BA (Hons) Philosophy and Theology

1. Show familiarity with philosophical ideas about the nature of society and the social sciences.
2. Reflect upon the conditions of human social life.
3. Show familiarity with the history of modern philosophy
4. Demonstrate an understanding of basic concepts in epistemology, metaphysics and the philosophies of mind and nature
5. Analyse concepts in ethics
6. Analyse and criticise substantial works by important historical and contemporary moral and political philosophers
7. Engage in logical and conceptual analysis and abstract reasoning
8. Apply a reflective and sophisticated analytic understanding to a range of complex issues and subject matters.
9. Be able to state clearly, discuss and demonstrate critical comprehension of some of the following: the social, textual, intellectual, historical, theological, ethical, institutional or aesthetic expressions of the Christian tradition
10. Be able to discuss and demonstrate where appropriate critical comprehension of the Christian tradition's classical sources and their subsequent articulation by some interpreters of the tradition in different historical periods and in different social or geographical settings
11. Be able to evaluate and critically analyse a diversity of primary and secondary sources, including material from different disciplines

[Philosophy]

 In explicit terms, 1 and 2 are developed through lectures, seminars and essay work in PHL1002A and PHL1002B,; 3 and 4 through similar methods and strategies in PHL1006A, PHL1005a, PHL201a, PHL2016, PHL2015, and PHL2018; 5 and 6 through similar methods in PHL1013 and PHL2118; and 7 through similar methods on PHL2010A, PHL2010B, and