College
Durham DH1 3RJ
0191 334 3850
P.A.Bissell@durham.ac.uk
http://www.cranmerhall.com
Lindisfarne
The Director of Studies
Revd Dr David Bryan
Church House
St John’s Terrace
North Shields
NE29 6HS
0191 270 4150
davidbryan@lindisfarnertp.org
2
INTRODUCTION
Welcome to Theology and Ministry
about this
booklet
our aim
what you
will learn
flexibility
contents
This booklet gives you information about the undergraduate courses and
modules in Theology and Ministry offered at Cranmer Hall, Lindisfarne, and
the Wesley Study Centre. It should help you choose which course is right for
you, and give you information to help you select the modules you will take.
The Theology and Ministry courses aim to provide an integrated vocational
training for ordained and lay ministry in which theology informs ministerial
practice and practice informs theology.
The courses in Theology and Ministry give you the opportunity to:

learn how to understand, interpret the Bible, and be able to integrate it
with your theology and practice

become familiar with the shape of Christian history and doctrine, learn
how to engage in theological study, and how to lead worship

be introduced to the riches of the Christian spiritual tradition, grow in
your understanding of prayer, and learn skills required for the
formation of Church life, such as preaching, teaching, and pastoral care

engage with the questions of Christian faith in the world: the theology
of mission, and evangelism; issues raised by sociology and psychology;
other world faiths; life in the inner city; discrimination and power, and
the integration of ethics with biblical and theological study.
The modular structure of the Theology and Ministry courses allows you, in
consultation with staff, to select courses that fit best with your prior learning
and experience, and the time you have available for study.
In the following pages, you will find:
Choosing your course
Choosing your modules
Module details
2
INTRODUCTION
Choosing your course
courses
entry year
continuing
study
part-time
study
There are three undergraduate courses on offer in the Theology and
Ministry programme: the Certificate, the Diploma, and the BA Hons Degree.
The Certificate requires one year of full-time study, the Diploma two years,
and the Degree three years.
If you can show that you have already completed the equivalent of the
learning in Level 1 through prior learning and experience, you may be able to
enter directly into the second year of the Degree.
It is possible to continue from the shorter courses to the longer ones. So
after completing the requirements for the Certificate you can study for an
additional full-time year to gain the Diploma, and after completing the
Diploma you can continue studying for another year to satisfy the
requirements for the Degree.
The Certificate and the Diploma may be taken part-time; the Certificate over
two or three years, and the diploma over two, three, four or six years. You
can also take a course converting the Diploma to the Degree part-time, over
two or three years.
Choosing your modules
credits
levels
For each year of full-time study you need to take courses that will earn you
120 credits. If you are studying part-time, you must earn 40, 60, or 80 credits
in each year of study, depending on the length of your course. Some modules
are worth 20 credits, others are worth 10. The Dissertation in Level 3
(THMN3132) is worth 40.
The modules are divided into three levels. Normally, you take Level 1 modules
in your first (full-time equivalent) year of study, Level 2 modules in your
second (full-time equivalent) year, and Level 3 modules in your third (full-time
equivalent) year.
However, you can opt to take up to 40 credits (out of 120) from modules in
the level immediately below the one you are currently in. For example, at
Level 2 you could opt to take up to 40 Level 1 credits.
choosing
modules
3
Your choice of modules will be restricted in different ways depending on
whether you are an independent student or a student training for ministry.
Students for authorised church ministry must normally take modules related
to each of three key learning outcomes each year (see table below), but this is
not a programme requirement and so does not affect independent students.
Additional denominational requirements may apply to students in training for
authorized church ministry.
INTRODUCTION
Modules arranged by principal learning outcomes
Level 1
Knowledge &
Understanding
 Introduction to Old &
New Testaments
 Introduction to
Christian Tradition
 New Testament Greek
 Biblical Hebrew
 Introduction to Church
History
 Methodism
 Introduction to
Studying Theology
 Introduction to the
Interpretation of
Biblical Texts
Spiritual &
Ministerial
Formation
 Formational Theology
1: Ordained Ministry
Today
 Christian Spirituality
 Sexuality, Gender and
Christian Ministry
 Christian Worship
 Reader Ministry Today
 Ministry in Secular
Employment
 Diaconal Studies





Ministerial Skills



Individual study
modules
4
Practical Theology 1
Mission
Preaching 1
Preaching and
Presentation
Initial Supervised
Pastoral Placement
Mission Studies Block
Theology and Pastoral
Care
Introduction to
Leading Worship and
Preaching
 Literature Review
Level 2
Level 3
 OT Texts
 NT Texts
 Liturgies of Initiation
and Eucharist
 Themes in Church
History
 Ethics
 Systematics
 Methodism
 Anglicanism
 God and Philosophy
 Christianity & Other
Faiths
 Themes in Christian
Doctrine
 The Bible in Christian
Ministry
 Systematics Texts
 History & Philosophy
of Science
 Jewish Christian
Relations
 Church & Ministry in
Ecumenical Setting
 Selected Questions in
Ethics
 Anglicanism
 Christianity & Other
Faiths
 Imagining Jesus
 Formational Theology 2:
Christian Leadership
 Reader Ministry
 Contemporary Issues
in Methodist
Ecclesiology & Practice
 Church and Ministry in
Ecumenical Setting
 Practical Theology 2
 Preaching2
 Preaching and
Apologetics
 Supervised Pastoral
Placement
 Christian Education
 Death & Dying
 Mission Studies Block
 Mission
 Pastoral Experience &
Reflection
 Reflection on Ministerial
Practice
 Issues in Pastoral
Ministry
 Practical Theology 3
 Supervised Pastoral
Placement
 Preaching in Pastoral
Context
 Special Study
 Dissertation
 Short Dissertation
Module details
about the
module
details
A detailed description of each module is given below. The title of the
module is followed by the Level of the module and the number of credits
that it carries. The aim is a general statement of what the module will
achieve, the Learning Outcomes list more specific goals, and the content
provides an overview of the module syllabus. The indicative bibliography is a
brief selection of representative books used in the course.
Please note that we reserve the right not to offer undergraduate modules if
there are fewer than 10 students enrolled in them.
Module index
LEVEL 1
Introduction to the Old and New Testaments
Introduction to the Christian Tradition
Diaconal Studies
Mission
Sexuality, Gender and Christian Ministry
Practical Theology
Christian Worship
New Testament Greek
Biblical Hebrew
Christian Spirituality
Formational Theology: Ordained Ministry Today
Initial Supervised Pastoral Placement
Preaching & Presentation
Methodism
Literature Review
Reader Ministry Today
Ministry in Secular Employment
Mission Studies Block
Introduction to Church History
Theology & Pastoral Care
Preaching Placement and Portfolio
Christian Perspectives on Contemporary Issues
Introduction to Leading Worship and Preaching
Living Faith
Introduction to Studying Theology
Introduction to the Interpretation of Biblical Texts
Preaching Level 1: An Introduction to Preaching
in the Contemporary World
5
CODE
THMN1011
THMN1021
THMN1037
THMN1061
THMN1081
THMN1091
THMN1107
THMN1117
THMN1127
THMN1137
THMN1147
THMN1157
THMN1167
THMN1177
THMN1187
THMN1197
THMN1207
THMN1217
THMN1227
THMN1237
THMN1261
THMN1277
THMN1287
THMN1307
THMN1327
THMN1337
THMN1341
PAGE
7
8
9
10
11
12
13
14
15
16
18
19
20
21
22
23
24
25
26
27
28
30
32
34
36
37
39
LEVEL 2
Old Testament Texts: Prophets, Psalms and Wisdom
New Testament Texts: Johannine and Pauline Literature
Systematic Theology
Death & Dying
Practical Theology
Mission
Themes in Church History
Liturgies of Initiation & Eucharist
Formational Theology: Leadership & Ministry
Christian Education
Supervised Pastoral Placement
Mission Studies Block
God and Philosophy
Special Study
Methodism
Christian Ethics
Anglicanism
Preaching & Apologetics
Christianity & Other Faiths
Reader Ministry
Pastoral Experience & Reflection
Pastoral Experience & Reflection (same module repeated)
Themes in Christian Doctrine
Pioneer Ministry and Fresh Expressions
Reflection on Ministerial Practice
Preaching Level 2: Developing a Preaching Ministry
in the Contemporary World
CODE
THMN2011
THMN2021
THMN2031
THMN2041
THMN2057
THMN2061
THMN2077
THMN2087
THMN2097
THMN2107
THMN2117
THMN2127
THMN2137
THMN2157
THMN2167
THMN2177
THMN2187
THMN2197
THMN2207
THMN2217
THMN2227
THMN2237
THMN2257
THMN2291
THMN2337
THMN2341
PAGE
41
42
43
45
46
47
48
49
50
51
52
53
54
55
56
57
58
59
60
61
62
62
63
64
66
68
LEVEL 3
The Bible in Christian Ministry
Church and Ministry in an Ecumenical Setting
Issues in Pastoral Ministry
Selected Questions in Ethics
Anglicanism
History and Philosophy of Science
Contemporary Issues in Methodist Ecclesiology & Practice
Practical Theology
Historical and Contemporary Systematics Texts
Dissertation
Short Dissertation
Jewish Christian Relations
Christianity and Other Faiths
Supervised Pastoral Placement
Preaching in Pastoral Context
Imagining Jesus
Conflict Transformation in the Church
CODE
THMN3011
THMN3021
THMN3037
THMN3047
THMN3067
THMN3077
THMN3101
THMN3117
THMN3121
THMN3132
THMN3141
THMN3157
THMN3167
THMN3177
THMN3187
THMN3197
THMN3207
PAGE
70
72
73
74
75
76
77
78
79
81
82
83
84
85
86
87
89

6
This symbol, where present in module Bibliographies, indicates the book(s) which
tutors suggest would be suitable for purchase by students.
LEVEL 1 MODULES
Level 1 Modules
THMN1011 Introduction to the Old & New Testaments
Running in 2013-14 at Lindisfarne and St John’s.
Level
1
Credits
20
Aims
To enable students to read, understand, enjoy and communicate the Old and New
Testaments by studying key texts.
To explore the place and use of the Old and New Testaments in the mission and ministry of
the church today.
Learning Outcomes
By the end of the course the student will be able to:
• Give an account of different interpretive approaches to the Old & New Testaments
• Give an indication of how Israel understood her scriptures, especially Genesis-Deuteronomy
• Compare and evaluate historical-critical, literary and theological approaches to the
Pentateuch and the history books
• Situate major elements of Genesis-2 Kings in their historical and literary contexts
• Demonstrate the value of different interpretive approaches for the study of the Synoptic
Gospels and the life and mission of Jesus
• Integrate critical scholarship with spiritual, pastoral and homiletical concerns
Content
Different interpretive approaches to the Old Testament
Introduction to the Pentateuch
Focus on Genesis
Exodus and the David-story: study of selected texts
The historical Jesus debate
Historical-critical methods in New Testament study
Contemporary approaches to New Testament interpretation
Special reference to Mark's Gospel and its theological themes
Indicative
bibliography
Old Testament:
Barton, J., & J. Bowden, The Original Story: God, Israel and the World (London: DLT,
2004).
Birch, B., W. Brueggemann, T.E. Fretheim & D.L. Petersen, A Theological Introduction
to the Old Testament (Nashville: Abingdon, 2nd ed., 2005).
Brueggemann, W., An Introduction to the Old Testament: The Canon and Christian
Imagination (Louisville: Westminster John Knox Press, 2003).

Kaminsky J.S. and J.N. Lohr, The Torah (Oxford: Oneworld, 2011).
Moberly, R.W.L., The Old Testament of the Old Testament (OBT, Minneapolis:
Fortress, 1992).
Satterthwaite, P., & G. McConville, Exploring the Old Testament Vol 2 - The Histories
(London: SPCK, 2007).
New Testament:
Boxall, Ian, New Testament Interpretation (Norwich: SCM Press, 2007).
-----, The Books of the New Testament (Norwich: SCM Press, 2007).
Powell, Mark Allan, The Jesus Debate: Modern Historians Investigate the Life of
Christ (Oxford: Lion, 1998).

Throckmorton, B.S., Gospel Parallels: A Comparison of the Synoptic Gospels
(Nashville: Thomas Nelson, 1995, NRSV)
Wright, N.T., The New Testament and the People of God (London: SPCK, 1992).
-----, Jesus and the Victory of God (London: SPCK, 1996).
Plus commentaries and studies on set texts as recommended in class.
Teaching methods
Lectures & Seminars, 28 hours contact time.
Formative
assessment
1500 word essay
Summative
assessment
2500 word essay on Old Testament (50%)
2500 word essay on New Testament (50%)
7
LEVEL 1 MODULES
THMN1021 Introduction to the Christian Tradition
Running in 2013-14 at St John’s.
Level
1
Credits
20
Aims
To enable students to understand and appreciate the historical processes and contexts
(social, political, economic, cultural and intellectual) by which and in which the Christian
Church grew and developed.
To enable students to understand the development of Christian doctrine in relation to these
processes and contexts.
Learning Outcomes
By the end of the module student will be able to demonstrate:
• an awareness of the chief movements, personalities and events which have shaped the
history of the Church
• an awareness of key themes in Christian theology and the influence of social and historical
context in their development
• an awareness of the use and possible abuse of evidence in developing a historical
understanding
• an understanding of sources, method and language in the articulation of theological
understanding
• an appreciation of the significance of the historical reality of the Church for theological
reflection and current action
• an increased understanding of their own tradition and those of other Christians
Content
The history of the Church from the Apostolic Age including:
• introduction to historiography and theological reflection on church history
• the growth of the early Church in the context of Judaism, Classical Culture and the Roman
Empire
• an introduction to the development of doctrine and the formation of the Creeds
• the growth of monasticism
• spirituality and theology of the Medieval Church
• European Reformations, Protestant and Catholic
• the development of the Modern World and its impact on the Church and its theology
• ecclesial and theological responses to modernity
Indicative
bibliography



Teaching methods
Anderson, W. & R. Diessen, A Journey through Christian Theology (Minneapolis:
Fortress Press 2000).
Comby, J., How to read Church History (vol 1 1985)
Comby, J. and D. MacCulloch, How to Read Church History (vol 2 1989).
Grass T., Modern Church History (2008).
Hamilton B., Religion in the Medieval West, 2nd.ed. (2003).
Lloyd M., Café Theology (2005).
McGrath A., Reformation Thought: an Introduction, 4th ed. (2012).
McIntosh, Mark A., Divine Teaching (Oxford: Blackwell, 2008).
Migliore, D. L., Faith Seeking Understanding (Grand Rapids, Michigan: Eerdmans,
1991).
Ramsey B., Beginning to Read the Fathers (1993)
Lectures & Seminars, 28 hours contact time
Formative assessment 1500 word essay
Summative
assessment
8
2 x 2000 word essays
LEVEL 1 MODULES
THMN1037 Diaconal Studies
Running in 2013-14 at St John’s.
Level
1
Credits
10
Aims
To explore diaconal ministry with particular reference to permanent diaconate and
Methodist Diaconal ministry
Learning Outcomes
By the end of the module students will be able to:
• demonstrate a basic familiarity with understandings of diaconal ministry in the Bible,
Christian history and the contemporary Church
• show an understanding of how ordained diaconal ministry relates to contemporary society
in 21st Century Britain in the context of mission
• identify and evaluate current debates on the person, role and work of a deacon in
Methodist Church and Church of England including the place of a religious order
• outline a vision for their own ministry within the contemporary church.
Content
History of the Diaconate: the Order in Methodist history
History of the Diaconate: other traditions and patterns
Religious Orders and the Rule of Life
Community ministry and worship
Community ministry and education; the support of the dispersed church
The Diaconate, pioneer ministry and fresh expressions
Leadership and team work in diaconal ministry
Indicative
bibliography
Aitchison, Ronnie, The Ministry of a Deacon (London: Epworth, 2003).
Ballard, P. & L. Husselbee, Ministry and Community - an introduction to community
development in a Christian setting (London: SPCK, 2007).
Clark, D., Breaking the Mould of Christendom (Peterborough: Epworth, 2005).
Collins, J.N., Deacons and the Church (Leominster: Gracewing, 2002).
Graham, E.D., Saved to Serve. The Story of the Wesley Deaconess Order 1890-1978
(Peterborough: MPH, 2002).
Morisy, Ann, Journeying Out (London and New York: Morehouse, 2004).
What is a Deacon? Report to Methodist Conference (Methodist Conference, 2004).
Teaching methods
Lectures, seminars and tutorials, 14 hours contact time
Formative
assessment
Written feedback will be given on seminar leadership and proposals.
Summative
assessment
2500 word essay
9
LEVEL 1 MODULES
THMN1061 Mission
Running in 2013-14 at St John’s and Lindisfarne.
Level
1
Credits
20
Aims
To build foundations for a theology of mission from the Bible, theology and church history. To
develop a coherent and practical understanding of evangelism in the context of local church
ministry.
Learning Outcomes On successful completion of this module, students will be able to:
• demonstrate an understanding of the Biblical, theological and historical roots of
contemporary mission.
• demonstrate an understanding of a variety of approaches to evangelism.
• reflect critically on an experience of faith sharing in the context of local church mission.
• describe the benefits and challenges of collaborative ministry related to mission.
Content
Indicative
bibliography
1. What is Mission?
2. Biblical models of mission
3. Learning from history
4. Contemporary issues in mission
5. Missio Dei and the Kingdom of God
6. Overview of issues and context of Evangelism in Britain today
7. The journey of faith: finding a metaphor for evangelism
8. Contact and encounter: getting going in evangelism
9. The work of the Spirit in evangelism
10. Hard questions about evangelism
11. Encouraging continuing discipleship
12. Evangelism in the life of the church


Abraham, William, The Logic of Evangelism (London: Hodder & Stoughton, 1989).
Bosch, David, Transforming Mission (New York: Orbis, 1991).
Kirk, Andrew, What is Mission? (London: DLT, 1999).
Church of England Mission and Public Affairs Council, Mission-shaped Church
(London: Church House Publishing, 2004).
Morisy, Ann, Beyond the Good Samaritan (London: Chapman, 2007).
Nazir-Ali, M., From Everywhere to Everywhere (London: Collins, 1990).
Spencer, Stephen, SCM Study Guide to Mission (London: SCM).
Standing, Roger, ‘As a Fire by Burning’ (London: SCM, 2013).
Teaching methods
Lecture/seminar sessions, 28 hours contact time; weekend group placement
Formative
assessment
1000 word essay
Summative
assessment
30 min. group presentation followed by 10 min. conversation, with each group member
receiving same mark (25%); 3000 word essay (75%)
10
LEVEL 1 MODULES
THMN1081 Sexuality, Gender and Christian Ministry
Running in 2013-14 at St John’s.
Level
1
Credits
20
Aims
To explore issues of sexuality and gender and to evaluate their theological, ethical and
pastoral significance for ministry
Learning Outcomes
By the end of the module students will be able to:
• make critical comment on issues of gender, the wholeness of the human
person, sexual equality and difference.
• identify and discuss questions related to marriage, celibacy, singleness,
homosexuality and intimacy.
• evaluate the theological and pastoral significance of these questions and
outline approaches to pastoral practice and strategy
Content
Selected topics from:
• Sexuality and Gender: problems of definition
• Gender stereotypes
• Gender, language and liturgy
• Feminist Theology
• Gender, sexuality and Christian ministry; the ordination of women,
celibacy; singleness in the Church
• Homosexuality and pastoral care
• Biblical Theology of Gender
• Sexual and Physical Abuse; issues for ministry and pastoral care.
Indicative
bibliography


Barton, S.C., Life Together (Edinburgh: T&T Clark, 2001).
Barton, S. C. (ed.), The Family in Theological Perspective (Edinburgh: T&T Clark,
1996).
Cornwall, S. Theology and Sexuality (London : SCM Press, 2013)
Coulton, N. (ed.), The Bible, the Church and Homosexuality (London: DLT, 2005).
Graham, E., Making the Difference: Gender, Personhood and Theology (London:
Mowbray, 1995).
Greer, J. M. & Geary, B. (eds) Sexual Issues: Understanding and Advising in a
Christian Context (Stowmarket : Kevin Mayhew, 2010)
Heskins, J., Unheard Voices (London: DLT, 2001).
Ind, J., Memories of Bliss (London: SCM, 2003).
Miracle, T., A. Miracle & R.F. Baumeister, Human Sexuality: Meeting Your Basic
Needs (New Jersey: Prentice Hall, 2003).
Pryce, M., Finding a Voice: Men, Women and the Community of the Church (London:
SCM, 1996).
Storkey, E., Men and Women: Created or Constructed (Carlisle: Paternoster, 2000).
Stuart, E. & A. Thatcher, Christian Perspectives on Sexuality and Gender (Leominister:
Gracewing, 1996).
Stuart, E. & A. Thatcher, People of Passion (London: Mowbray, 1999).
Thatcher, A. (ed.), Celebrating Christian Marriage (Edinburgh: T&T Clark, 2002).
Teaching methods
28 hours contact time consisting of lectures, discussion, group work and practical tasks
Formative
assessment
Feedback in group work and seminars together with a 1500 word book/film review or design
of a learning event or activity.
Summative
assessment
11
4000 word essay
LEVEL 1 MODULES
THMN1091 Practical Theology
Running in 2013-14 at St John’s.
Level
1
Credits
20
Aims
To explore and critique the scope of pastoral ministry in the church. To enable the building of
the skills and habit of theological reflection on experience, and the integration of theology
and the practice of ministry.
Learning Outcomes
By the end of the module students will:
• demonstrate that they are developing appropriate skills for the pastoral care of individuals
and groups, with an emphasis on active listening
• demonstrate an understanding of reflective practice and its role in the practice of ministry
• demonstrate an understanding of the pastoral cycle as a tool for theological reflection on
experience
• be able to relate specific experiences of life and ministry to relevant parts of the Christian
tradition
• gain experience of engaging in theological reflection both individually and corporately,
including as facilitator of a group
• understand and exhibit good practice in pastoral care, including appropriate self-awareness
Content
What is Practical Theology/Theological Reflection?
Approaches to theological reflection
The Pastoral Cycle
Using the Bible and Tradition
Introduction to the Human Sciences
What is pastoral theology?
Good practice in pastoral care (including boundaries, confidentiality, etc.)
Listening skills
Indicative
bibliography



Aveyard, I., God Thoughts: a starter course in Theological Reflection (Chichester: St.
John’s Extension Studies, 1997).
Ballard, Paul (ed.), The Foundations of Pastoral and Practical Theology (Cardiff:
Faculty of Theology, 1986).
____ and John Pritchard, Practical Theology in Action (London: SPCK, 1996).
Carr, W., D. Capps, R. Gill et al. (eds.) The New Dictionary of Pastoral Studies
(London: SPCK, 2002).
Green, L., Let’s Do Theology (London: Mowbrays, 1990).
Kinast, Robert L., What Are They Saying About Theological Reflection? (Mahwah,
N.J.: Paulist Press, 2000).
Litchfield, Kate, Tend My Flock (Norwich: Canterbury Press, 2006).
Perry, M (ed.) (1996): Deliverance (London: SPCK; 2nd ed., 1996).
Tidball, D., Skilful Shepherds: Explorations in Pastoral Theology (Leicester: Apollos;
2nd ed., 1997).
Whipp, M., Pastoral Theology (London: SCM Press 2013).
Teaching methods
28 hours of contact time including lectures, worked examples on methodology, staff and
student led seminars, practical exercises and field experience.
Formative
assessment
In-class exercises and seminar
Summative
assessment
20 minute recorded pastoral interview and student’s written critique.
2500 word written assignment
12
LEVEL 1 MODULES
THMN1107 Christian Worship
Running in 2013-14 at Lindisfarne.
Level
1
Credits
10
Aims
• To enable students to acquire a knowledge of the history of Christian worship.
• To consider theological and pastoral approaches to aspects of worship.
• To encourage students to become sensitive and well-informed planners and leaders of
worship.
• To enable students to make informed judgements on liturgical matters.
• To develop an understanding of worship in the student's own tradition and in other
Christian traditions.
• To enable students to participate in liturgical development and revision in their own
churches.
Learning Outcomes
By the end of the module, students will be able to:
• demonstrate an understanding of a variety of issues in Christian
worship;
• comment on the history and significance of certain types of worship;
• relate issues in worship to wider theological and pastoral concerns.
Content
• What is worship?
• Biblical perspectives on worship
• The relationship of worship to mission, pastoral care and theology,
with particular reference to marriage rites and funerals
• Liturgical inculturation
• All Age Worship
• Outline history of the development of Christian worship, with reference
to church buildings
• Liturgy and Time: Daily Office and Times and Seasons
• Non-eucharistic Sunday worship: the Preaching Service and the Service
of the Word
• The place and role of music, hymns & songs
• Overview of baptism and the eucharist
Indicative
bibliography
Bradshaw, Paul, The Search for the Origins of Christian Worship (London: SPCK, 2nd edn.,
2002).
Chupungco, Anscar (ed.), Handbook for Liturgical Studies, volumes 1 and 2 (Collegeville, MN:
The Liturgical Press, 1997).
Hurtado, Larry, At the Origins of Christian Worship (Cambridge: Eerdmans, 1999).
Jackson, Pamela, An Abundance of Graces (London: Hillenbrand, 2007).
Mitchell, Nathan D., Meeting Mystery (New York: Orbis, 2006).
Wainwright, Geoffrey (ed.), The Oxford History of Christian Worship (New York: Oxford
University Press, 2006).
White, Susan, The Spirit of Worship (London: Darton, Longman & Todd, 1999).
Teaching methods
14 hours contact time including lectures & seminars
Formative
assessment
In-class exercise
Summative
assessment
1 x 2500 word essay
13
LEVEL 1 MODULES
THMN1117 New Testament Greek
Running in 2013-14 at St John’s.
Level
1
Credits
10
Aims
To provide an introduction to the language of Hellenistic Greek and to the Greek New
Testament and to encourage thereby an enhanced understanding of the text of the New
Testament.
Learning Outcomes
By the end of the course the student will be able to:
• Use the resources, tools and commentaries of New Testament
specialists.
• Demonstrate a grasp of the issues involved in different translations
• Show a competent working knowledge of the grammar, syntax and
vocabulary of the language
• Translate passages from the Greek New Testament
Content
A study of grammar, syntax and vocabulary of the New Testament
A study of chapters 1-4 of Mark's gospel in Greek
Indicative
bibliography

Teaching methods
Lectures and class workshops. The contact time will be of the order of 40 hours due to the
nature of learning a language.
Formative
assessment
Various classroom tests throughout module
Summative
assessment
Course work (40%) and 90-minute unseen paper (60%).
14
Duff, J., The Elements of New Testament Greek (Cambridge: Cambridge University
Press, 3rd edn., 2005)
Also available, either with it or separately: an audio-CD pack (by J. Duff & J. Pennington)
Note that ministerial students taking this module are provided with a free Greek NT by the
British and Foreign Bible Society
LEVEL 1 MODULES
THMN1127 Biblical Hebrew
Running in 2013-14 at St John’s if required.
Level
1
Credits
10
Aims
To enable students to reach a reasonable competence in biblical Hebrew and to read
selections from narrative and poetic texts.
Learning Outcomes
By the end of the course the student will be able to:
• Identify and make basic use of key resources, tools and commentaries for Old Testament
study.
• Demonstrate a grasp of the issues involved in different translations
• Show a competent working knowledge of the grammar, syntax and vocabulary of the
language.
• Translate texts from selected passages in the Old Testament
Content
• Introduction to Hebrew Grammar, using a recommended text
book, supplemented by class handouts.
• Reading of selected Hebrew texts from the Old Testament.
Indicative
bibliography

Berlin, A. et al (eds.), The Jewish Study Bible (Oxford: OUP, 2003)
Biblia Hebraica Stuttgartensia (eds. K. Elliger & W. Rudolph; Stuttgart: Deutsche
Bibelgesellschaft, revised 1997)
Dobson, J.H., Learn Biblical Hebrew - 2nd Edition, with Audio CD-Rom (Grand Rapids:
Baker Academic, 2nd edn., 2005).
Pratico, G.D. and M.V. Van Pelt, Basics of Biblical Hebrew: Grammar (2nd edition,
Grand Rapids: Zondervan, 2007) - recommended textbook for 2013-14
Weingreen, J., A Practical Grammar for Classical Hebrew (Oxford: Clarendon Press,
2nd edn., 1959).
Teaching methods
Lectures and class workshops. The contact time will be of the order of 40 hours due to the
nature of learning a language.
Formative
assessment
Various classroom tests throughout module
Summative
assessment
Course work (40%) and 90-minute unseen paper (60%).
15
LEVEL 1 MODULES
THMN1137 Christian Spirituality
Running in 2013-14 at Lindisfarne and St John’s.
Level
1
Credits
10
Aims
To give students an appreciation of the richness of our common spiritual heritage, its
development through the centuries and its relevance to the world we are called to serve.
Learning Outcomes
By the end of the course students will:
• Have a deeper understanding of prayer and of the spiritual resources of the
Christian traditions;
• Be able to demonstrate a critical knowledge of earlier generations of
Christians as they received and experienced their vocation;
• Have reflected on their own experience of vocation, identity and
spirituality;
• Have a deeper appreciation of their participation in the mission of the
Church;
• Be able to make links between their developing lives of prayer and their
academic and pastoral courses.
Content
The course will provide a basic introduction to the nature of Christian spirituality, prayer and
mysticism. Whilst recognising the unique heritage of each institution, the course will cover a
selection of the major writers on Christian Spirituality, and their respective traditions,
beginning with the spiritual developments within the early Christian communities and ending
with present day authors (although not necessarily being taught in historical order). At the
same time, it will cover as many as possible of the major themes that emerge in Christian
spirituality as they pertain to the spiritual life.
Traditions:
• Desert Fathers & Mothers
• Monastic
• Celtic
• Franciscan
• Carmelites
• Ignatian
• Reformed
• Evangelical & Charismatic
• Denominational: Anglican, Catholic, Methodist, Orthodox, etc
Themes:
• Prayer and scripture - lectio divina, imaginative meditation
• Prayer in the desert - prayer as struggle & the dark night of the soul
• Prayer and mission
• Prayer and the Spirit
• Psychology of spirituality
• Prayer, community and the sacraments
• Prayer in the modern world (e.g., eco-spirituality, prayer and justice)
• Ways of praying: e.g., icons, Jesus prayer, etc
• Spiritual direction, retreats & pilgrimages
• Contemporary trends and future developments
Indicative
bibliography

16
Collins, Kenneth J. (ed.), Exploring Christian Spirituality (Grand Rapids: Baker
Academic, 2000).
Dupré, L., D.E. Saliers & J. Meyendorff, Christian Spirituality: Iii. Post Reformation
and Modern (London: SCM, 1996).
Maas, R. & G. O’Donnell, Spiritual Traditions for the Contemporary Church (Nashville:
Abingdon, 1990).
McGinn, B., J. Meyendorff & J. Leclerq (eds.), Christian Spirituality: I. Origins to the
Twelfth Century (London: SCM, 1996).
McGrath, Alistair, Christian Spirituality (London: Blackwell 1999).
Sheldrake, Philip (ed.), The New SCM Dictionary of Christian Spirituality (London:
SCM Press, 2005).
LEVEL 1 MODULES
Teaching methods
14 hours contact time in lecture and seminars
Formative
assessment
In-class exercise
Summative
assessment
1 x 2500 word essay
17
LEVEL 1 MODULES
THMN1147 Formational Theology: Ordained Ministry Today
Running in 2013-14 at Lindisfarne and St John’s.
Level
1
Credits
10
Aims
To explore the nature and role of Christian ministry in respect of Scripture; tradition;
experience and the needs of the contemporary church with particular reference to ordained
ministry in the Church of England and the Methodist Church.
Learning
Outcomes
By the end of the module students will be able to:
• demonstrate a basic familiarity with the Scriptures and the Christian theology of ministry as
understood in Christian history and by the contemporary Church, including a familiarity
with the ordinals and of the relationship between lay and ordained ministry.
• show an understanding of the needs of ordained ministry in contemporary society in 21st
Century Britain in the context of mission.
• reflect upon and to understand the process of discernment of vocation and theological
training in which they are engaged
• outline a vision for their own ministry within the contemporary church.
Content
The historical and theological roots of ordained ministry
The foundation for ordained ministry in the ministry of the whole
people of God
Diakonia, presbyteral ministry and episcope: through Scripture, the tradition, contemporary
experience and reason.
Indicative
bibliography

Brown, Rosalind, Being a Deacon Today (Norwich: Canterbury Press, 2005).
Clark, David B., Breaking the Mould of Christendom: Kingdom Community and
Diaconal Church (Peterborough: Methodist Publishing House, 2005).
Cocksworth, Christopher & Rosalind Brown, Being a Priest Today (Norwich:
Canterbury, 2002).
Croft, Steven, Ministry in Three Dimensions (London: DLT, 1999).
The Methodist Church, What is a Presbyter? (Peterborough: Methodist Publishing
House, 2002).
The Methodist Church, What is a Deacon? (Peterborough: Methodist Publishing
House, 2004).
World Council of Churches, Baptism, Eucharist and Ministry (Geneva: CCBI
Publications, 1982).
Teaching methods 14 hours contact time including lectures, seminars, group work and discussion
Formative
assessment
In-class exercise
Summative
assessment
20 min. group presentation followed by 20 min. questions & discussion with each group
member receiving same mark (60%); 750 word individual reflection (40%)
18
LEVEL 1 MODULES
THMN1157 Initial Supervised Pastoral Placement
Running in 2013-14 at Lindisfarne; running at St John’s if required.
Level
1
Credits
10
Aims
1. To enable students to have an initial experience of pastoral experience and enable them to
begin developing the skills of theological reflection and evaluation of practice
2. To arrange a placement that will introduce them into the theory and practice of pastoral
ministry
3. To encourage reflection on the student’s pastoral experience by peer group evaluation of
case studies.
Learning
Outcomes
The placement shall begin to test the candidate’s ability to:
• Demonstrate the necessary skills and attitudes to engage effectively in a pastoral situation
• Reflect personally and theologically on the experiences of the pastoral placement
• Engage in the process of supervision both with the on-site supervisor and the pastoral tutor
• Present a case study based on a ‘slice of pastoral practice’ which is open to peer group
evaluation, after which the student composes a written final reflection.
Content
1. Students spend at least half a day per week in their placements throughout the academic
year.
2. Tools for reflection on placement work.
3. A presentation of the case study method.
4. Regular meetings with students' pastoral tutors and on-site supervisors.
Indicative
bibliography
This will vary considerably according to the types of pastoral work undertaken and will be given
to students once pastoral placements are organised.
Teaching methods 14 hours contact time. Lectures/case study presentations/group discussions/tutorials and onsite supervisors.
Formative
assessment
Regular tutorials concerned with the placement
Summative
assessment
A joint report from the internal and on-site supervisor (50%) and a written assignment of 1,500
words based on the placement using the 'Case Study Method' (50%).
19
LEVEL 1 MODULES
THMN1167 Preaching & Presentation
Running in 2013-14 at Lindisfarne.
Level
1
Credits
10
Aims
To examine the nature and purpose of preaching. To enable theological reflection on preaching
in contemporary culture, and to build initial skills in this area.
Learning
Outcomes
By the end of this module, candidates will gain:
• a basic understanding of the theology and methods of preaching in contemporary culture, its
relationship to biblical witness, the church’s liturgy and worship, and the creative arts;
• an appreciation of the skills necessary to reflect on the effectiveness of such preaching;
• a basic understanding of the challenges and opportunities of contemporary culture as it
relates to Christian communication;
• initial skills for developing and sustaining a preaching ministry.
Content
1. Opportunities and Challenges: The Context of Western Culture
2. Building bridges in preaching
3. The theology of preaching
4. The use of Scripture
5. Reading culture and the local church setting
6. Engaging the Word with the world
7. The arts and preaching: Stimulating the Imagination
8. Evangelistic preaching
9. Preaching that nurtures discipleship
10. Sustaining an evolving preaching ministry
Indicative
bibliography
Day, D., J. Astley, L. Francis, A Reader on Preaching (Aldershot: Ashgate Publishing Company,
2005).
Day, D., Embodying the Word: A Preacher’s Guide (London: SPCK, 2005).
Johnston, G.M., Preaching to a Postmodern World (Leicester: IVP, 2001).
Loscalzo, C.A., Apologetic Preaching (Downers Grove: IVP, 2000).
Lowry, E.E., The Homiletic Plot: the Sermon as Narrative Art (Louisville: WJK, 2001).
Mitchell, J., Visually Speaking (Edinburgh: T & T Clark, 1999).
Schlafer, D.J., Playing with Fire: Preaching work as kindling art (Cambridge, Massachusetts:
Cowley Publications, 2004).
Teaching methods Lectures and discussion, contact time 14 hours
Formative
assessment
In-class exercise
Summative
assessment
Recorded 10-15 min. sermon (50%); 1000 word reflection on sermon (50%)
20
LEVEL 1 MODULES
THMN1177 Methodism
Running in 2013-14 at Lindisfarne and St John’s.
Level
1
Credits
10
Aims
To enable the student to explore the history, theology and spirituality of Methodism
Learning
Outcomes
By the end of the module students will be able to:
• outline key events and personalities in British Methodist history
• explain central Methodist theological emphases e.g. Arminianism, prevenient grace, social
holiness
• articulate distinctive features of the Methodist Church in Britain
Content
The Wesleys: Background in 18th century and story of the Evangelical Revival
The Wesleys: Organisation and Ecclesiology
The Wesleys: Worship and spirituality
The origins and growth of Methodism in NE England
Theology in preaching and hymns
19th century Methodism in Britain
The 1932 Union
20th century Methodism
Indicative
bibliography

Davies, R., Methodism (London: Epworth, Revised Edn., 1985).
Langford, T., Methodist Theology (London: Epworth, 1998).
Turner, John Munsey, John Wesley: the Evangelical Revival and the Rise of Methodism
in England (London: Epworth Press, 2002).
Turner, John Munsey, Modern Methodism in England 1932 –1998 (London: Epworth,
1998).
Vickers, J. A., A Dictionary of Methodism in Britain and Ireland (London: Epworth,
2000).
Wakefield, G., Methodist Spirituality (London: Epworth, 1999).
Teaching methods Lectures, pre-lecture reading of primary and secondary sources for group discussion and
seminar purposes. 14 contact hours.
Formative
assessment
In-class exercise
Summative
assessment
1 x 2500 word essay
21
LEVEL 1 MODULES
THMN1187 Literature Review
Available in 2013-14 at St John’s and Lindisfarne as required.
Level
1
Credits
10
Aims
To enable students to survey literature in a special area of interest which does not overlap
with work which they are submitting for assessment elsewhere in their course.
Learning
Outcomes
By the end of the module the student will be able to:
1. Identify a suitable topic for a research project
2. Frame a title and appropriately bound the subject area
3. Undertake guided and independent reading
4. Present an essay summarizing and evaluating source material.
Content
Review of small range of sources (e.g. 5 books or 10 chapters or articles) on a topic of the
student's choice within the scope of the Theology and Ministry Programme, subject to
approval by the Course Teachers' Meeting.
Teaching methods 3 supervisions of 1 hour
Formative
assessment
Oral feedback in supervision sessions and written feedback where appropriate.
Summative
assessment
4000 word review
22
LEVEL 1 MODULES
THMN1197 Reader Ministry Today
Running in 2013-14 at Lindisfarne.
Level
1
Credits
10
Aims
To explore the nature and role of Reader ministry in respect of Scripture, tradition, experience
and the needs of the contemporary church
To enable students to reflect on their growth in a vocation to Reader ministry through their
collaborative engagement with their local church, the integration of their learning during
training, and the impact of training upon their beliefs, attitudes and present and future
responsibilities.
Learning
Outcomes
By the end of the module students will be able to:
• demonstrate a basic familiarity with the Scriptures and the Christian theology of ministry as
understood in Christian history and by the contemporary Church, including a familiarity with
the relationship between lay and ordained ministry
• describe and evaluate the character of Reader ministry in the C/E
• show an understanding of the needs of Reader ministry in contemporary society in 21st
Century Britain in the context of mission.
• reflect upon and understand the process of discernment of vocation and theological training
in which they are engaged
• interpret a vision for Reader ministry which is shaped by and shared with the church in the
context of its local ministry
• develop mechanisms for charting their awareness of theological understanding, ministerial
skills and spiritual growth, identifying future pathways in lifelong learning.
Content
An examination of the historical and theological roots of Reader ministry with particular
reference to contemporary developments in the Church of England. The foundation for Reader
ministry in the ministry of the whole people of God is explored, and attention is given to the
functions and perceptions of Reader ministry in local contexts.
Indicative
bibliography
Hiscox, R., Celebrating Reader Ministry (London: Mowbray, 1991).
King, T.G., A Pioneer Ministry (London: Miss Myland Fund, 1973).
Martineau, R., The Office and Work of a Reader (London: Mowbray, 1980).
Ministry Division, Reader Ministry and Training 2000 and Beyond (London: CHP, 2000).
Ministry Division, Equipping the Saints (London: CHP, 2003).
The Archbishops’ Council, The Mission and Ministry of the Whole Church (London: CHP, 2007).
Teaching methods 14 hours contact time including seminars, group work and discussion
Formative
assessment
In-class exercise
Summative
assessment
Essay (1500 words) 60%
Ministerial Profile (1000 words) 40%
23
LEVEL 1 MODULES
THMN1207 Ministry in Secular Employment
Not running in 2013-14.
Level
1
Credits
10
Aims
To explore ways in which secular employment, or engagement with the secular environment,
informs (ordained) self-supporting ministry.
Learning
Outcomes
On completion of this module students should be able to:
• evaluate a variety of theological understandings of work as human activity with reference to
models of God and definitions of secularity.
• assess the similarities and differences between sector ministries and ministry in secular
employment (MSE), and evaluate understandings of ordained ministry in relation to MSE.
• acquire skills of description and discernment from carrying out a local audit of a context
relating to secular employment, unemployment or environment.
• construct a theology which informs and sustains a ministry in secular
employment/environment.
• explore the spirituality of ministry in, and shaped by, a secular context.
Content
The module begins by exploring different attitudes to work from the ancient world to the present, and
on some contemporary analyses of the theology of work, particularly as these illustrate how attitudes
to work, the understanding of God, human endeavour, and mission interact with each other. A
particular study is made of the emergence of non-stipendiary ministry, including ministry in secular
employment/environment (MSE), together with the Worker Priest Movement, Industrial Mission, and
(most recently) some initiatives in Mission-Shaped Church. The module will explore how the theology
and practice of MSE engages with the church’s understanding of ordained ministry, and will develop
skills to undertake a local audit relating to ordained ministry in a secular context. To that end, a
comparative study of existing theologies of MSE will be undertaken, together with an exploration of
models of spirituality shaped by ministry in secular contexts. The module will afford an opportunity to
construct a personal theology for MSE, and to reflect on how this contributes to the wider ministry and
mission of the church at the present time.
Indicative
bibliography
Baelz, P. & W. Jacob, Ministers of the Kingdom: Explorations in Non- Stipendiary Ministry
(London: CIO, 1986).
Francis, J.M.M. & L.J. Francis (eds.), Tentmaking: Perspectives on Self-Supporting Ministry
(Leominster: Gracewing, 1998).
Fuller, J. & P. Vaughan, Working for the Kingdom: The Story of Ministers in Secular Employment
(London: SPCK, 1986).
Hacking, R, On the Boundary: A Vision for Non-Stipendiary Ministry (Norwich: Canterbury Press,
1990).
Larive, A., After Sunday. A Theology of Work (London: SCM, 2005).
Legood, G. (ed.), Chaplaincy (London: Cassell, 1999).
Teaching methods 14 hours contact time: lectures and seminars
Formative
assessment
In-class exercise
Summative
assessment
2500 word written assignment
24
LEVEL 1 MODULES
THMN1217 Mission Studies Block
Not running in 2013-14.
Level
1
Credits
10
Aims
To enable students to engage with a contemporary issue in mission and ministry in theory and
practice, and to develop the skills of theological reflection
Learning
Outcomes
By the end of the module student will demonstrate:
• sensitivity to and critical engagement with mission and ministry in context
• ability to relate practice and theory in a specific aspect of mission and ministry
• self-understanding in relation to mission and ministry
• ability to thinking theologically about identified situations and issues
Content
The major dynamic of the content will be reflection on a field trip or field experience in parish,
circuit or secular setting. Preparatory sessions, study/information packs, discussion seminars
and debriefing will be part of the unit. Field experience will take place under the supervision of
an on-site supervisor and BATM teaching staff. In total there will be 14 hours contact time.
Further research and reading will be suggested in context.
Examples include Communication in Contemporary Culture, Urban Mission and Ministry, Rural
Mission and Ministry, Ministry in Multi-faith Britain, Contemporary Mission in Social and
Historical Context
Teaching methods Lecture, seminars, observation and practical tasks in setting with supervision and reflection
sessions. 14 hours contact time.
Formative
assessment
There is no formative assignment for this module but extensive one-to-one work with both onsite and college tutors will provide substantial feedback in the learning process.
Summative
assessment
2500 word assignment
25
LEVEL 1 MODULES
THMN1227 Introduction to Church History
Running in 2013-14 at Lindisfarne.
Level
1
Credits
10
Aims
To enable students to understand and appreciate the historical processes and contexts (social,
political, economic, cultural and intellectual) by which and in which the Christian Church grew
and developed.
Learning
Outcomes
The key objective is that students develop an overview of the historical development of the Church in
its context both as an essential ministerial skill and also as part of the foundation for further theological
training. By the end of the module student will be able to demonstrate:
• an awareness of the chief movements, personalities and events which have shaped the
history of the Church.
• an awareness of the use and possible abuse of evidence in developing a historical
understanding.
• an appreciation of the significance of the historical reality of the Church for theological
reflection and current action.
• an increased understanding of their own tradition and those of other Christians.
Content
The history of the Church from the Apostolic Age including:
• introduction to historiography and theological reflection on church history
• the growth of the early Church in the context of Judaism, Classical Culture and the Roman
Empire
• the reality and significance of persecution
• an introduction to the development of doctrine and the formation of the Creeds
• the growth of monasticism
• the establishment of the Papacy
• the re-conversion of Western Europe
• the structures and spirituality of the Medieval Church
• European Reformations, Protestant and Catholic
• the Long Reformation in England
• the development of the Modern World and its impact on the Church, focused on key
concepts such as Enlightenment, Revolution, Industrialisation and Secularisation
• the Church's response to Modernity.
Indicative
bibliography
Comby, Jean, How to Read Church History, Vol. 1, From the beginnings to the fifteenth century
(SCM: London, 1985).
Comby, Jean and Diarmaid MacCulloch, How to Read Church History, Vol.2, From the
Reformation to the present day (SCM: London, 1989).
Frank, Iscard Wilhelm, A History of the Medieval Church (SCM: London, 1995).
McGrath, Alistair, Reformation Thought (Oxford: Wiley Blackwell, 3rd edn., 2000).
Grass, Tim, Modern Church History (SCM: London, 2008).
Ramsey, Boniface, Beginning to Read the Fathers (Paulist: Mahwah, 1985).
Teaching methods Lectures & Seminars (14 hours contact time)
Formative
assessment
In-class exercise
Summative
assessment
'Take away' paper requiring the completion of 2 essays to total 2,500 words
26
LEVEL 1 MODULES
THMN1237 Theology and Pastoral Care
Running in 2013-14 at Lindisfarne.
Level
1
Credits
10
Co-requisite
THMN1157 Supervised Pastoral Placement
Aims
To explore the nature of pastoral theology and the practice of pastoral ministry.
Learning
Outcomes
By the end of the module students will:
• be able to reflect theologically on the practice of ministry
• be aware of the major issues underlying the practice of ministry
• demonstrate an understanding of reflective practice and its role in the practice of ministry
• demonstrate an understanding of the pastoral cycle as a tool for theological reflection on
experience
• be developing their pastoral skills in relation to individuals, congregations and communities.
Content
Doing Theology
What is Pastoral Theology? The Pastoral Cycle
All in the Same Boat?
Pastoral Encounters
Practising Pastoral Ministry
Caring for the Community
Caring for the Carers
Indicative
bibliography
Ballard, P.H. & J. Pritchard, Practical Theology in Action: Christian Thinking in the Service of
Church and Society (London: SPCK, 2nd Edition, 2006).
Carr, Wesley, The New Dictionary of Pastoral Studies (London: SPCK, 2002).
Croft Steve & Roger Walton, Learning for Ministry (London: Church House Publishing, 2005).
Green, Laurie, Let’s Do Theology: a pastoral cycle resource book (London: Mowbray, 1990).
Kinast, Robert L., What Are They Saying About Theological Reflection? (Mahwah, N.J.: Paulist
Press, 2000).
Lyall, D., Integrity of Pastoral Care (London: SPCK, 2001).
Teaching methods Minimum 14 hours of contact time including examples on methodology, staff and student led
seminars, practical exercises and field experience.
Formative
assessment
Reflection on pastoral interview
Summative
assessment
2500 word written assignment
27
LEVEL 1 MODULES
THMN1261 Preaching Placement and Portfolio (for Methodist Local Preachers)
Running in 2013-14 at Lindisfarne.
Level
1
Credits
20
Aim
Learning Outcomes
Indicative
Content
To introduce further Biblical material (Psalms, wisdom and prophetic
texts, Paulline and Johannine literature), and enable students to integrate
this material along with their learning from the wider Certificate into
their practice as a Methodist Local Preacher, including providing a
foundation for continuing development within their preaching ministry.
By the end of the module student will be able to:
 Show an initial understanding of the Psalms, wisdom and prophetic
texts, Johannine and Pauline literature, including some key themes
and characteristics
 Show an understanding of how these Biblical texts might be related
to contemporary life and the church’s life within this context,
including how this understanding might be applied within
preaching.
 Have critically considered some of John Wesley’s sermons.
 Demonstrate a knowledge of the requirements of Local Preachers in
the Methodist Church
 Engage in continued learning and development, drawing on
theological reflection and feedback from others.
 Integrate Biblical material considered during the module and their
learning from the other modules covered on the programme into
their practice as a Local Preacher, particularly in terms of their
ability to use this material to inform their preaching.
 Relate their progression through the programme to the
requirements of being a Local Preacher within the Methodist
Church, including being able to explore issues relating to preaching
ministry with others.









An overview of the Psalms, wisdom and prophetic texts, Johannine
and Pauline literature
Understanding the role of prophets, including considering the
messages of at least two Old Testament prophets, the way that
New Testament writers draw on their messages, and their
continuing role through history/in the present day.
Identifying key themes in Johannine and Pauline literature,
including distinctive features of John’s Gospel.
Different models and tools for reflection and development as a
Local Preacher, as introduced by tutor and mentor, including ways
to connect the Biblical material considered to preaching practice.
Consideration of some of John Wesley’s sermons
Consideration of the requirements of Local Preachers within the
Methodist Church.
Regular participation in Circuit Local Preachers’ Meetings with the
support of a local mentor
Supervision and discussion of the students’ evolving practice as a
Local Preacher in ways which support reflective practice and
ongoing development.
Developing plans for continuing development
Indicative bibliography Anderson, P. N., Just, F. and Thatcher, T. J. (eds) John, Jesus and History:
Volume 1: Critical Appraisals of Critical Views (SBL, 2007)
Astley, J. (ed.) How Faith Grows, (National Society/Church House Publishing,
1991)
28
LEVEL 1 MODULES
Baker, J. Transforming Preaching (Grove 2009)
Brown, R. E. The Gospel According to John, 2 vols, (Doubleday, 1966, 1971)
Brueggemann, W. The Prophetic Imagination (Fortress, 2001)
Culpepper, R. A. The Gospel and Letters of John (Abingdon Press, 1998)
Day, D. A Preaching Workbook (SPCK 2004)
Dunn, J. D. G. (ed) The Cambridge Companion to Paul, (Cambridge University
Press, 2003)
Firth, D. and Johnston, P. (eds) Interpreting the Psalms: Issues and
Approaches (IVP, 2005)
Hunter, A. G. Wisdom Literature (SCM, 2006)
Koester, C. R. Symbolism in the Fourth Gospel: Meaning, Mystery,
Community (Fortress Press, 2003)
Murphy-O’Connor, J. St Paul’s Corinth (Liturgical, 2nd ed., 2002).
Schön, D. A. The Reflective Practitioner: How Professionals Think in Action
(Ashgate 1991)
Standing, R. Find the Plot (Paternoster 2004)
Stevenson, G. Pulpit Journeys (Darton, Longman & Todd 2006)
Tanner, M. How to Write a Good Sermon (Grove 2007)
Taylor, B. B. The Preaching Life (Cowley Publications 1993)
Theissen, G. The Social Setting of Pauline Christianity (Fortress, 1982)
Walton, R. and Croft, S. Learning for Ministry (Church House Publishing,
2005)
Teaching methods
The Biblical content would be taught through a series of interactive lectures
in a seminar style, including some opportunities for small groups of students
to reflect critically on their development throughout the programme. Tutors
will work closely with mentors from Circuit Local Preachers’ meetings to
support students in developing their preaching practice. This will include at
least two three-way discussions between tutor, mentor and student that will
ensure support is co-ordinated and that students are able to connect theory
with practice. The assessed portfolio would enable students to connect
together their learning throughout the programme and show that they can
integrate this into their preaching practice, including responding to feedback
and developing their ministry over time. This combination of methods will
support an integrated application of theory to practice within their ministry.
40 hours contact time
Formative assessment
A short portfolio including:
 1 sermon written and delivered by the student;
 feedback received on this sermon from the student’s tutor and
mentor; and
 the students’ reflections based on this, including how they would
adapt this sermon if delivered again in future.
Summative assessment A Portfolio containing a selection of two or three sermons that the student
has delivered over the course of the module. These should demonstrate
their ability to preach in different contexts and on different topics using
different styles of preaching: 4000 words
29
LEVEL 1 MODULES
THMN1277 Christian Perspectives on Contemporary Issues
Running in 2013-14 at Lindisfarne.
Level
1
Credits
10
Aim





To enable students to explore different Christian perspectives on
contemporary social issues.
To provide an opportunity for students to consider how to reflect
theologically on contemporary ethical and social issues at an
introductory level (e.g. conflict, relationships, inter-faith relations,
sexuality, disasters, etc.).
To enable students to connect with a range of resources on
common contemporary social issues and understand different
rationales for diverse positions on these issues, including those for
the formal position held by their own church denomination.
To enable students to explore their own convictions on some of
these issues and consider what the relationship should be between
our own convictions and those of others.
To enable students to critically consider the implications of diverse
Christian perspectives for different forms of Christian ministry (e.g.
in preaching/educational work/practical action, etc.).

Learning Outcomes
Indicative
Content
By the end of the module student will be able to:
 Show an understanding of different ways that Christians apply their
faith to contemporary issues.
 Demonstrate an awareness of different Christian understandings of
human experience.
 Show an understanding of the impact of different ethical and
theological understandings on particular situations in everyday life.
 Reflect theologically on their own understandings concerning the
relationship between the Christian faith and issues encountered in
everyday life.
 Critically consider different Christian perspectives on contemporary
issues.
 Enable others to engage in learning about these issues; e.g. through
preaching, group work and/or informal education.





Indicative bibliography
30
An introduction to tackling difficult and controversial contemporary
issues using practical theological approaches.
Critical consideration of different approaches for relating the
Christian faith to contemporary personal, ethical, social and political
issues.
Using a range of examples to explore potential approaches and
model applications to issues in particular contexts.
Consideration of the impact of diverse perspectives on
contemporary social issues within the Christian Church, including
the effects of different ways of handling these diverse perspectives.
Taking into account educational and pastoral implications when
engaging in ministry relating to these issues.
LEVEL 1 MODULES
Teaching methods
Interactive lectures in a seminar style will include presentations and group
discussions. These will enable students to be introduced to helpful material
whilst engaging participatively in dialogue over different perspectives on
particular issues, within a facilitated environment that helps them to learn
from each other in the process. 20 hours contact time
Formative assessment
A 10 minute presentation which describes different Christian perspectives on
one contemporary social issue and shows how these might be
communicated effectively and with integrity to others. This should be
accompanied by a handout (maximum 2 sides of A4) which summarises the
presentation.
Summative assessment A plan (with rationale) for a participative activity/event/session/service
which would enable participants to explore a contemporary social issue in a
way that is appropriate for their circumstances and stage of faith
development (e.g. a plan for a youth service exploring an item which has
recently been in the news): 2500 words
31
LEVEL 1 MODULES
THMN1287 Introduction to Leading Worship and Preaching
Not running in 2013-14`.
Level
1
Credits
10
Aims


Learning
Outcomes
Content
By the end of this module, students should be able to:
 know the key issues and personnel concerned with the development of Christian
worship
 articulate an understanding of worship within their own tradition and other Christian
traditions.
 discuss the nature and purpose of preaching within worship, including a basic
understanding of different approaches.
 Reflect on key theological principles for leading worship.
 Engage in theological reflection on the challenges, opportunities and skills needed for
developing effective communication and authentic worship within contemporary
culture.
 Plan and lead worship in well-informed and ways that are sensitive to local context.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
Indicative
bibliography
to provide an accessible introduction to key understandings and principles involved in
leading Christian worship and preaching
to enable students to explore any potential calling to lead worship/preach and
provide a foundation of basic skills in these areas of ministry suitable for those
returning to learning.
What is worship? (including Biblical perspectives on worship).
Outline history of the development of Christian worship.
Approaches to structuring worship, including the strengths and weaknesses of
different styles of worship (e.g. written or church liturgies, extempore).
The role of liturgy and sacrament, including the seasons of the liturgical year,
Eucharist and Baptism.
The place and role of music, hymns, songs, drama, art.
Using different senses and engaging people with different learning styles, including
involving contributions from others and leading all age worship.
The impact of the context (including building/environment).
The relationship of worship to mission, pastoral care and theology.
What is preaching? Its purposes and common approaches.
Effective communication in preaching, including consideration of different principles
and approaches in Christian education.
An introduction to theological reflection as a basis for preaching, including a basic
introduction to different theological approaches (systematic theology, practical
theology, etc.).
A basic introduction to issues in relating worship to contemporary life.
Preparing and leading a worship service.
Buchanan, C., T. Lloyd & H. Miller (eds.), Anglican Worship Today (London: Collins Liturgical
Publications, 1980). Part one is good on history.
Day, D., Embodying the Word, a Preacher’s Guide (London
Giles, R., Creating Uncommon Worship (Norwich: Canterbury Press, 2004) part 1.
Kennedy, D., Understanding Anglican Worship (Cambridge: Grove Worship series, 1994) W130.
Lloyd, T. & A. de Lange, How to Share the Leadership of Worship (Cambridge: Grove Worship
series, 2009) W199.
New Patterns for Worship (London: Church House Publishing, 2002).
The Using Common Worship Series – particularly ‘Holy Communion’ and ‘Service of the Word’
provide good general introductions and advice about preparing and leading these services.
Common Worship Services and Prayers for the Church of England, 2000
32
LEVEL 1 MODULES
Common Worship Times and Seasons, 2006
Common Worship Festivals, 2008
The Methodist Worship Book, Methodist Publishing House, Peterborough, 1999
Worship from the United Reformed Church Part One, URC London, 2000
Worship from the United Reformed Church Part Two, URC London, 2006
Wholly Worship, URC London, 1999
Wholly Worship, URC London, 1999
Wholly Worship, URC London, 1999
Teaching methods Seminars will provide students with interactive sessions where they can learn some
introductory principles, begin to engage with wider learning and reading on the topic, and be
inducted into studying at this level. Contact time 20 hours
Formative
assessment
A reflection on a worship service that the student has observed (1000 words)
Summative
assessment
A plan for an act of worship that the student has developed:
The content of the plan 500 words (30%)
A rationale explaining why the act of worship has been designed in this way
750 words (40%)
A written address 1250 words (30%)
33
LEVEL 1 MODULES
THMN1307 Living Faith
Running in 2013-14 at Lindisfarne.
Level
1
Credits
10
Aim
To introduce students to the process of thinking theologically about core
Christian doctrines as they developed and as they are expressed in the life of
the Church today
Learning Outcomes
By the end of the module student will be able to:
 demonstrate an understanding of Trinitarian faith.
 demonstrate a knowledge of the principle ways in which Christians
have understood/understand the significance of the death and
resurrection of Jesus Christ.
 understand the major theological reasons for the formulation of the
Christian creeds.
 discern the influence of Christian doctrine on Christian living.



Indicative
Content
show an awareness of the centrality of a Trinitarian understanding
of God for Christian belief and practice and mission.
demonstrate an understanding of the place of scripture, reason,
tradition and experience in the life of the Church both historically
and today.
read and discuss a range of theological texts.
This module will consider some of the major Christian doctrines of God. It
will explore what is distinctive about the nature of Christian belief and will
address the nature of God as revealed in scripture and in the life of the
Church. In particular the module will;
 look at God, salvation and the world, focusing on a range of
understandings of the work of Christ on the Cross in their theological
and historical contexts;
 explore the development of the doctrine of the Trinity;
 consider the formation of the major Christian creeds and their relevance
for the contemporary Church;
 examine the nature of personal belief and corporate belonging for the
Church today.
Throughout the module there will be consideration of the implications of
belief for the Church’s engagement with the world and of the place of
scripture, reason, tradition and experience as factors that inform the
Church’s life, belief and practice.
Indicative bibliography
Church of England. Doctrine Commission, The mystery of salvation: the story
of God's gift: a report by the Doctrine Commission of the General Synod of
the Church of England, London : Church House Publishing, 1995.
Dunn, J. D. G., Christology in the Making (London: SCM, 1989).
Gunton, C.E., The Christian Faith: An Introduction to Christian Doctrine
(Oxford: Blackwell, 2002).
Hall, S.G., Doctrine and Practice in the Early Church (London: SPCK, 1991).
Macquarrie, J., Jesus Christ in Modern Thought (London: SCM, 1997).
McGrath, A., Christian Theology: an Introduction (Oxford: Blackwell, 4th
34
LEVEL 1 MODULES
edition, 2006).
Moltmann, J., & Kohl, M., Trinity and the Kingdom of God: The Doctrine of
God (1981)
Stott, J., The Cross of Christ 20th Anniversary Edition with Study Guide
(Nottingham: IVP, 2006)
Young, F. M., The Making of the Creeds (London: SCM, 1991).
Teaching methods
Seminars: will provide students with a foundation in some key Christian
doctrines and will help them to develop their thinking through class
discussion. They will be encouraged to engage constructively with
expressions of doctrine that may be new to them or that may challenge their
previously held assumptions.
Formative assessment
Group presentation on the theology of a range of doctrinally based
traditional hymns and contemporary hymns and worship songs.
Summative assessment
35
1 x 2500 word essay
LEVEL 1 MODULES
THMN1327 Introduction to Studying Theology
Running in 2013-14 at Lindisfarne.
Level
1
Credits
10
Aims
1. To introduce students to the nature of Theology, its historical development and
contemporary relevance.
2. To introduce students to the study skills needed for theological enquiry
Learning
Outcomes
By the end of this module, students should have:
 an initial understanding of the nature and scope of theological enquiry
 an initial understanding of the relationships between life and faith, theology and
practice
They should also be able to:
 reflect theologically on particular issues and events
 discern the different skills needed in theological study
 articulate some of the fruits of theological enquiry and study

relate reason and practice
 apply study skills to theological questions
Content
This module will provide an introduction to the nature of Christian Theology, exploring
particular themes in relation to some of the major individuals and movements which have
influenced the development of Theology.
In particular it will enable students to focus on and evaluate the use of Scripture, Church
traditions, reason and contemporary experience.
It will also consider the study skills needed to engage in theological enquiry and give
opportunity to students to try these out in practice.
It will introduce students to the concepts of revealed, natural and practical theology through
historical as well as contemporary lenses.
Seminar Outline
The Seminars will address:
1) The relationship between faith and practice
2) The application of Scripture and Tradition in practice
3) How theological enquiry has engaged with specific issues, e.g. the development of the
Church’s ministry, the impact of science and technology on society, changes in social
mores.
Indicative
bibliography
Ford, David F. Theology. A very short introduction (Oxford: OUP, 1999).
Green, Laurie, Let’s Do Theology (rev edn, London – New York: Mowbray, 2009).
Migliore, Daniel L., Faith Seeking Understanding (2nd edn, Grand Rapids, Michigan, Eerdmans,
2004).
McGrath, Alister E., Christian Theology (4th edn, Oxford – Malden, Massachusetts, 2007).
Walton, Roger, The Reflective Disciple (London: Epworth, 2009).
Teaching methods Teaching and learning will be undertaken through interactive and participative seminars.
Formative
assessment
One Formative Exercise: a prepared contribution to the seminars on a given theologian,
theological issue, or a passage of scripture.
Summative
assessment
One Summative Essay (2500 words): a critical reflection on the development and
contemporary application of a given aspect of theology, in the light of Scripture and major
theological thinkers and movements.
36
LEVEL 1 MODULES
THMN1337 Introduction to the Interpretation of Biblical Texts
Running in 2013-14 at St John’s.
Level
1
Credits
10
Corequisite
THMNN1011 Introduction the Old Testament and the New Testament
Aims
To allow detailed study of a selected biblical text, and the development of interpretative tools
by way of focused exegesis.
Learning
Outcomes
By the end of the module students will have:
Subject Knowledge:
 an understanding of the overall shape and composition of the text
 an awareness of critical issues in the interpretation of the text
 a developing understanding of major theological themes within the text
ii) Subject Skills:
 worked with various interpretative approaches to the text
 been equipped to approach further texts in comparable ways
 begun to explore issues of hermeneutics as they arise in interpretation
iii) Key transferable Skills:
 demonstrate their skills in critical thinking through a written assignment
 comprehend complex ideas, propositions and competing theories
 defend opinions by reasoned argument
 analyse problems in a clear-sighted and logical fashion
 develop further key writing skills
Content
1. Introduction to Exegesis - Questions of Method and Approach
2. Introduction to the Selected Text
3. Interactive sessions on set passages from the text
4. Major Theological themes
NB: The text chosen for study will normally be Hebrews but an alternative text could be chosen
in subsequent years to reflect current research and teaching interests of biblical studies staff at
Cranmer/WSC. Students will be notified in advance of the module beginning which text is to be
studied.
Indicative
bibliography

Broyles, C.C. (ed.), Interpreting the Old Testament: A Guide for Exegesis (Grand
Rapids: Baker Academic, 2001)
Fee, G.D., New Testament Exegesis: A Handbook for Students and Pastors. Third
Edition (Louisville, KY: Westminster John Knox Press, 2002).
Green, J.B. (ed.), Hearing the New Testament. Strategies for Interpretation. Second
Edition. (Grand Rapids: Eerdmans, 2010)
Hayes, J.H. and C.R. Holladay, Biblical Exegesis. A Beginner’s Handbook. Third Edition.
(Louisville, KY: Westminster John Knox Press, 2007).
McKenzie, S.L. and S.R. Haynes (eds.), To each its Own Meaning: An Introduction to
Biblical Criticisms and their Application. Revised and expanded edition (Louisville, KY:
Westminster John Knox Press, 1999).
Stuart, D. Old Testament Exegesis: A Handbook for Students and Pastors. Fourth
Edition (Louisville, KY: Westminster John Knox Press, 2009).
In addition: selected studies and commentaries relevant to the selected biblical text for the
year
HEBREWS
Commentaries on Hebrews by H Attridge, P Ellingworth, G H Guthrie, D A Hagner, C R
Koester & W L Lane
Teaching methods After an appropriate introduction to the text as a whole the course will take the format of close
37
LEVEL 1 MODULES
reading of the selected text, with students preparing exegetical notes in advance each week
and discussing their findings in class, guided by the course teacher to work with particular
resources and approaches.
This will ensure exposure to the most helpful scholarship and resources, as well as facilitating
the development of the student’s own skills in these areas
Formative
assessment
Written exegetical notes in preparation for the class each week.
Summative
assessment
Essay 2500 words.
38
LEVEL 1 MODULES
THMN1341 Preaching 1
Running in 2013-14 at St John’s.
Level
1
Credits
20
Excluded
Combinationss
THMN1167 Preaching and Presentation; THMN2341 Preaching 2; THMN2197 Preaching and
Apologetics.
Aims
To enable theological reflection on preaching in contemporary culture, and to build initial skills
in preaching and apologetic approaches in the contemporary world.
Learning
Outcomes
By the end of this module, candidates will gain:
i) Subject Knowledge:
a) conceptual understanding of the theology and methods of preaching in contemporary
culture;
b) a broad understanding of the challenges and opportunities of contemporary culture as it
relates to preaching in the context of a local church;
c) awareness of the basic elements needed to construct a theology of preaching.
ii) Subject Skills:
a) an appreciation of the skills necessary to reflect on the effectiveness of preaching;
b) initial skills in analysing and interpreting the biblical text;
c) ability to select and apply appropriate methods and creative strategies to shape, evaluate
and deliver sermonic content.
iii) Key transferable Skills:
a) development of communication skills:
• oral communication skills;
• skills in the structured presentation of information in written form;
b) the capacity for independent thought and judgement, including the ability to critically assess
the ideas of others and to reflect on their own performance.
Content
1.
Opportunities and challenges: The context of Western culture;
2.
Building bridges: Apologetics today;
3.
Thinking through your Preaching Ministry: level 1 seminar ‘Basic skills in Preaching’
4.
Preaching in the Acts of the Apostles;
5.
Reading culture and the local church setting;
6.
Full of grace and truth: Engaging the Word with the world;
7.
Imagination and preaching;
8.
Building blocks of preaching: Level 1 Seminar Basic Homiletic Approaches:
9.
Engaging with Culture: Level 1 Seminar, Preaching outside the Local Church Context
10. Sustaining an evolving preaching ministry.
Indicative
bibliography


39
Craddock, F.B., Preaching (Nashville: Abingdon Press, 1985)
Day, D., A Preaching Workbook (London: SPCK, 1998)
Day, D., Embodying the Word: A Preacher’s Guide (London: SPCK, 2005).
Davie, G., Europe the Exceptional Case: Parameters of Faith in the Modern World
(London: DLT, 2002).
Johnston, G.M., Preaching to a Postmodern World (Leicester: IVP, 2001).
Loscalzo, C.A., Apologetic Preaching (Downers Grove: IVP, 2000).
Lowry, E.E., The Homiletic Plot: the Sermon as Narrative Art (Louisville: WJK, 2001).
McGrath, Alister E., Bridge-Building: Effective Christian Apologetics (London: IVP,
2002).
Stevenson, G. (ed) Pulpit Journeys, ed (DLT,2006)
Stevenson, G., (ed) The Future of Preaching (London: SCM, 2010)
Stott, J., I Believe in Preaching, (London: Hodder & Stoughton, 1998)
LEVEL 1 MODULES
Teaching methods
Overall, sessions in this course combine a variety of teaching and learning strategies,
incorporating:

Lecture input: to convey information and exemplify an approach to the subject-matter,
enabling students to develop a clear understanding of the subject knowledge presented
and offering opportunity for the modelling of subject specific skills by tutors.

Seminars – to provide differentialition between levels 1 and 2 (See Indicative summary of
course content)

Plenary discussion: to give students the opportunity to engage critically with material
presented by the lecturer, ask questions, and engage with the questions and perspectives
of others.
Small group discussions:

o
to offer opportunity for developing and exploring questions relating to exegesis
and homiletic strategy;
o
to give space for students to hone basic preaching skills;
o
to give students the opportunity to critically reflect on the strategy and
effectiveness of other people’s preaching. Such peer review offers students a
model of life-long learning and enabling others in the preaching ministry.
Formative
assessment
Write and deliver a 500-700 word dramatic monologue.
Peer and tutor feedback.
Summative
assessment
Video-recorded sermon (10-15 mins).
Written critical reflection on sermon, 2000 words.
40
LEVEL 2 MODULES
Level 2 Modules
THMN2011 Old Testament Texts: Prophets, Psalms & Wisdom
Running in 2013-14 at St John’s and Lindisfarne.
Level
2
Credits
20
Aims
To give students the skills to engage exegetically and hermeneutically with a range of Old
Testament texts, beyond those covered in THMN101 Introduction to the Old and New
Testaments.
Learning
Outcomes
By the end of the module the student will be able to:
• relate specific Psalm, wisdom & prophetic texts to their historical and canonical context(s)
• use differing approaches and methods of interpretation (literary & theological)
• assess the strengths and weaknesses of confessional interpretation of selected Old
Testament texts
• evaluate the relative strengths and weaknesses of seeing Old Testament texts in their original
context(s) and in a Christian perspective, especially with regard to prophecy
• make appropriate use of the texts as the basis for preaching
• make appropriate use of the texts in worship and other ministerial settings
Content
The areas to be covered by the syllabus will normally be :
• Introduction to Old Testament exegesis of prophetic, Psalm & wisdom texts in historical &
canonical perspective
• The Psalms - the Psalter ; themes in the Psalms ; exegesis of selected Psalms
• The wisdom literature - wisdom then and now ; themes in OT wisdom books ; exegesis of
selected passages in OT wisdom books
• Prophecy in the Old Testament - its nature ; function and setting(s)
• Studies in one of the major prophets - context ; themes ; and exegesis of selected passages in
one of Isaiah, Jeremiah or Ezekiel
• Studies in the minor prophets - detailed study of (at least) two of the minor prophets
Indicative
bibliography

Brueggemann, Walter, The Prophetic Imagination (Minneapolis: Fortress, 2nd edn.,
2001).
Firth, David, & Philip Johnston (eds.), Interpreting the Psalms: Issues and Approaches
(Leicester: IVP, 2005).
Gowan, Donald E., Theology of the Prophetic Books: The Death & Resurrection of Israel
(Louisville, KY: Westminster John Knox, 1998).
Hunter, Alistair G., Wisdom Literature (London: SCM, 2006).

Lucas, Ernest, Exploring the Old Testament Vol. 3: The Psalms and Wisdom Literature
(London: SPCK, 2003).

McConville, Gordon, Exploring the Old Testament Vol. 4: The Prophets (London: SPCK,
2002).
Murphy, Roland, The Tree of Life (Grand Rapids: Eerdmans, 3rd edn., 2002).
Redditt, Paul L., Introduction to the Prophets (Grand Rapids: Eerdmans, 2008).
Seitz, Christopher R., Prophecy and Hermeneutics: Towards a New Introduction to the
Prophets (Grand Rapids: Baker Academic, 2007).
Wallace, Howard N., Words to God, Word from God: The Psalms in the Prayer and
Preaching of the Church (Aldershot: Ashgate, 2005).
Also commentaries and studies on selected texts.
Teaching methods 28 hours contact time consisting of lectures including discussion
Formative
assessment
1500 word book critique
Summative
assessment
4000 word written assignment
41
LEVEL 2 MODULES
THMN2021 New Testament Texts: Johannine and Pauline Literature
Running in 2013-14 at St John’s and Lindisfarne.
Level
2
Credits
20
Aims
To give students the skills to engage exegetically and hermeneutically with a range of New
Testament texts, beyond those covered in the first half of THMN101, Introduction to the
Old and New Testaments, and to use them in an informed way for preaching and in other
pastoral contexts.
Learning Outcomes
• explain the place of the Johannine literature within the theological development of the
early church
• explain the missionary/pastoral context of Paul’s writings understand the major
theological themes in the Johannine and Pauline literature
• show awareness of academic issues surrounding the Johannine and Pauline literature
• demonstrate detailed knowledge of the Fourth Gospel and 1 Corinthians
• exhibit ability to express the significance of Johannine and Pauline literature for people
today, so as to be able to make appropriate use of them in preaching, worship, and other
ministerial settings.
Content
An overview of the Johannine literature and the Apocalypse
A consecutive study of the text of the Fourth Gospel
A survey of major themes in Johannine literature
An overview of Paul’s life and letters
A consecutive study of the text of 1 Corinthians
A survey of major themes in Paul’s theology.
Indicative
bibliography
Anderson, Paul N., Felix Just & Tom J. Thatcher (eds.), John, Jesus and History:
Volume 1: Critical Appraisals of Critical Views (Atlanta: SBL, 2007).
Brown, Raymond E., The Gospel According to John. 2 vols. (Garden City, NY:
Doubleday, 1966, 1971).
Bruce, F.F., Paul, Apostle of the Free Spirit (Exeter: Paternoster Press, 1977).

Culpepper, R. Alan, The Gospel and Letters of John (Nashville: Abingdon Press,
1998).

Dunn, James D.G. (ed.), The Cambridge Companion to Paul (Cambridge: CUP,
2003).
Horrell, David G., An Introduction to the Study of Paul (New York: T&T Clark, 2000).
Howard-Brook, Wes & Anthony Gwyther, Unveiling Empire: Reading Revelation
Then and Now (Maryknoll: Orbis, 2006).
Koester, Craig R., Symbolism in the Fourth Gospel: Meaning, Mystery, Community
(Minneapolis: Fortress Press, 2003).
Lee, Dorothy, Flesh & Glory: Symbolism, Gender and Theology in the Gospel of John
(New York: Crossroad, 2002).
Murphy-O’Connor, Jerome, St. Paul’s Corinth (Collegeville: Liturgical, 2nd edn.,
2002).
Theissen, Gerd, The Social Setting of Pauline Christianity (Philadelphia: Fortress,
1982).
Plus other commentaries and studies on the set texts.
Teaching
methods
28 hours contact time consisting of lectures including discussion
Formative assessment In-class exercise with written feedback
Summative
assessment
42
1500 word essay (33.4%)
Take away paper, including gobbets and integrative exercise (66.6%)
LEVEL 2 MODULES
THMN2031 Systematic Theology
Running in 2013-14 at St John’s.
Level
2
Credits
20
Aims
• To enable students to acquire a knowledge of the origins and historical development of key
Christian doctrines such as (a) Trinity, Christology and Atonement and (b) Creation, Fall,
Eschatology and Theological Anthropology
• To carry out a critical appraisal of such doctrines in relation to their cultural and historical
contexts
• To consider contemporary challenges to and reformulations of these doctrines
• To enable students to integrate their understanding of such doctrines with pastoral
ministry
Learning Outcomes
By the end of the module, students will be able to:
• outline the origins and development of the doctrines in question
• comment critically on the doctrines and contemporary approaches to them
• relate the doctrines to wider theological, liturgical, ethical, pastoral and missiological
contexts
Content
The aims and Learning Outcomes will be met by focusing on a selection of the following key
themes & issues:
(a) Christology, Trinity and Atonement
• New Testament Christology and its background
• The development of Christology up to the Council of Chalcedon
• Later historical developments in Christology
• Contemporary Christologies, including Pannenberg, Schillebeeckx,
Liberation Christology and Feminist Christology
• Challenges to classic Christology: The Myth of God Incarnate and
forms of Feminist Theology
• Atonement in the New Testament and its background in early Judaism
• The development and adequacy of atonement theories
• The ideas of sacrifice, penal substitution, Christus Victor etc. in atonement theory
• The Suffering God (with particular reference to Patristic discussions, to Bonhoeffer
and Moltmann)
• Origins and development of the doctrine of the Trinity
• The Holy Spirit in the Bible
• Trinity and creation (with particular reference to the Holy Spirit)
• Trinity and Suffering
• Contemporary trinitarian theologies
• Modern theologies of the Spirit (including Holiness and [Neo-] Pentecostal
movements)
(b) Humanity and the World in Theological Perspective
• Creation and the Imago Dei
• Fall, Sin and Guilt
• Grace, Justification and Sanctification
• Human Personhood in Theological Perspective (history and contemporary discussions)
• Themes in Eschatology (Christian hope, heaven, hell, universal
salvation, doctrines of time, parousia, millenarianism etc.)
Indicative
bibliography
Duffy, Stephen, The Dynamics of Grace: Perspectives in Theological Anthropology
(Collegeville, MN: Liturgical, 1993).
Dupuis, Jaques, Who Do You Say I Am? (Maryknoll, NY: Orbis, 1994).
Fiddes, Paul, Participating in God: A Pastoral Doctrine of the Trinity (London: Darton,
Longman and Todd, 2000).
Gunton, Colin, The Promise of Trinitarian Theology (London: T&T Clark, 2004).
Hunt, Anne, Trinity (Maryknoll, NY: Orbis, 2005).
McGrath, Alister, Christian Theology: An Introduction (Oxford: Blackwell, 4th edn., 2006).
McKnight, Scot, A Community Called Atonement (Nashville, TN: Abingdon Press, 2007).
43
LEVEL 2 MODULES
Migliore, Daniel, Faith seeking Understanding (Grand Rapids, MI: Eerdmans, 2nd edn., 2004).
Moltmann, Jürgen, Experiences in Theology: Ways and Forms of Christian Theology (London:
SCM, 2000).
O’Collins, Gerald, Christology: A Biblical, Historical, and Systematic Study of Jesus (Oxford:
Oxford University Press, 1995).
Schwarz, Hans, Christology (Grand Rapids, MI: Eerdmans, 1998).
Wright, Tom, Surprised by Hope (London: SPCK, 2007).
Teaching methods
28 hours contact time: lectures, seminars, group work
Formative
assessment
1500 written assignment
Summative
assessment
1 x 2500 word assignment and a 30 minutes structured assessed conversation
44
LEVEL 2 MODULES
THMN2041 Death & Dying
Running in 2013-14 at St John’s and Lindisfarne.
Level
2
Credits
20
Aims
• To enable students to reflect on human experiences related to death and bereavement.
• To explore personal, pastoral and liturgical responses to those experiences.
• To equip students to begin the ministry of working with the bereaved and taking funerals.
Learning
Outcomes
By the end of this module students will be able to:
• Reflect on their own attitudes to, and experience of loss, death and bereavement.
• Demonstrate an understanding of insights that human and theological disciplines bring to
such experiences.
• Show an awareness of pastoral and liturgical responses to death and bereavement as they
begin the ministry of working with the dying and bereaved.
• Exercise pastoral judgment and skill in helping individuals and communities respond to death
and bereavement.
Content
• Individual, social and practical responses to death, loss and bereavement
• Relevant considerations from various human and theological disciplines
• Ethical, pastoral and liturgical responses to death and bereavement
Indicative
bibliography

Ainsworth-Smith, I., & P.C. Speck, Letting Go: Caring for the Dying and Bereaved
(London: SPCK, 1982).
Davies, Douglas J., The Theology of Death (London: T&T Clark, 2008).
-----, Death, Ritual and Belief (London: Cassell, 1997).
Holloway M., Negotiating Death in Contemporary Health and Social Care (Bristol:
Policy Press 2007)
Jupp, P., (ed) Death our Future: Christian Theology and Funeral Practice (London 2008)
Kübler-Ross, Elizabeth, On Death and Dying (London: Tavistock, 1969).
Ratzinger, J., Eschatology (Washington: CUA, 1988)
Walter, Tony, Funerals and How to Improve Them (London: Hodder and Stoughton,
1990).
Ward, Barbara, Healing Grief: a guide to loss and recovery (London: Vermilion, 1993).
Worden, William, Grief Counselling and Grief Therapy (London/New York: Tavistock,
1983).
Whitaker, Agnes, All in the end is Harvest (London: DLT, 1984).
Wright, N. T., For All the Saints (London: SPCK, 2003).
Teaching methods Lectures, seminars, use of media, visits to practitioners and discussions. 28 hours contact time.
Formative
assessment
Formative assignment will be a recorded funeral talk/homily and feedback on this will include
self-assessment, as well as peer and tutor feedback.
Summative
assessment
4000 word written assignment
45
LEVEL 2 MODULES
THMN2057 Practical Theology
Running in 2013-14 at St John’s.
Level
2
Credits
10
Aims
To enable the building of the skills and habit of theological reflection on experience and the
integration of theology and the practice of ministry.
Learning
Outcomes
By the end of the module students will be able to:
• demonstrate an understanding of a variety of methodologies in the discipline of theological
reflection on experience
• be able to draw on other disciplines, particularly the human sciences, to understand and
analyse a range of situations
• be able to relate and integrate specific experiences of life and ministry to relevant parts of
the Christian tradition
• be able to demonstrate the ability to engage critically in theological reflection as part of a
group and individually, and to facilitate that reflection as part of a group and in written form
Content
Practical Theology/Theological Reflection
Models and Approaches in practical theology and other disciplines
Using the Bible and Tradition
Using the Human Sciences critically and integratively
Observation, research and analysis in practice
Indicative
bibliography

Ballard, Paul (ed.), The Foundations of Pastoral and Practical Theology (Cardiff: Cardiff
Faculty of Theology, 1986).
Graham, E., H. Walton, and F. Ward, Theological Reflection: Methods (London: SCM,
2005).
____, Theological Reflection: Sources (London: SCM, 2007).
Green, L., Let’s Do Theology (London: Mowbrays, 1990).
Kinast, Robert L., Making Faith-Sense: Theological Reflection in Everyday Life
(Collegeville, Minnesota: The Liturgical Press, 1999).
Woodward, James and Stephen Pattison (eds.), The Blackwell Reader in Pastoral and
Practical Theology (Oxford: Blackwell, 2000).
Teaching methods 14 hours of contact time including lectures, worked examples on methodology, staff and
student led seminars and field experience.
Formative
assessment
The formative assessment will take the form of a one-to-one tutorial discussion in preparation
for the summative assignment.
Summative
assessment
Presentation and facilitation of a seminar (30 min) based on a specific and identified aspect of
field experience.
46
LEVEL 2 MODULES
THMN2061 Mission
Running in 2013-14 at St John’s.
Level
2
Credits
20
Excluded
combination
THMN106
Aims
To build foundations for a theology of mission from the Bible, theology and church history. To develop
a coherent and practical understanding of evangelism in the context of local church ministry.
Learning
Outcomes
On successful completion of this module, students will be able to:
• Demonstrate a knowledge and critical understanding of the Biblical, theological and historical
roots of contemporary mission.
• Demonstrate a knowledge and critical understanding of a variety of approaches to
evangelism, and the ability to identify and argue for the appropriate approach(es) in a given
situation.
• Reflect critically on an experience of faith sharing in the context of local church mission.
• Articulate and analyse the benefits and challenges of collaborative ministry related to
mission.
Content
1. What is Mission?
2. Biblical models of mission
3. Learning from history
4. Contemporary issues in mission
5. Missio Dei and the Kingdom of God
6. Overview of issues and context of Evangelism in Britain today
7. The journey of faith: finding a metaphor for evangelism
8. Contact and encounter: getting going in evangelism
9. The work of the Spirit in evangelism
10. Hard questions about evangelism
11. Encouraging continuing discipleship
12. Evangelism in the life of the church
Indicative
bibliography


Abraham, William, The Logic of Evangelism (London: Hodder & Stoughton, 1989).
Bevans, Stephen B. and Roger P. Schroeder, Constants in Context: A Theology of
Mission for Today (New York: Orbis Books, 2004).
Bosch, David, Transforming Mission (New York: Orbis, 1991).
Brueggemann, Walter, Biblical Perspectives on Evangelism (Nashville: Abingdon,
1993).
Church of England Mission and Public Affairs Council, Mission-shaped Church (London:
Church House Publishing, 2004).
Fiorenza, Elisabeth, 'Missionaries, Apostles, Co-Workers: Romans 16 and Lamin
Sanneh, 'Theology of Mission' in David, Ford (ed.), The Modern Theologians (Oxford:
Blackwell, 1997) pp.555-574.
Kirk, Andrew, What is Mission? (London: DLT, 1999).
Morisy, Ann, Journeying Out (London: Continuum, 2006).
Nazir-Ali, M., From Everywhere to Everywhere (London: Collins, 1990).
Newbigin, Lesslie, The Gospel in a Pluralist Society (London: SPCK, 1989).
Spencer, Stephen, SCM Study Guide to Mission (London: SCM).
Standing, Roger, ‘As a Fire by Burning’ (London: SCM, 2013). Thomas, Norman (ed.),
Readings in World Mission (London: SPCK, 1995).
Yates, Timothy, Christian Mission in the Twentieth Century (Cambridge: CUP, 1994).
Teaching methods Lecture/seminar sessions (28 hours); weekend group placement
Formative
assessment
1000 word essay
Summative
assessment
30 min. group presentation followed by 10 min. conversation, with each group member
receiving same mark (25%); 3000 word essay (75%)
47
LEVEL 2 MODULES
THMN2077 Themes in Church History
Running in 2013-14 at St John’s and Lindisfarne.
Level
2
Credits
10
Aims
To enable students to study at greater depth selected periods, events and personalities in the
history of the Church, including engagement with original sources, so that they will develop
skills in interpreting historical evidence and using it in wider theological and ministerial work.
Learning
Outcomes
By the end of the module students will
• have developed the skills and confidence to read and evaluate primary historical source
material for themselves;
• will have deepened their skills in constructing historical arguments;
• be able to make critical use of historical evidence in current issues in the life of the Church
and the World;
• demonstrate an increased sense of their own location as a product of historical development,
as also of the location and development of other Christian traditions.
Content
The staff with students will select four topics to be covered from the following list:
• Church and State - a comparison of Church-State relationships under the pre- and postConstantinian Empire; Innocent III; the English Reformation and the German Church under
the Nazis.
• The Development of the Medieval Papacy: Leo the Great; Gregory the Great; Gregory VII;
Innocent III.
• The Development and Growth of Monasticism up to the High Middle Ages: Desert
Monasticism; Benedict; Celtic Monasticism; Cluny and Citeaux.
• The 'Reformation'
• 'Enthusiastic' Movements in the History of the Church from Montanism to the 'Toronto
Blessing'
• Church and Mission in the Modern World: the Church and overseas mission; the Church and
the working classes in Britain; the Church and Christian Social Thought.
• The Papacy in the Modern World from the French Revolution to Vatican 2.
Indicative
bibliography


Comby, J., How to read Church History (vol 1 1985)
Comby, J. and D. MacCulloch, How to Read Church History (vol 2 1989).
Grass T., Modern Church History (2008).
Hamilton B., Religion in the Medieval West, 2nd.ed. (2003).
McGrath, Alistair, Reformation Thought (Oxford: WileyBlackwell, 4th edn., 2012).
Ramsey B., Beginning to Read the Fathers (1993)
Teaching methods 14 hours contact time: lectures and seminars
Formative
assessment
Student-led seminar
Summative
assessment
'Take away' paper in which students are required to answer gobbets on 3 of 4 topics.
48
LEVEL 2 MODULES
THMN2087 Liturgies of Initiation & Eucharist
Running in 2013-14 at St John’s.
Level
2
Credits
10
Aims
• To enable students to acquire a knowledge of the history of baptism and eucharist.
• To consider the theology and practice of these two sacraments.
• To encourage students to become sensitive and well-informed planners and leaders of
baptismal and eucharistic liturgies.
• To enable students to make informed judgements on liturgical matters appertaining to
baptism and the eucharist.
• To develop an understanding of baptism and eucharist in the student's own tradition and in
other Christian traditions.
• To enable students to participate in liturgical development and revision in their own
churches.
Learning
Outcomes
By the end of the module, students will be able to:
• demonstrate an understanding of the historical development of baptism and the eucharist;
• comment on the significance of selected baptismal and eucharistic texts;
• discuss key theological and pastoral issues in baptism and the eucharist;
• relate studies in this module to wider theological and pastoral concerns.
Content
• Baptism in the New Testament and its OT antecedents
• The Historical development Of Initiation Rites
• Confirmation
• Baptism in the Protestant Reformation, focusing on the English Prayer Books
• Contemporary issues in initiation, including baptismal policies, the admission of children to
communion, ecumenical statements on initiation and recent revision of the baptismal rites
• The Eucharist in the New Testament and its OT antecedents
• The Historical Development of the Eucharist
• Issues in Eucharistic Theology
• The Eucharist in the Reformation and Counter-Reformation
• Recent eucharistic revision and ecumenical statements on the eucharist
• Study of selected texts (selected on an ecumenical basis)
Indicative
bibliography
Church of England, Common Worship: Christian Initiation (London: CHP, 2006).
Crockett, William, Eucharist: Symbol of Transformation (New York: Pueblo Publishing Company,
1989).
Holeton, David, R. (ed.), Our Thanks and Praise: The Eucharist in Anglicanism Today (Toronto:
Anglican Book Centre, 1998).
Johnson, Maxwell, E., The Rites of Christian Initiation (Collegeville, Minnesota: The Liturgical
Press, 1999).
Methodist Church, The Methodist Worship Book (Peterborough: Methodist Publishing House,
1999).
Spinks, Bryan D., Early and Medieval Rituals and Theologies of Baptism (Aldershot: Ashgate,
2006).
Spinks, Bryan D., Reformation and Modern Rituals and Theologies of Baptism (Aldershot:
Ashgate, 2006).
Stevenson, Kenneth, Do This: The Shape, Style and Meaning of the Eucharist (Norwich:
Canterbury Press, 2002).
Stevick, Daniel B., The Altar’s Fire: Charles Wesley’s Hymns on the Lord’s Supper, 1745
Introduction and Exposition (Peterborough: Epworth Press, 2004).
Teaching methods 14 hours contact time; lectures/seminars with group activities
Formative
assessment
In-class exercise
Summative
assessment
1 x 2500 word essay
49
LEVEL 2 MODULES
THMN2097 Formational Theology: Leadership and Ministry
Running in 2013-14 at St John’s.
Level
2
Credits
10
Aims
To explore the nature of Christian leadership, with particular reference to the role of the
ordained minister in the context of parish or circuit ministry revise to incorporate
Learning
Outcomes
By the end of the module students will:
• be able to give an account of leadership which is distinctively Christian and as it relates to the
ministry of the ordained
• be able to learn from and reflect theologically upon contemporary approaches to
management and leadership
• develop foundational skills required for understanding and developing the life of a Christian
community (including building common vision; introducing change and handling conflict)
• develop foundational skills required for working collaboratively; developing teams and
enabling the ministry of others
• show an awareness of the basic ministerial skills of self-management, including the building
of personal means of support and responses to stress
Content
Indicative
bibliography
• The language of leadership – metaphor and meaning
• Case study : introduction to the assignment
• Leadership in the Bible
• Mission statements – vision and values
• Collaborative leadership – leading in teams
• Team Roles
• Conflict Management Styles
• Systems approach to leadership analysis
• The spirituality of leadership
• Leadership issues relating to gender


Croft, Steve, Ministry in Three Dimensions: A Theological Foundation for Local Church
Leadership (London: DLT, 1999).
Grundy, Malcolm, Understanding Congregations (London: Mowbray, 1998).
Hahn, Celia Allison, Growing in authority, relinquishing control (Maryland: Alban
Institute, 1994).
Hybels, Bill, Courageous Leadership (Grand Rapids: Zondervan, 2002).
Jamieson, Penny, Living at the edge: Sacrament and Solidarity in Leadership (New
York: Continuum, 1997).
Lambdin, Keith, Finding your Leadership Style (London: SPCK, 2012).
Nelson, John (ed.), Leading, Ministering, Managing (Norwich: Canterbury Press, 1999).
Teaching methods 14 hours contact time including lectures, group work and discussion
Formative
assessment
In-class exercise
Summative
assessment
A 2500 word response to a given case study
50
LEVEL 2 MODULES
THMN2107 Christian Education
Running in 2013-14 at St John’s.
Level
2
Credits
10
Aims
• To examine the practical and theoretical questions involved in Christian education
• To explore ways in which adults, young people and children learn
• To consider models and approaches to Church related education and the role of ordained
and other ministries in Christian education.
Learning
Outcomes
By the end of the module students will be able to:
• Identify the variety of ways people learn
• Demonstrate an understanding of faith development in children, adolescents and adults
• Evaluate models of Christians education and their application in a practical context
• Design, deliver and evaluate an educational activity or event for a clearly defined group.
Content
Foundation Sessions
• Roots of Christian Education in the Bible and Tradition
• The language of faith and education
• The nature of learning
• Models of Christian Education
• The basics of education design
• Practical issues in Christian education
• Nurturing faith in children: under 5s and 5-11
• Working in and with schools
• Youth and Adolescence
• Adults working with children
• Adult enquirers
• Adult learning
• Families and Learning
Indicative
bibliography
Astley, Jeff (ed.), Learning in the Way (Leominster: Gracewing, 2000).
Astley, Jeff, How Faith Grows (London: National Society/Church House Publishing, 1991).
Croft, Steve and Roger Walton, Learning for Ministry (London: Church House Publishing, 2005).
Donahue, B. and R. Robinson, Building a Church of Small Groups (Willow Creek: Zondervan,
2001).
Francis, Leslie J. and Jeff Astley, Children, Churches and Christian Learning (London: SPCK,
2002).
Reece, I. and D. Walker, Teaching, Training and Learning: a practical guide (Houghton-leSpring: BEP, 1998).
Rogers, Jenny, Adults Learning (Milton Keynes: Open University Press, Various editions from
1971 onwards).
Ward, Pete, Relational Youth Work (Oxford: Lynx Communications, 1995).
Teaching methods 14 hours contact time including lectures, discussion, group work and seminars
Formative
assessment
In-class exercise
Summative
assessment
2500 word essay
51
LEVEL 2 MODULES
THMN2117 Supervised Pastoral Placement
Running in 2013-14 at Lindisfarne.
Level
2
Credits
10
Aims
To enable students to gain pastoral experience of an assessable nature and to develop the
skills of theological reflection and evaluation of practice. To provide placement experience at
Level 2 which allows a breadth of experience and a progression from Level 1 in terms of skills
and practice. To facilitate reflection on the student’s pastoral experience by peer group
evaluation and critical self-reflection
Learning
Outcomes
By the end of the module student will demonstrate:
• the skills and attitudes needed to engage in a variety of pastoral situations
• the ability to reflect personally and theologically on the experience of the pastoral placement
• the ability to engage professionally in the process of supervision both with on-site
supervisors and with pastoral tutors
• the ability to present a case-study appropriately, to handle peer group evaluation and to
engage in critical self-reflection in the light of it.
Content
1. Students spend at least half a day per week in their placements
throughout the academic year.
2. Tools for reflection on placement work.
3. A presentation of the case study method.
4. Regular meetings with students' pastoral tutors and on-site
supervisors.
Teaching methods 14 hours contact time. Lectures/case study presentations/group discussions/tutorials and onsite supervisions
Formative
assessment
There is no formative assignment for this module but extensive one-to-one work with both onsite and college tutors will provide substantial feedback in the learning process.
Summative
assessment
A joint report from the internal and on-site supervisor (50%)
A written assignment of 1,500 words based on the placement using the 'Case Study Method'
52
LEVEL 2 MODULES
THMN2127 Mission Studies Block
Running in 2013-14 at St John’s.
Level
2
Credits
10
Aims
To enable students to engage with a contemporary issue in mission and ministry in theory and
practice, and to develop the skills of theological reflection
Learning
Outcomes
By the end of the module student will demonstrate:
• sensitivity to and sustained critical engagement with mission and ministry in context
• ability to integrate and to critique the relationship between practice and theory in a specific
aspect of mission and ministry
• critical self-understanding in relation to mission and ministry
• ability to thinking theologically about identified situations and issues, drawing on a range of
appropriate resources from scripture and tradition
Content
The major dynamic of the content will be reflection on a field trip or field experience in parish,
circuit or secular setting. Preparatory sessions, study/information packs, discussion seminars
and debriefing will be part of the unit. Field experience will take place under the supervision of
an on-site supervisor and BATM teaching staff. In total there will be 14 hours contact time.
Further research and reading will be suggested in context.
Examples include Communication in Contemporary Culture, Urban Mission and Ministry, Rural
Mission and Ministry, Ministry in Multi-faith Britain, Contemporary Mission in Social and
Historical Context
Teaching methods Lecture, seminars, observation and practical tasks in setting with supervision and reflection
sessions. 14 hours contact time.
Formative
assessment
There is no formative assignment for this module but extensive one-to-one work with both onsite and college tutors will provide substantial feedback in the learning process.
Summative
assessment
2500 word assignment.
53
LEVEL 2 MODULES
THMN2137 God and Philosophy
Not running in 2013-14.
Level
2
Credits
10
Aims
To help students understand: philosophical debates concerning divergent metaphysical worldviews and the implications of these debates for theology and modern culture; philosophical
arguments concerning the existence and nature of God, and our language about God;
philosophical contributions to the debate on God, evil and suffering; other current issues in the
philosophy of religion, e.g. the possibility of miracles or issues in hermeneutics.
Learning
Outcomes
At the end of the course the student will be able to:
1. Assess the principle issues involved in metaphysical debates
concerning divergent world- views.
2. Assess some of the arguments employed for and against the
existence of God.
3. Assess some important aspects of philosophical disputes concerning
God and suffering.
4. Assess some important aspects of philosophical disputes about
miracles or issues in hermeneutics.
Content
1. Christianity and metaphysics: a brief outline.
2. Philosophical debates concerning the existence and nature of God.
3. ‘God-Talk’, and the importance of this area for theology.
4. Can philosophy contribute to the theological debate on God and
suffering.
5. Current philosophical debates e.g. about miracles or issues in
hermeneutics.
Indicative
bibliography
Davies, B., Introduction to the Philosophy of Religion (Oxford: Oxford University Press, 2004).
Flew, A., God and Philosophy (New York: Prometheus, 2005).
Flew, A., There is a God (New York: HarperOne, 2007).
Geach, P., Providence and Evil (Cambridge: Cambridge University Press, 1977).
McGrath, A., The Twilight of Atheism (London: Rider Books, 2004).
Smart, J.J.C., and J.J. Haldane, Atheism and Theism (Oxford: Blackwell Publishing, 2003).
Teaching methods Lectures, group discussion, group tutorials: 14 hours contact time
Formative
assessment
1500 word written assignment
Summative
assessment
2500 word written assignment
54
LEVEL 2 MODULES
THMN2157 Special Study
Available in 2013-14 at St John’s and Lindisfarne as required.
Level
2
Credits
10
Aims
To enable students to research and write on a specific topic, with supervisory guidance.
Learning
Outcomes
By the end of the module the student will be able to:
• Identify a suitable topic for research and writing
• Frame a title and appropriately bound the subject area
• Undertake guided and independent reading and research
Content
Project on a topic of the student's choice within the scope of the Theology and Ministry
Programme, subject to approval by the Joint Working Group.
Teaching methods At least 3 supervision sessions with relevant subject tutor.
Formative
assessment
Oral feedback in supervision sessions and written feedback where appropriate
Summative
assessment
Written assignment of up to 4000 words including footnotes/endnotes, but excluding
appendices and bibliography. This word count is an absolute ceiling: the 10% allowance for
other written assignments does not apply.
55
LEVEL 2 MODULES
THMN2167 Methodism
Running in 2013-14 at St John’s.
Level
2
Credits
10
Aims
To enable the student to explore the history, theology and spirituality of Methodism
Learning
Outcomes
By the end of the course students will be able to:
• Give a critical account of Methodist history, ecclesiology, spirituality and missiology.
• Discuss critically different interpretations of Methodist history.
• Explain central Methodist theological emphases, eg Arminianism, prevenient grace and
holiness, relate them to current practice and evaluate contemporary interpretations of these
notions.
• Give a critical account of Methodism in a world context and evaluate patterns of Methodist
ecclesiology in social/cultural contexts.
• Discuss Methodist contributions to social and cultural development.
• Give a critical account of the hymnody of Charles Wesley.
• Give a critical account of Methodist contributions to theology and practice in ecumenical
context.
Content
Early Methodism in Britain, Ireland and North America
The structure and theology of Charles Wesley’s hymns
Mission in the various strands of 19th century Methodism
The 1932 Union: success or failure?
The development of Methodism in America
World Methodism: the World Methodist Council
Methodism in Europe, Asia and South America
Methodism in an Ecumenical Era
Methodist approaches to Mission and Ministry in the late 20th/21st Century.
Indicative
bibliography

Cracknell, K. and S. White, An Introduction to World Methodism (Cambridge:
Cambridge University Press, 2005).
Davies R., R. George & G. Rupp, History of the Methodist Church in Great Britain, Vols.
1-4 (London: Epworth, 1965-1988).
Heitzenrater, Richard P., Wesley and People Called Methodists (Nashville: Abingdon,
1995).
Kent, John, Wesley and the Wesleyans (Cambridge: Cambridge University Press, 2002).
Rack, Henry, Reasonable Enthusiast (London: Epworth, 1992).
Tabraham, B., Brother Charles (London: Epworth, 2004).
Teaching methods Lectures, pre-lecture reading of primary and secondary sources for group discussion and
seminar purposes. 14 contact hours.
Formative
assessment
In-class exercise
Summative
assessment
1 x 2,500 word essay
56
LEVEL 2 MODULES
THMN2177 Christian Ethics
Running in 2013-14 at Lindisfarne.
Level
2
Credits
10
Aims
To help students develop an understanding of theologically informed ethical reasoning and
related philosophical debates, and to enable them to apply this understanding to particular
moral issues.
Learning
Outcomes
By the end of the module students will be able to:
1. demonstrate a critical understanding of the varied climate of ethical
thinking in the modern world.
2. show an understanding of important aspects of the tradition of the
Church's moral teaching.
3. assess some important aspects of theological disputes in the field of
ethics concerning, e. g. moral absolutes, conscience, sin.
Content
• The relationship between faith and morality.
• The role of Scripture and tradition as sources for theological ethics.
• Models for theological ethics: natural law, virtue ethics, narrative ethics, divine command
ethics.
• Philosophical debates concerning the nature of ethics.
• Current theological debates in ethics: moral absolutes, conscience, sin.
• Ethics and the law of the land, including the role of government.
• The role of ecclesiastical authority in moral theology.
Indicative
bibliography
Astley, Jeff, Choosing Life (London: DLT, 2000).
Gula, Richard, Reason Informed by Faith: Foundations of Catholic Morality (New York: Paulist,
1989).
Hoose, Bernard, Christian Ethics (London: Cassell, 1991).
Lobo, George V., Guide to Christian Living: A New Compendium of Moral Theology
(Westminster, MD: Christian Classics, 1989).
Messer, Neil, Christian Ethics (London: SCM, 2006).
Spohn, William, Go and Do Likewise (New York: Continuum, 1999).
Teaching methods 14 hours contact time including lectures, group discussion, and seminars.
Formative
assessment
In-class exercise
Summative
assessment
2500 word essay
57
LEVEL 2 MODULES
THMN2187 Anglicanism
Running in 2013-14 at St John’s and Lindisfarne.
Level
2
Credits
10
Excluded
combinations
THMN3067 Anglicanism.
Aims
To enable students to give an account of the development and content of ‘Anglicanism’ and to
evaluate its coherence and ministerial relevance.
Learning
Outcomes
By the end of this module students will:
1. be familiar with selected key texts of Anglicanism
2. be able to evaluate the different accounts of Anglicanism, in
particular Anglican theological method and Anglican ecclesiology
3. be able to discuss contemporary issues in Anglican theology and life
4. be able to locate themselves in relation to the tradition of
Anglicanism
5. demonstrate awareness of the relationship between Anglican insights
and their ministerial practice
Content
• study of selected historical periods and texts: the English Reformation; Richard Hooker; the
Caroline Divines and the Restoration; the Oxford Movement, the rise of Liberalism and the
Evangelical reaction; essential modern texts such as the revised Canon Law, Declaration of
Assent and Worship and Doctrine Measure and other selected reports of the Doctrine
Commission, of the House of Bishops and of the Church of England.
• the development of the Anglican Communion.
• aspects of contemporary Anglicanism such as: 'Forward in Faith', ‘Affirming Catholicism’,
Reform and internal disunity; episcopacy in Anglicanism; lay presidency; establishment; the
role of Charismatics within Anglicanism. This section of the module will vary according to
current issues and the priorities of the group.
Indicative
bibliography
Avis, P., The Anglican Understanding of the Church: an Introduction (London: SPCK,
2000).

Bartlett, A., A Passionate Balance (London: DLT, 2007).
Chapman, M., Anglicanism. A very short introduction (Oxford: OUP, 2006).

Podmore, C., Aspects of Anglican Identity (London: Church House Publishing, 2005).
Redfern, A., Being Anglican (London: DLT, 2004 edn.).
Sykes, S.W., J. Booty and J. Knight (eds.), The Study of Anglicanism (London and
Minneapolis: SPCK/Fortress, 2nd edn., 1998).
Williams, R., Anglican Identities (London: DLT, 2004).
Teaching methods 14 hours contact time – seminars
Formative
assessment
In-class exercise
Summative
assessment
2500 word assignment
58
LEVEL 2 MODULES
THMN2197 Preaching & Apologetics
Not running in 2013-14.
Level
2
Credits
10
Excluded
combinations
THMN1341 Preaching 1; THMN2341 Preaching 2.
Aims
To enable theological reflection on preaching in contemporary culture, and to build initial skills
in apologetic approaches in this area.
Learning
Outcomes
By the end of this module, students will be able to:
• Demonstrate a critical understanding of the theology and methods appropriate to preaching
in contemporary culture;
• Demonstrate the ability and skills to reflect critically on and to evaluate the effectiveness of
such preaching;
• Demonstrate a critical understanding of the challenges and opportunities of contemporary
culture as it relates to Christian communication in a variety of contexts;
• Demonstrate skills and understanding in sustaining and evaluating a creative preaching
ministry.
Content
1. Opportunities and Challenges: The Context of Western Culture
2. Building Bridges: Apologetics Today
3. The Trinitarian theology of Preaching
4. Preaching in the Acts of the Apostles
5. Reading culture and the local church setting
6. Full of grace and truth: Engaging the Word with the world
7. Story: Stimulating the Imagination
8. Evangelistic preaching
9. Preaching that nurtures discipleship
10. Sustaining an evolving preaching ministry
Indicative
bibliography
Day, D., J. Astley and L. Francis, A Reader on Preaching (Aldershot: Ashgate, 2005).
Davie, G., Europe the Exceptional Case: Parameters of Faith in the Modern World (London: DLT,
2002).
McGrath, Alister E., Bridge-Building: Effective Christian Apologetics (London: IVP, 2002).
Quicke, M., 360-Degree Preaching (Grand Rapids: Baker Academic, 2003).
Taylor, B., The Preaching Life (Boston, MA: Cowley Publications, 1993).
Willimon, W., Conversations with Barth on Preaching (Nashville: Abingdon, 2006).
Teaching methods Lectures and discussion, contact time 14 hours
Formative
assessment
Feedback on 3 min. radio talk
Summative
assessment
Recorded 10-15 min. sermon (50%); 1000 word reflection (50%)
59
LEVEL 2 MODULES
THMN2207 Christianity and Other Faiths
Not running in 2013-14.
Level
2
Credits
10
Excluded
Combination
THMN316
Aims
• To describe a 'religious map' of contemporary Britain
• To explore the missiological significance of culture and of other faiths
Learning
Outcomes
By the end of the module the students will:
• have had some direct contact with non-Christian faiths in Britain
• be able to show an understanding of the variety of religious belief and practice in Britain
• be able to outline the religious phenomena of 'New Age' movement and folk religion
• give an account of issues connected with dialogue and mission in relation to Islam in
contemporary Britain
Indicative
bibliography
Church of England, Presence and Engagement, The Churches’ Task in a Multi Faith Society, A
Report of the Inter Faith Consultative Group of the Archbishops’ Council (London:
Church House Publishing, 2005).
Glaser, Ida, The Bible and Other Faiths: What does the Lord require of us? (Leicester: IVP, 2005).
Heelas, Paul and Linda Woodhead, The Spiritual Revolution: Why Religion is Giving Way to
Spirituality (Oxford: Blackwell, 2004).
Lewis, Philip, Young, British and Muslim (London: Continuum, 2007).
Markham, Ian S. (ed.), A World Religion's Reader (Oxford: Blackwell 1996, 2nd edn., 2000).
Wingate, Andrew, Celebrating Difference, Staying Faithful: How to Live in a Multi-Faith World
(London: DLT, 2005).
Teaching methods 14 hours contact time, including lectures, discussion, visits as well as using representatives of
Other Faiths as lecturers and seminar leaders.
Formative
assessment
A 500 word outline proposal identifying issues to be addressed in essay/presentation will be
discussed with each student and given written feedback
Summative
assessment
A 2500 word essay demonstrating an understanding of the practical and ministerial aspects of
an area of religion in contemporary Britain.
60
LEVEL 2 MODULES
THMN2217 Reader Ministry
Not running in 2013-14.
Level
2
Credits
10
Aims
To continue to explore the nature and role of Reader ministry in respect of Scripture, tradition,
experience and the needs of the contemporary church
To enable students to reflect on the exercise of their Reader ministry through their
collaborative engagement with their local church, the integration of their learning during
training, and the impact of training upon their beliefs, attitudes and present and future
responsibilities.
Learning
Outcomes
By the end of the module students will be able to:
1. demonstrate a confidence in relating the Scriptures and the Christian
theology of ministry to their experience of Reader Ministry
2. evaluate critically and experientially the character of Reader ministry
in the Church of England.
3. show an understanding of the needs of Reader ministry in contemporary society in 21st
Century Britain in the context of
mission.
4. interpret a vision for Reader ministry which is shaped by and shared
with the church in the context of its local ministry
5. develop appropriate mechanisms for charting their theological
understanding, ministerial skills and spiritual growth, identifying
future pathways in lifelong learning.
Content
An examination of Reader ministry in practice, with particular reference to contemporary
developments in the Church of England and highlighting ministerial issues from participants as
well as those observed in the ministry of the whole people of God.
Indicative
bibliography
Bennett, D., Biblical Images for Leaders and Followers (Carlisle: Paternoster, 1993).
Lovell, G., Consultancy, Ministry and Mission (London: Burns & Oates, 2000).
Ministry Division, Reader Ministry and Training 2000 and Beyond (London: CHP, 2000).
Ministry Division, Shaping the Future Pt 2 (London: CHP, 2006).
The Archbishops’ Council, The Mission and Ministry of the Whole Church (London: CHP, 2007).
Warren, R., Building Missionary Congregations (London: CHP, 1995).
Teaching methods 14 hours contact time, including seminars group work and discussion
Formative
assessment
In-class exercise
Summative
assessment
Essay (1500 words) 60%
Ministerial Profile (1000 words) 40%
61
Level 2 modules
THMN2227-2237 Pastoral Experience and Reflection
Running in 2013-14 at St John’s.
Level
2
Credits
10
Aims
To enable students to gain practical experience in pastoral ministry of an assessable nature and
to develop the skills of theological reflection.
Learning
Outcomes
By the end of the module the student will demonstrate:
• sensitivity to and critical engagement with ministry in context
• ability to relate practice and theory in pastoral ministry within a particular setting
• self-understanding in relation to ministry
• ability to think theologically about pastoral situations
Content
The major dynamic of the content will be reflection on a pastoral placement in parish, circuit or
secular setting. Preparatory sessions and study/information packs will precede or be part of
the practical, and it will conclude or be followed by debrief and discussion seminars. Practical
work will take place under the supervision of an on-site supervisor and the colleges’ pastoral
studies tutors, with supervision and reflection sessions built into the programme. In total
there will be at least 14 hours contact time. Further research and reading will be suggested in
context.
Indicative
bibliography
Teaching methods Observation and practical tasks in pastoral context with supervision and reflection sessions;
tutorial sessions. At least 14 hours contact time.
Formative
assessment
There is no formative assessment for this module but extensive one-to-one work with both onsite and college tutors will provide substantial feedback in the learning process.
Summative
assessment
2500 word assignment
62
LEVEL 2 MODULES
THMN2257 Themes in Christian Doctrine
Running in 2013-14 at Lindisfarne.
Level
2
Credits
10
Pre-requisite
THMN1021 Introduction to the Christian Tradition
Aims
To help students develop an understanding of Christian Doctrine and an appreciation of its
importance
To help students articulate the Christian faith clearly
To provide a foundation for theological reflection on contemporary issues
Learning
Outcomes
By the end of the module students will:
• have a working knowledge of Christian Doctrine
• appreciate factors which have contributed to its development and expression in a variety of
contexts
• comment critically on the doctrines and contemporary approaches to them
• be able to commend and defend Christian believing in a variety of settings
• begin to engage more deeply in theological reflection upon personal and cultural issues
Content
God the Creator, the Good Creation and the Problem of Sin
The Nature of Christ
The Cross, Resurrection and Ascension of Christ
The Holy Spirit
The Kingdom of God, the Mission of God and the Church
Baptism, Eucharist, Ministry
The Last Things
Indicative
bibliography
Ford, D.F., Theology: A very short introduction (Oxford: OUP, 2000).
Hastings, A. (ed.), The Oxford Companion to Christian Theology
(Oxford: OUP, 2001).
Higton, M., Christian Doctrine (London: SCM Press, 2008).
Hodgson, P. and R. King (eds.), Christian Theology (London: SPCK,
2nd edition, 2008).
McGrath, A.E., Christian Theology: An Introduction (Oxford: Blackwell, 4th edition, 2007).
Migliore, D.L., Faith Seeking Understanding (Grand Rapids: Eerdmans, 2nd edition, 2004).
Teaching
Methods
Minimum 14 hours contact time: seminars, group work
Formative
assessment
1000 word exercise
Summative
assessment
1 x 2500 word written assignment
63
LEVEL 1 MODULES
THMN2291 Pioneer Ministry and Fresh Expressions of Church
Running in 2013-14 at St John’s.
Level
2
Credits
20
Aims
To build foundations for the theology and practice of pioneer ministry from the bible,
ecclesiology, & cultural studies. To develop a coherent and practical understanding of pioneer
ministry in the context of a mixed economy and multi-denominational church.
Learning
Outcomes
On successful completion of this module, students will be able to:
a. Subject Knowledge
1) Demonstrate an understanding of the biblical, theological, ecclesiological and cultural
roots of pioneer ministry.
2) Demonstrate an understanding of a variety of approaches to pioneer ministry.
3) Articulate an understanding of pioneer ministry within their own tradition and other
Christian traditions.
4) Provide a clear and articulate rationale for the place of pioneer ministry and fresh
expressions within a mixed economy church and an emerging post-Christian culture.
5) Articulate key personal, social, ecclesiological, and cultural implications of pioneer ministry
and fresh expressions of church.
b. Subject Skills
1) Reflect critically on an experience of pioneering ministry.
2) Describe the benefits and challenges of pioneer ministry in the context of a mixed
economy church within their particular denomination.
3) Reflect on key theological principles related to pioneer ministry and fresh expressions of
church
4) Have begun to develop their skills as informed and well-resourced pioneers who have the
potential to engage in planting and nurturing fresh expressions of church.
5) Demonstrate an ability to access a range of resources to assist with pioneering ministry,
and evaluate these resources for their appropriateness in a particular pioneering context.
6) Integrate biblical and theological material considered during the module and learning from
other modules into their pioneering practice.
c. Key Skills
1) Recognise the importance of ongoing theological reflection on practice
2) Reflect on and discuss their practice with others and share their expertise.
3) Access appropriate resources and support to help them in the practice of ministry.
4) Demonstrate enhanced skills in oral and written communication.
Content
64
1) Vocation and pioneering
2) Character and formation
3) Theological resources
4) Ecclesiological resources
5) Nature & purpose of Christian community
6) Vision and values
7) Worship in a pioneer setting
8) Pioneer ministry and the Eucharist
9) Preaching and fresh expressions
10) Supervision, mentors, dialogue, sharing of knowledge
11) The Mixed Economy: pioneering ministry in collaboration with inherited structures
12) Pioneer Ministry and Culture
13) Planting a fresh expression
14) Sustaining a fresh expression
15) Growing and multiplying a fresh expression
16) Community transformation
17) Occasional offices and fresh expressions
18) Mentoring emerging leaders
19) Moving on from a fresh expression
LEVEL 1 MODULES
20) Evaluating Fresh Expressions and Pioneer ministry
Indicative
Bibliography

Teaching
Methods
28 hours contact time: lectures
Concurrent pioneering placement work
Formative
assessment
1000 word book review
Summative
assessment
30 minute presentation on placement work (50%)
2000 word essay (50%)
65
Goodhew, D., A. Roberts and M. Volland, An Introduction to Fresh Expressions and
Pioneer Ministry (London: SCM, 2012).
Lawrence, J. Growing Leaders: Reflections on Leadership, Life and Jesus (Abingdon:
BRF, 2004)
Male, D. (ed.) Pioneers 4 Life: Explorations in Theology and Wisdom for Pioneering
Leaders (Abingdon: BRF, 2011).
Myers, J. Organic Community: Creating a Place Where People Naturally Connect
(Grand Rapids: Baker Books, 2007).
Shier-Jones, A. Pioneer Ministry and Fresh Expressions of Church (London: SPCK,
2009).
LEVEL 1 MODULES
THMN2337 Reflection on Ministerial Practice
Running in 2013-14 at Lindisfarne.
Level
1
Credits
10
Aims
1. To enable students to draw on their theological understandings, observations of ministerial
practice and life experience in developing the practice of theological reflection
2. To enable students to make productive use of texts on reflective practice in relation to
Christian Ministry.
Learning
Outcomes
By the end of the module students will:
 Have developed their understanding of the principles that guide ministerial practice in
such areas as e.g. preaching, pastoral care, group dynamics, collaboration and
engagement with the world.
 Have a working knowledge of reflective models pertinent to ministry.
 Have a working knowledge of the characteristics and differences between analysis,
evaluation and theological reflection.
 Be able to reflect critically and theologically on ministerial practice.
 Be able to use and evaluate a variety of methods of theological reflection.
 Be able to respond appropriately to issues which arise from the practice of ministry.
 Be competent in applying models of theological reflection in ministerial practice.
 Be able to articulate Christian faith and practice in a theologically informed manner in
selected contexts.
 Be able to engage creatively and critically with observations of ministerial practice, as
evidenced in the Ministerial Practice Portfolio.
Content
The module will help students to develop the habit of reflective practice. They will evaluate
their own practical involvement in ministry, in the light of recognised models of theological
reflection. They will give examples of their own practice in ministry and their observation of
the ministry of others and will evaluate these in the light of recognised models of theological
reflection. They will consider:
1. the use of hermeneutical models
2. the place of Scripture, tradition, reason and experience in the practice of theological
reflection
3. relevant insights and perspectives from the human sciences
4. The student will evaluate their own practical involvement in ministry, in the light of
recognised models of theological reflection.
They will share examples of their own practice in ministry and their observation of the ministry
of others, and will evaluate these in the light of recognised models of theological reflection.
Seminar Outline
1. Overview of Hermeneutical Models of Reflective Practice
2. Reflective Models pertinent Ministry
3. Engaging the principles of Ministerial Practice in relation to Experience gained in the
Students’ Ministry Portfolios
4. Scripture, Tradition, Reason and Experience in relation to Ministerial Practice
5. Drawing upon the Human Sciences for Insights and Perspectives
Indicative
bibliography
Ballard, Paul and Pritchard, John, Practical Theology in Action (London: SPCK, 1996).
Croft Steve & Roger Walton, Learning for Ministry (London: Church House Publishing, 2005).
Green, Laurie, Let’s Do Theology (rev edn, London – New York: Mowbray, 2009).
Pattison, Stephen, A Critique of Pastoral Care (3rd edn; London: SCM, 2000).
Roxburgh, Alan, The Missionary Congregation, Leadership and Liminality (Harrisburg,
Pennsylvania, TPI, 1997).
Walton, Roger, The Reflective Disciple (London: Epworth, 2009).
Teaching methods Teaching and learning will be undertaken through interactive and participative seminars.
66
LEVEL 1 MODULES
Formative
assessment
One Formative Group Exercise in developing Reflective Practice in Ministry. This will entail
presenting one example from their Ministerial Practice Portfolio in a group setting for
theological and ministerial reflection in session 3.
Summative
assessment
One Summative Essay (2500 words). This will be a critical appraisal of an area of ministry
chosen from the student’s own experience.
67
LEVEL 1 MODULES
THMN2341 Preaching 2
Running in 2013-14 at St John’s.
Level
1
Credits
10
Aims
To enable theological reflection on preaching in contemporary culture, and to build more
advanced skills in apologetic approaches in this area.
Learning
Outcomes
By the end of this module, candidates will gain:
i) Subject Knowledge:
a) advanced understanding and application of the theology and methods of preaching in
contemporary culture;
b) ability to analyse the challenges and opportunities of contemporary culture as they relate to
preaching in the context of a local church, to engage with apologetic opportunities, and
apply appropriate communication strategies to meet such challenges and opportunities;
c) nuanced understanding of the elements needed to construct and apply a theology of
preaching.
ii) Subject Skills:
a) selecting a particular communication strategy, justifying the reasoning behind the choice,
and analysing the effectiveness of the sermon;
b) skills in analysing and interpreting the biblical text, in a particular context;
c) careful selection and application of a range of appropriate methods and creative techniques
to shape, deliver, and evaluate sermonic / apologetic content
iii) Key transferable Skills:
a) advanced communication skills, including:
• oral communication skills, with a critical awareness of the issues of tailoring content to
audience and purpose;
• skills in the structured presentation of information in written form;
b) the capacity for reflective independent thought and judgement, including the ability to
evaluate and critically assess the ideas of others and to reflect on their own performance.
Content
Indicative
bibliography
1.
2.
3.
Opportunities and challenges: The context of Western culture;
Building bridges: Apologetics today;
Thinking through your Preaching Ministry: level 2 seminar: A Trinitarian Theology of
Preaching
4. Preaching in the Acts of the Apostles;
5. Reading culture and the local church setting;
6. Full of grace and truth: Engaging the Word with the world;
7. Imagination and preaching;
8. Building blocks of preaching: Level 2 Seminar: Advanced Homiletic Approaches –
engaging with the New Homiletic
9. Engaging with Culture: Level 2 Seminar, Writing and Delivering Talks for Radio
10. Sustaining an evolving preaching ministry.


68
Day, D., J. Astley, L. Francis, A Reader on Preaching (Aldershot: Ashgate Publishing
Company, 2005).
Day, D., Embodying the Word: A Preacher’s Guide (London: SPCK, 2005).
Davie, G., Europe the Exceptional Case: Parameters of Faith in the Modern World
(London: DLT, 2002).
Johnston, G.M., Preaching to a Postmodern World (Leicester: IVP, 2001).
Loscalzo, C.A., Apologetic Preaching (Downers Grove: IVP, 2000).
Lowry, E.E., The Homiletic Plot: the Sermon as Narrative Art (Louisville: WJK, 2001).
McGrath, Alister E., Bridge-Building: Effective Christian Apologetics (London: IVP,
2002).
Mitchell, J., Visually Speaking (Edinburgh: T & T Clark, 1999).
Quicke, M., 360-Degree Preaching (Grand Rapids: Baker Academic, 2003).
Schlafer, D.J., Playing with Fire: Preaching work as kindling art (Cambridge,
Massachusetts: Cowley Publications, 2004).
Taylor, B., The Preaching Life (Boston, MA: Cowley Publications, 1993).
Willimon, W., Conversations with Barth on Preaching (Nashville: Abingdon, 2006).
LEVEL 1 MODULES
Teaching methods Overall, sessions in this course combine a variety of teaching and learning strategies,
incorporating:
 Lecture input: to convey information and exemplify an approach to the subjectmatter, enabling students to develop and build on a clear understanding of the
subject knowledge presented and offering opportunity for the modelling of subject
specific skills by tutors.
 Seminars – to provide differentiation between levels 1 and 2 (See Indicative summary
of course content)
 Plenary discussion: to give students the opportunity to engage critically with material
presented by the lecturer, ask questions, and engage with the questions and
perspectives of others.
 Small group discussions:
o to provide opportunities for developing and exploring questions relating to
exegesis and homiletic strategy;
o to give space for students to hone more advanced preaching skills, and skills
in apologetic approaches;
o to provide the opportunity to critically reflect on the strategy and
effectiveness of other people’s preaching. Such peer review offers students a
model of life-long learning and enabling others in the preaching ministry;
o to offer constructive and supportive feedback and advice.
This module will be taught alongside the level 1 module Preaching 1. Level 2 learning
outcomes will be specifically addressed through:
o at least one session taught in level specific lectures;
o small groups being arranged according to level at key points in the course;
o more advanced reading set for level 2 students.
Formative
assessment
2.5 minute radio talk, in the style of ‘Thought for the Day’, with peer feedback.
Summative
assessment
Video recorded sermon (10-15 mins).
Essay 2000words.
69
Level 3 modules
Level 3 Modules
THMN3011 The Bible in Christian Ministry
Running in 2013-14 at St John’s.
Level
3
Credits
20
Aims
This module aims to provide Level Three students with:
1. a critical engagement with hermeneutical thinking in biblical
interpretation;
2. a critical analysis of the interaction between a doctrine of scripture
and the practices of biblical interpretation;
3. detailed case studies exploring exegetical and hermeneutical
questions with regard to selected biblical passages (both OT and NT);
4. a forum for interdisciplinary and integrative exploration of questions
concerning the role of scripture within Christian ministry, including
perspectives from a variety of traditions, and a variety of historical
periods.
Learning
Outcomes
By the end of the module, students should be able to:
1. engage critically and self-reflectively in the disciplines of biblical
exegesis;
2. engage with theological and hermeneutical awareness in an analysis
of the role(s) of Christian scripture in the church’s life;
3. deploy appropriately, and with suitable critical interaction, the
resources of church tradition and academic tradition in their use of
Christian scripture in ministry
4. deploy appropriate evaluative criteria in their handling of Christian
scripture in ministry.
Content
The areas to be covered by the syllabus will normally be:
• Biblical exegesis - as a discipline, and in practice
• The Bible as Christian scripture - the doctrine of scripture ; canon & authority
• Two testaments, one Bible - the concerns of ‘biblical theology’
• Current issues in biblical and theological hermeneutics
• The nature of confessional interpretation in the context of contemporary biblical studies
• Case studies in the history of interpretation and its significance
• Case studies in the role of scripture in Christian ministry - to be selected from a list of
possible topics
• The teaching and preaching of scripture today - hermeneutical perspectives from the
disciplines of biblical studies
Indicative
bibliography

70
Adam, A.K.M. et al, Reading Scripture with the Church. Toward a Hermeneutic for
Theological Interpretation (Grand Rapids: Eerdmans, 2006).
Ballard, Paul & Stephen R. Holmes (eds.), The Bible in Pastoral Practice. Readings in
the Place and Function of Scripture in the Church (London: Darton, Longman & Todd,
2005).
Barton, John, The Nature of Biblical Criticism (Louisville: Westminster John Knox Press,
2007).
Brown, William P. (ed.), Character & Scripture: Moral Formation, Community, and
Biblical Interpretation (Grand Rapids: Eerdmans, 2002).
Brueggemann, Walter, The Book That Breathes New Life: Scriptural Authority and
Biblical Theology (Minneapolis: Fortress Press, 2005).
Childs, Brevard S., Biblical Theology of the Old and New Testaments (London: SCM,
1992).
Davis, Ellen F. & Richard B. Hays (ed.), The Art of Reading Scripture (Grand Rapids:
Eerdmans, 2003).
Ford, David F. & Graham Stanton (eds.), Reading Texts, Seeking Wisdom: Scripture and
Theology (London: SCM, 2003).
Gaventa, Beverly Roberts and Richard B. Hays (eds.), Seeking the Identity of Jesus: A
Level 3 modules

Pilgrimage (Grand Rapids: Eerdmans, 2008).
Moberly, R.W.L., The Bible, Theology, and Faith (Cambridge: CUP, 2000).
Thompson, John L., Reading the Bible with the Dead (Grand Rapids, MI & Cambridge:
Eerdmans, 2007).
Vanhoozer, Kevin J., et al (eds.), Dictionary for Theological Interpretation of the Bible
(Grand Rapids: Baker Academic & London: SPCK, 2005).
Teaching methods 28 hours contact time including lectures and occasional small-group seminars
Formative
assessment
1500 word book critique
Summative
assessment
4000 word essay
71
Level 3 modules
THMN3021 Church & Ministry in Ecumenical Setting
Running in 2013-14 at Lindisfarne.
Level
3
Credits
20
Aims
To equip students for ministry in an ecumenical setting by:
• Exploring the history, theology and identity of some of the major Christian traditions
including the Roman Catholic, Anglican and Methodist Traditions.
• Studying the historical origins and development of the ecumenical movement.
• Practical investigation of current ecumenical initiatives and activities
Learning
Outcomes
On completion of the course the student will be able to:
• Appreciate critically her/his own and other Church traditions
• Identify key issues of theology and practice which separate Church traditions.
• Demonstrate an understanding of the nature and content of key inter-church dialogues.
• Explain significant areas of convergence and evaluate practical implications for ministry.
• Evaluate an area of current ecumenical activity.
Content
• The origin and development up to the present day of the major Christian traditions with their
particular theologies and ecclesiologies, in reference to the current ecumenical movement.
• The principal stages in, and achievements of the ecumenical movement in the twentieth
century, with particular reference to the World Council of Churches, Vatican II, major bilateral and multi-lateral dialogues, significant local ecumenical institutions, and consequent
developments.
• Preparation for and reflection on specific areas of ecumenical co-operation in liturgical and
pastoral life.
Extensive reference is made to contemporary inter-church statements and reports and to the
liturgical and canonical documents of the sponsoring churches of the three institutions.
Indicative
bibliography
Catholic Bishops’ Conference, One Bread One Body (London: CTS, 1998).
Hastings, Adrian, History of English Christianity 1920-1990 (London: SCM, 3rd edn., 1991).
Hill, Christopher and Edward Yarnold (eds.), Anglicans and Roman Catholics: The Search for
Unity (London: SPCK/CTS, 1994).
Rouse, Ruth and Stephen Neill, The Ecumenical Movement 1517-1948 (London: SPCK, 1954).
The Lima Document, Baptism Eucharist and Ministry (Geneva: WCC, 1982).
Vatican II, Decree on Ecumenism, Unitatis Redintegratio, 1964.
Recent bilateral statements, e.g. ARCIC 3; The Catholic-Lutheran Statement; The World
Methodist Council, The Grace Given you in Christ (Seoul 2006).
Teaching methods Ecumenical lectures and seminars, guided reading and an ecumenical group project. 28 hours
contact time.
Formative
assessment
Proposals for the Group Project receives verbal and written feedback at various stages.
Summative
assessment
30 min. group presentation followed by 10 min. questions and discussion period with each
group member receiving same mark (50%); individual 2000 word essay (50%).
72
Level 3 modules
THMN3037 Issues in Pastoral Ministry
Running in 2013-14 at St John’s.
Level
3
Credits
10
Aims
To explore, through the consideration of specific pastoral issues, the interrelation of theology
with the human sciences as it relates to the pastoral ministry of the Church.
Learning
Outcomes
By the end of the module the student will be able to:
• articulate a Christian understanding of the human person and how this should inform and
influence the pastoral practice.
• evaluate how pastoral theology relates to and influences the practice of pastoral ministry.
• to explain the relationship between pastoral care and counselling and between theology and
counselling.
• use the insights of pastoral theology and the human sciences to reflect on specific pastoral
issues e.g. depression; ageing; loss; sexuality; dementia.
Content
• A consideration of the understandings of the human person offered through a range of
disciplines.
• Criticism and evaluation of various styles and systems of counselling from a Christian
perspective.
• Key texts and ideas in pastoral care e.g. Deeks, Campbell, Jacobs and their application to the
practice of pastoral care.
• Pastoral care issues to be considered through the insights of both theology and human
sciences e.g. depression; ageing; sexuality and guilt.
Indicative
bibliography


Atkinson, D.J., D.H. Field, O. O'Donovan, and A.F. Holmes (eds.), New Dictionary of
Christian Ethics and Pastoral Theology (Leicester: IVP, 1995).
Carr, W., D. Capps, R. Gill, A. Obholzer, R. Page, D. van Deusen Hunsinger & R.
Williams (eds.), The New Dictionary of Pastoral Studies (London: SPCK, 2002).
Cox, J. (ed) Facing the Issues (Stowmarket: Kevin Mayhew, 2012).
Geary, B. & J. Bryan (eds.), The Christian Handbook of Abuse, Addiction & Difficult
Behaviour (Stowmarket: Kevin Mayhew, 2008).
Jacobs, M., Swift to hear: Facilitating skills in listening and responding (Series Ed., D.
Blows, New Library of Pastoral Care.) (London: SPCK, 1989).
Rose, J., Sharing spaces? Prayer and the counselling relationship (London: Darton,
Longman & Todd, 2002).
Tidball, D., Skilful shepherds: Explorations in pastoral theology (Leicester: Apollos, 2nd
edition, 1997).
Whipp, M., Pastoral Theology (London: SCM Press 2013)
Woodward, J. & S. Pattison (eds.), The Blackwell Reader in Pastoral and Practical
Theology (Oxford: Blackwell, 2004).
Teaching
methods
14 hours contact time including lectures, discussions and group work.
Formative
assessment
Description of a pastoral scenario (one side of A4).
Summative
assessment
2500 word essay based on a pastoral scenario (as described in the formative).
73
Level 3 modules
THMN3047 Selected Questions in Ethics
Running in 2013-14 at St John’s.
Level
3
Credits
10
Aims
To help students grapple with the major ethical issues faced within and by society today in the
medical, political and social spheres.
Learning
Outcomes
On successful completion of the course the student will be able to:
• Recognise the major issues of the day
• Evaluate in a critical way proposed solutions to these problems in a pluralist society.
• Show knowledge of the Bible and church teaching relevant to these problems
Content
1. Medical ethics: the beginning of life; abortion; reproduction
techniques; medical research and experimentation; the end of life,
including euthanasia
2. Social issues; war and peace, including nuclear weapons; church and
politics; crime and punishment; business/economics and ethics,
including the world of work; professional ethics and the media.
3. Environmental ethics; population; treatment of animals.
4. Sexual ethics: marriage, including divorce and remarriage; extra
marital intercourse; homosexuality.
5. Macro-issues: the integrity of creation; forgiveness for past wrongs
in a social context; global justice issues.
Indicative
bibliography
Ashley, Benedict, Jean DeBois & Kevin O’Rourke, Ethics of Health Care (Washington:
Georgetown, 2nd edn., 1994).
Carmichael, Kay, Sin & Forgiveness – New Responses in a Changing World (Aldershot: Ashgate,
2003).
Curran, Charles, Catholic Social Teaching, 1891-Present: A Historical, Theological, and Ethical
Analysis (Washington, DC: Georgetown University Press, 2002).
Deane-Drummond, Celia, The Ethics of Nature (Oxford: Blackwell, 2004).
Dwyer, Judith (ed.), The New Dictionary of Catholic Social Thought (Collegeville, MN: Liturgical
Press, 1994).
Moltmann, Jurgen, On Human Dignity (London: SCM, 1984).
Northcott, Michael, The Environment and Christian Ethics (Cambridge: CUP, 1996).
O’Donovan, Oliver, The Just War Revisited (Cambridge: CUP, 2003).
Scott, Keiran and H. Horell, Human Sexuality in the Catholic Tradition (Lanham, MD: Rowman &
Littlefield, 2007).
Teaching methods 14 hours contact time including lectures, group discussion, and seminars.
Formative
assessment
In-class exercise
Summative
assessment
2500 word essay
74
Level 3 modules
THMN3067 Anglicanism
Running in 2013-14 at St John’s.
Level
3
Credits
10
Excluded
combinations
THMN2187
Aims
To enable students to give an account of the development and content
of 'Anglicanism' and to evaluate its coherence and ministerial relevance.
Learning
Outcomes
By the end of the module the students will:
• be able to demonstrate an understanding of a range of key texts of Anglicanism
• be able to offer a critical evaluation of different accounts of Anglicanism, in particular
Anglican theological method and Anglican ecclesiology
• be able to analyse and offer a balanced critique of contemporary issues in Anglican theology
and life
• be able to locate themselves with critical awareness and an appropriate depth of
understanding in relation to the tradition of Anglicanism
• identify and assess the applicability of a range of Anglican insights to their ministerial
practice.
Content
• study of selected historical periods and texts: the English Reformation; Richard Hooker; the
Caroline Divines and the Restoration; the Oxford Movement, the rise of Liberalism and the
Evangelical reaction; essential modern texts such as the revised Canon Law, Declaration of
Assent and Worship and Doctrine Measure and other selected reports of the Doctrine
Commission, of the House of Bishops and of the Church of England.
• the development of the Anglican Communion.
• aspects of contemporary Anglicanism such as: 'Forward in Faith', Reform and internal
disunity; episcopacy in Anglicanism; lay presidency; establishment; the role of Charismatics
within Anglicanism. This section of the module will vary according to current issues and the
priorities of the group.
Indicative
bibliography


Avis, P., Anglicanism and the Christian Church: Theological Resources in Historical
Perspective (London: T&T Clark, 2nd edn., 2002).
Avis, P., The Identity of Anglicanism: Essentials of Anglican Ecclesiology (Edinburgh:
T&T Clark, 2008)
Bartlett, A., A Passionate Balance (London: DLT, 2007).
Evans, G.R., and J.R Wright (eds.), The Anglican Tradition (London and Minneapolis:
SPCK/Fortress, 2001).
More, P.E., and F.L. Cross (eds.), Anglicanism (London: SPCK, 1935 and later editions).
Platten, S. (ed.), Anglicanism and the Western Christian Tradition (Norwich:
Canterbury Press, 2003).
Podmore, C., Aspects of Anglican Identity (London: Church House Publishing, 2005).
Rowell, G. (ed.), The English Religious Tradition and the Genius of Anglicanism
(Wantage: Ikon, 1992).
Sykes, S.W., Unashamed Anglicanism (London: DLT, 1995).
Teaching methods 14 hours contact time – seminars
Formative
assessment
In-class exercise
Summative
assessment
2500 word assignment
75
Level 3 modules
THMN3077 History and Philosophy of Science
Not running in 2013-14.
Level
3
Credits
10
Aims
To help students understand:
1. One important development in science and its impact on theology
2. The continuing debate in philosophy of science between realists and
instrumentalists
3. Recent disputes about the rationality of science.
Learning
Outcomes
On successful completion of the course the student will be able to:
1. Assess the main theological, philosophical and scientific issues
involved in the disputes over heliocentrism in the early seventeenth
century.
2. Acquire a basic understanding of realism and instrumentalism.
3. Assess recent disputes about the rationality of scientific progress.
Content
1. The 'Copernican Revolution': Copernicus, Tycho, Kepler, Galileo.
2. The Galileo case, 1610-42: science, philosophy and theology.
3. Realism and instrumentalism
4. The Rationality of scientific development
Indicative
bibliography
Finocchiaro, Maurice A. (ed.), The Galileo Affair: A Documentary History (Berkeley: University
of California Press, 1989).
Kuhn, Thomas S., The Copernican Revolution: Planetary Astronomy in the Development of
Western Thought (New York: Vintage Books, 1959).
____The Structure of Scientific Revolutions (Chicago: University of Chicago Press, 2nd edition,
1970).
Lindberg, David C. and R.C. Westman (eds.), Reappraisals of the Scientific Revolution
(Cambridge: Cambridge University Press, 1990).
Popper, Karl R., Conjectures and Refutations: The Growth of Scientific Knowledge (London:
Routledge and Kegan Paul, 3rd edition, 1969).
Sharratt, Michael, Galileo: Decisive Innovator (Oxford: Blackwell, 1994; reissued by Cambridge:
Cambridge University Press, 1996).
Teaching methods Lectures, discussion groups, group tutorials (with computer graphics and other visual aids). 14
hours contact time
Formative
assessment
In-class exercise
Summative
assessment
1 x 2500 word essay
76
Level 3 modules
THMN3101 Contemporary Issues in Methodist Ecclesiology and Practice
Running in 2013-14 at St John’s.
Level
3
Credits
20
Aims
To enable students critically to explore and appropriate the ecclesiology, polity and practice of
the Methodist church for the contemporary context.
Learning
Outcomes
By the end of the module students will:
• be familiar with key contemporary texts on Methodist theology and practice;
• be able to give a critical account of the development of Methodist ecclesiology;
• be able to interpret and apply The Constitutional Practice and Discipline of the Methodist
Church (CPD) to a variety of issues and situations;
• be able to analyse contemporary issues in Methodist theology and practice;
• be able to construct appropriate ministerial responses to ethical and pastoral issues arising in
the life of church and community in way which reflect Methodist history, theology and polity;
• be able to local themselves in relation to Methodist tradition and ministerial practice.
Content
Core subjects will cover:
• Working with doctrine and theology: Building on knowledge of foundational and historic
documents an exploration of recent Faith and Order Statements and Contemporary
formulation of theology through conference and connexion and Methodist theologians.
• Sacraments, rites and ceremonies: approaches to, baptismal, funeral and marriage
ceremonies and policies together with issues around Eucharist, confirmation and
membership.
• Structures including Authority, Oversight, Connexionalism, Conference, Circuit and District,
Management trustees responsibilities, property and Finance.
• Personal issues for presbyters/deacons including spirituality, support structures,
confidentiality self-appraisal, safeguarding, personal safety, stress.
Though a core set of general principles, practices and theology will be covered in the module,
contemporary issues will change from year to year. These are to be identified by reports and
debates being considered currently within the Conference of the Methodist church. The
exploration of these issues will be within the historical, theological, and ecclesiological
contexts as well as through current debate.
Indicative topics:
• Confidentiality in the practice of ministry
• The Practice of Holy communion
• The Bible and Authority in the Methodist Church
• Issues of Sexuality
• Domestic violence
• Interfaith marriage
• The Methodist-Anglican Covenant.

Indicative
bibliography
The Constitutional Practice and Discipline of the Methodist Church Vols 1 and 2
Agenda, Reports and Minutes of Methodist Conference (1932 to present).
Statements and Reports of the Methodist Church on Faith and Order (1932 to 1983)
(London: Epworth, 1984).
Statements and Reports of the Methodist Church on Faith and Order (1984 to 2000)
(London: Epworth, 2001).
Carter, David, Love Bade Me Welcome (London: Epworth Press, 2002).
Marsh, C. et al., Unmasking Methodist Theology (London and New York: Continuum,
2004).
Thompson Brake, George, Policy and Politics in British Methodism 1932-1982 (London:
Edsall, 1984).
Teaching methods The course will be a combination of lectures, seminars and tutorials. Total contact time is 28
hours.
Formative
assessment
Student-led seminar on a contemporary issue in Methodist theology and practice with written
feedback.
Summative
assessment
4000 word assignment.
77
Level 3 modules
THMN3117 Practical Theology
Running in 2013-14 at St John’s.
Level
3
Credits
10
Aims
To enable the building of the skills and habit of theological reflection on experience and the
integration of theology and the practice of ministry.
Learning
Outcomes
By the end of the module students will
• demonstrate an understanding of and ability to use a variety of methodologies in the
discipline of theological reflection on experience
• be able to draw critically and effectively on a non-theological discipline to understand and
analyse an identified situation
• demonstrate the ability to engage critically with core texts and traditions of the Christian
church at the point at which they engage with specific experiences of life and ministry
• be able to demonstrate the ability to engage critically in theological reflection as part of a
group and individually, and to facilitate that reflection as part of a group and in written form
Content
Practical Theology/Theological Reflection
Models and Approaches in practical theology and other disciplines
Using the Bible and Tradition in critical conversation
Using the human sciences critically and integratively
Observation, research and analysis in practice
Indicative
bibliography

Ballard, Paul (ed.), The Foundations of Pastoral and Practical Theology (Cardiff: Cardiff
Faculty of Theology, 1986).
Ballard, Paul and John Pritchard, Practical Theology in Action (London: SPCK, 1996).
Graham E., H. Walton and F. Ward, Theological reflection: Methods (London: SCM,
2005).
Graham E., H. Walton and F. Ward, Theological reflection: Sources (London: SCM,
2007).
O’Connell, Killen P. and J. de Beer, The Art of Theological Reflection (New York:
Crossroads, 1995).
Whitehead J.D. & E.E., Method in Ministry: Theological Reflection and Christian
Ministry (New York: Seabury Press, revised edition, 1990).
Woodward, James and Stephen Pattison (eds.), The Blackwell Reader in Pastoral and
Practical Theology (London: Blackwell, 2000).
Teaching methods 14 hours of contact time including lectures, worked examples on methodology, staff and
student led seminars and field experience.
Formative
assessment
The formative assessment will take the form of a one-to-one tutorial discussion in preparation
for the summative assignment.
Summative
assessment
Presentation and facilitation of a seminar (30 min) based on a specific and identified aspect of
field experience.
78
Level 3 modules
THMN3121 Historical and Contemporary Systematics Texts
Not running in 2013-14.
Level
3
Credits
20
Aims
• To read selected texts from a small variety of theologians and to set these readings in the
context of the theologians' work in more general terms
• To consider how these theologians approach a variety of Christian doctrines
• To encourage an understanding and evaluation of methodology in the theologians studied
• To consider the missiological and pastoral dimensions of the theologians studied.
Learning
Outcomes
By the end of the module students
• will be able to outline and assess the main emphases of the theologians studied
• will be able to demonstrate an understanding of how these theologians approach key
Christian doctrines
• should be able to explain the significance of social, economic and political factors in
constructing theology
• should be able to demonstrate how the theologians they have studied use the Bible, tradition,
human reason and experience in constructing their theology
• should be able to explain how the readings from set texts fit into the theologians' whole work.
Content
Students will study two or more theologians or movements in theology, broadly speaking.
These can be chosen from patristic, medieval, Reformation or more recent times. Where
possible, students will be given some choice as to which theologians and theological
movements they study. Examples of theologians that could be studied are: Augustine, Luther,
Karl Barth, Jurgen Moltmann, Rosemary Radford Ruether, Daphne Hampson, Gustavo
Gutierrez, Leonardo Boff, Josè Miranda.
Indicative
bibliography
Appropriate secondary literature for the above examples:
Althaus, Paul, The Theology of Martin Luther (Philadelphia: Fortress Press, 1966).
Bauckham, Richard, The Theology of Jürgen Moltmann (Edinburgh: Continuum, 2000).
Berkouwer, Gerrit, The Triumph of Grace in the Theology of Karl Barth (Grand Rapids, MI:
Eerdmans, 1956).
Davis, Brian, The Thought of Thomas Aquinas (Oxford: Clarendon Press, 1992).
Evans, Gillian (ed.), The First Christian Theologians (Oxford: Blackwell, 2004).
Ford, David, with Rachel Muers (eds.), The Modern Theologians (Oxford: Blackwell, 2005).
Harrison, Carol, Beauty and Revelation in the Theology of St Augustine (Oxford: Clarendon
Press, 1992)
______, Augustine, Christian Truth and Fractured Humanity (Oxford: Oxford University Press,
2000).
Kerr, Fergus, Twentieth Century Catholic Theologians (Oxford: Blackwell, 2007).
Lohse, Bernard, Martin Luther’s Theology (Edinburgh: T&T Clark, 1999).
Oakes, Edward, Pattern of Redemption: The Theology of Hans Urs von Balthasar (London:
Continuum, 1994).
Parsons, Susan Frank (ed.), The Cambridge Companion to Feminist Theology (Cambridge:
Cambridge University Press, 2002).
79
Level 3 modules
Teaching
methods
Class time will be focussed on reading and discussion of the texts under consideration, with
some introduction from the module teacher and/or another member of the class. Students will
be expected to keep a weekly journal of their learning, recording their responses to the reading
and class discussions, and this will be part of the summative assessment. After completing
drafts of their essays, students will meet in groups of 3 or 4 with the module teacher to give
each other feedback, before revising their essays and submitting them. 28 hours contact time.
Formative
assessment
Feedback on learning journal
Summative
assessment
Learning journal: 30%
4000 word essay: 70%
80
Level 3 modules
THMN3132 Dissertation
Available in 2013-14 at St John’s and Lindisfarne as required.
Level
3
Credits
40
Aims
To enable students to research and write on a specific topic in detail, with supervisory
guidance.
Learning
Outcomes
• A systematic understanding of key aspects, and a coherent and detailed knowledge of the
topic;
• Skills specific to the field of study chosen;
• Skills in the acquisition of information through reading and research, and in the structured
presentation of information in written form, at length.
Content
Dissertation on a topic of the student's choice within the scope of the Theology and Ministry
Programme, subject to approval by the Course Teachers' Meeting.
Teaching methods Individual supervisions (4x 1 hour) will be supplemented by a library session providing training
in research methods.
Formative
assessment
Oral feedback in supervision sessions and written feedback where appropriate
Summative
assessment
Dissertation of up to 12,000 words including footnotes/endnotes, but excluding appendices
and bibliography. This word count is an absolute ceiling: the 10% allowance for other written
assignments does not apply.
81
Level 3 modules
THMN3141 Short Dissertation
Available in 2013-14 at St John’s as required.
Level
3
Credits
20
Aims
To enable students to research and write on a specific topic in detail, with supervisory
guidance.
Learning
Outcomes
• A systematic understanding of key aspects, and a coherent and detailed knowledge of the
topic;
• Skills specific to the field of study chosen;
• Skills in the acquisition of information through reading and research, and in the structured
presentation of information in written form, at length.
Content
Dissertation on a topic of the student's choice within the scope of the Theology and Ministry
Programme, subject to approval by the Course Teachers' Meeting.
Teaching methods Individual supervisions (4x 1 hour) will be supplemented by a library session providing training
in research methods.
Formative
assessment
Oral feedback in supervision sessions and written feedback where appropriate
Summative
assessment
Dissertation of up to 8,000 words including footnotes/endnotes, but excluding appendices and
bibliography. This word count is an absolute ceiling: the 10% allowance for other written
assignments does not apply.
82
Level 3 modules
THMN3157 Jewish Christian Relations
Not running in 2013-14.
Level
3
Credits
10
Aims
To increase Jewish-Christian understanding by a study of select themes from the first century
of the Common era to the present and to introduce students to dialogue with invited Jewish
lecturers.
Learning
Outcomes
On successful completion of the course the student will:
1. have a basic understanding of some key events and periods in the
relationship of Jews and Christians.
2. be able to reflect constructively on anti-Jewish prejudices in
Christian theology and preaching
3. have an appreciation of Jewish liturgy and ways of life
4. be able to appreciate the importance of Judaism in inter faith
dialogue
Content
Themes such as the following:
1. Jesus within first-century Judaism
2. Teaching of contempt: anti Judaism in theology and preaching
3. The Inquisition and the expulsion of Jews from Spain
4. The Shoah and the Catholic Church
5. The Shoah and European Jewry
6. Jewish Liturgy
7. Experience of the Sabbath
8. Recent Roman Catholic Church Documents
Indicative
bibliography
Fisher, Eugene (intro.), Catholic Jewish Relations: Documents from the Holy See (London: CTS,
1999).
Gilbert, Martin, The Holocaust: The Jewish Tragedy (London: Collins, 1986).
Kee, Howard C., and Irvin J. Borowsky (eds.), Removing Anti-Judaism from the Pulpit (New York:
Continuum, 1996).
Levi, Primo, If This is a Man and The Truce, Translated by Stuart Woolf, with an introduction by
Paul Bailey and an afterword by the author (London: Abacus, 1992).
Levine, Amy-Jill, The Misunderstood Jew (New York: HarperCollins, 2006).
Neusner, Jacob, A Rabbi Talks with Jesus (New York: Doubleday, 1993).
Teaching methods Lectures, seminars and group discussions. 14 hours contact time.
Formative
assessment
In-class exercise
Summative
assessment
1 x 2500 word essay
83
Level 3 modules
THMN3167 Christianity and Other Faiths
Available in 2013-14 at Lindisfarne
Level
3
Credits
10
Excluded
Combination
THMN2207
Aims
• To describe a 'religious map' of contemporary Britain
• To explore the missiological significance of culture and of other faiths
Learning
Outcomes
By the end of the module the students will:
• have had some direct contact with non-Christian faiths in Britain
• be able to show a breadth of understanding of the variety of religious belief and practice in
Britain and give an account of the reason for its existence
• be able to identify and to demonstrate a critical understanding of the religious phenomena of
'New Age' movement and folk religion
• give a critical and evaluative account of key issues connected with dialogue and mission in
relation to Islam in contemporary Britain
Indicative
bibliography
Church of England, Presence and Engagement, The Churches’ Task in a Multi Faith Society, A
Report of the Inter Faith Consultative Group of the Archbishops’ Council (London:
Church House Publishing, 2005).
Glaser, Ida, The Bible and Other Faiths: What does the Lord require of us? (Leicester: IVP, 2005).
Heelas, Paul and Linda Woodhead, The Spiritual Revolution: Why Religion is Giving Way to
Spirituality (Oxford: Blackwell, 2004).
Lewis, Philip, Young, British and Muslim (London: Continuum, 2007).
Markham, Ian S. (ed.), A World Religion's Reader (Oxford: Blackwell 1996, 2nd edn., 2000).
Wingate, Andrew, Celebrating Difference, Staying Faithful: How to Live in a Multi-Faith World
(London: DLT, 2005).
Teaching methods 14 hours contact time, including lectures, discussion, visits, including guest lectures and
seminars from representatives of other faiths
Formative
assessment
A 500 word outline proposal identifying issues to be addressed in essay/presentation will be
discussed with each student and given written feedback
Summative
assessment
A 2500 word essay demonstrating an understanding of the practical and ministerial aspects of
an area of religion in contemporary Britain.
84
Level 3 modules
THMN3177 Supervised Pastoral Placement
Available in 2013-14 at Lindisfarne
Level
3
Credits
10
Aims
To enable students to gain pastoral experience of an assessable nature and to develop further
the skills of theological reflection. To provide placement experience at Level 3 which builds
towards a breadth of experience and a progression from Levels 1 and 2 in terms of critical
reflection on skills, practice and context.
Learning
Outcomes
By the end of the module student will demonstrate:
• sensitivity to and critical engagement with ministry in context
• the ability to integrate practice and theory in pastoral ministry
• the ability to draw appropriately on theological texts and traditions in the task of
understanding and evaluating a ministerial context
• critical self-understanding in relation to ministerial experience
• a level of autonomy in identifying areas of interest from the placement experience and in
undertaking reflection and research on those areas.
Content
The major dynamic of the content will be practical and theological reflection on a pastoral
placement in parish, circuit or secular setting. Practical work will take place under the
supervision of an on-site supervisor and pastoral studies tutors, with supervision and reflection
sessions built into the programme, including advice on theological and other resources. At
Level 3, students will be expected to demonstrate a level of autonomy in their learning,
researching and reflecting on the placement experience.
Teaching methods Lectures, seminars, observation and practical tasks in pastoral context with supervision and
reflection sessions. At least 14 hours contact time.
Formative
assessment
There is no formative assignment for this module but extensive one-to-one work with both onsite and course tutors will provide substantial feedback in the learning process.
Summative
assessment
A joint report from the internal and on-site supervisor (50%)
A written assignment of 1500 words based on the placement using the 'Case Study Method'
85
Level 3 modules
THMN3187 Preaching in Pastoral Context
Not running in 2013-14.
Level
3
Credits
10
Aims
1.
2.
3.
4.
5.
To develop students’ competence in reflecting critically on the Church’s preaching ministry
To enable students to bring a critical dimension to preaching in their ministerial contexts
by addressing particular issues in the light of the Christian traditions and local/regional and
wider contexts
To examine a range of strategies and approaches to preaching, to evaluate critically the
strategies, and to consider their value and appropriateness for different pastoral contexts
To enable students to develop further their competence in using Scripture in the context
of sermon preparation, delivery and reflection, paying attention to the different ways of
reading and interpreting the Scriptures To enable students to develop further their
competence in using Scripture in the context of sermon preparation, delivery and
reflection, paying attention to the different ways of reading and interpreting the Scriptures
To help students to gain a deeper understanding of approaches to, and theories of,
preaching and their application of this knowledge to inform and improve their preaching
practice.
Learning
Outcomes
By the end of this module, students should have:
1. An understanding of a range of strategies and techniques for addressing pastoral
contexts in preaching
2. A coherent understanding of key approaches to and theories of preaching
3. An in depth understanding of key scriptural passages and their potential use and
application in different pastoral contexts
4. A critical awareness of the importance of appropriate exegetical and hermeneutical
approaches to Scriptures for preaching
5. An awareness of the demands and opportunities arising from particular occasions
6. The ability to evaluate critically information from a range of sources, and apply it to
develop solutions to new or complex problems or situations
Content
This module will take students further in their preaching ministry. It concentrates on the
pastoral implications of preaching: both the obvious and the less obvious aspects of this area.
It will explore context, theological reflection and preaching is specific situations. It will also
probe hermeneutical insights and equip students to be properly self critical about their
preaching. It will give them practice in applying some of the techniques that preachers have
found helpful in these situations. It will also face the problems that arise through the pastoral
nature of preaching. It will enable them to expand and extend their ability to communicate
ideas in clear, concise and convincing ways and give them the tools they need to prepare and
deliver sermons which are appropriate to pastoral situations and contexts.
Indicative
bibliography
Brown, R., Can Words Express Our Wonder? (Norwich: Canterbury Press, 2009).
Childers, J., Performing The Word (Nashville: Abingdon Press, 1998).
Cosgrove, C., & W.D. Edgerton, In Other Words – Incarnational Translation for Preaching
(Grand Rapids Michigan: William B Eerdmans, 2007).
Day, D., A Preaching Workbook (London: SPCK, 1998).
Day, D., Embodying the Word (London: SPCK, 2005).
Day, D., J. Astley & L. Francis, A Reader on Preaching (Aldershot: Ashgate, 2005).
Day, K., Difficult Conversations (Maryland: Alban Institute, 2001).
Long, T., The Witness Of Preaching (Second Edition) (Louiseville: Westminster John Knox Press,
2005).
Schlafer, D.J., What Makes This Day Different? Preaching Grace on Special Occasions (Boston
Mass: Cowley Publications, 1998).
Teaching methods Seminars: contact time 14 hours
Formative
assessment
An assessed sermon in the student’s home church.
Summative
assessment
Recorded 10-15 min. sermon (50%); 1000 word reflection (50%).
86
Level 3 modules
THMN 3197 Imagining Jesus
Running in 2013-14 at Lindisfarne
Level
3
Credits
10
Aim
Historical reconstructions of Jesus have played and continue to play a
significant role in the shaping of Christian faith and mission. This module aims:
 to help students build on their gospel studies at Level two
 to introduce students to the complex field of the Quest of the
historical Jesus
 to give students an opportunity to develop their own critical and
imaginative response to the portrayals of Jesus in the canonical
gospels
Learning Outcomes
Subject Knowledge
By the end of the course the student will be able to:
 be able to demonstrate their understanding of the complexity of the
canonical gospels as sources for historical and theological
investigation
 have a critical awareness of the role played by the interpreter’s
culture and background on the discipline
 have developed criteria for their own critically informed imagination
for the use and interpretation of Jesus traditions
Subject Skills
By the end of the module, students will be able to:
 represent critically and fairly the view of a range of scholars of the
Quest
 offer a short account of their own approach to Jesus Studies
 evaluate and critically analyse the canonical gospels, along with
secondary sources from the various stages of the ‘Quest for the
Historical Jesus’
 identify the strengths and the weaknesses of the diverse approaches
taken
 make wise use of a large field of resources in order to identify
appropriate source material (N.B. Some scholars have written whole
books about the Quest which are simply bibliographies!)
 offer interpretive reconstructions of the traditions surrounding Jesus
of Nazareth, which could be shared in various contexts besides the
academic setting
Key transferable Skills
By the end of the module, students will be able to:
 tackle a subject area by way of a range of methods of investigation
 communicate information, ideas, principles and theories on a topic in
written form
 identify, gather and analyse primary data and source material
 engage with empathy, integrity and critical reflection with the ideas
and convictions of others
 show independence in thought, and critical self-awareness about
their own beliefs, commitments and prejudices
Indicative
Content
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1.
2.
3.
4.
5.
Introduction to Jesus Studies, Christology and Soteriology
The Quest of the historical Jesus in the 18th and 19th Centuries
The Legacies of Albert Schweitzer and of the Christ of Faith School
The Renaissance of the Quest
Who is Jesus Christ for us today?
Level 3 modules
Indicative
bibliography
Key Texts:
Evans, Craig A., Jesus and His World. The archaeological evidence (London:
SPCK, 2012).
Fisk, Bruce N., A Hitchhiker’s Guide to Jesus (Grand Rapids: Baker Academic,
2012).
Sanders, E.P., Jesus and Judaism (London: SCM, 1985).
Schweitzer, Albert, The Quest of the historical Jesus (London: A.& C. Black,
1910; 3rd edn, London: SCM 1954). [Original1906.]
Theissen, Gerd & Annette Merz, The Historical Jesus. A Comprehensive Guide
(London: SCM, 1998).
Williams, Jane, Faces of Christ: Jesus in Art (Oxford: Lion, 2011).
Teaching methods
Lectures and seminars, including plenary and small group discussions; one-toone tutorial with course tutor
Formative
assessment
A 250 word bibliography in respect of the topic chosen for Part 2 of the
summative assessment, and a 1000 word historical and theological analysis of
the same
Summative
assessment
The summative assessment is in two parts:
A 1000 word essay on the subject: ‘What can we know about the historical
figure of Jesus?’ The answer should be illustrated with reference to two major
contributors to the field. (40%)
A 1500 word paper on a topic from the Gospels’ portrayal of Jesus. This will be
the written for an imagined audience of a group of well-informed parishioners
/ church members. The answer may be illustrated with artistic material. (60%)
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Level 3 modules
THMN3207 Conflict Transformation in the Church
Running in 2013-14 at St John’s
Level
3
Credits
10
Aim
To provide skills and tools to work towards effecting transformation in
situations of conflict.
To promote understanding of conflict in church settings.
To develop awareness of personal working style as a leader facing conflict.
Learning Outcomes
Subject Knowledge
Upon successful completion of the module students will be able to:
 Demonstrate analytical understanding of the causes and structures of
human conflict.
 Demonstrate analytical understanding of themes and resources from
Christian theological tradition for dealing with issues of conflict.
 Demonstrate critical awareness of the ethical impact of conflict in
Christian ministry and of principles of effective leadership in ecclesial
settings involving conflicting positions, interests and needs.
Subject Skills
Upon successful completion of the module students will be able to:
 Articulate and analyse ways for working constructively with conflict in
the church.
 Draw critically upon resources informed by scripture, tradition and
the human sciences in their approach to conflict and pastoral care
within church settings.
 Demonstrate awareness of their own working style preference.
Key transferable Skills
Upon successful completion of the module students will be able to:
 Demonstrate developed self-awareness.
 Demonstrate integrative ability as reflective practitioners.
Indicative
Content
Indicative
bibliography
Our Experience of Conflict:
 Definitions and associations of conflict
 Christians and conflict
 Ways of working with conflict
 Gilmore-Fraleigh style profile – personal profile in calm and storm;
defining and recognising excess
The Church and Conflict:
 Biblical material dealing with conflict
 Positions and Interests
 Levels of church conflict
Tools for Conflict Transformation:
 Re-framing
 Apology
 The ‘conflict spectrum’
 Centred speaking and listening
 Informal mediation
 Facilitating good group process
 Being an effective leader in the face of conflict
Key Texts:


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Augsberger, Caring Enough to Confront (Regal Press, 2009)
Boers, Never Call Them Jerks (Alban Institute, 1999)
Patterson, Colin, How to Learn through Conflict (Grove, 2008)
Schrock-Shenk (ed), Making Peace with Conflict (Herald Press, 1999)
Level 3 modules
Schrock-Shenk (ed), Mediation and Facilitation Training Manual
(Mennonite Conciliation Service, 2000)
Tutu, Desmond, No Future without Forgiveness (Random House, 1999)
Teaching methods
The modes of teaching will vary including:

Input sessions to impart information to facilitate knowledge of the
subject matter

Interactive learning through role play, questions, and small group
discussion to facilitate critical engagement with the subject matter

Whole group participation in conflict transformation exercises to
enable experiential learning and reflection, and the provision of tools
for working with conflict.
Formative
assessment
Participation in course exercises and in-class reflective journaling
Summative
assessment
A 2500 word essay based on a case study
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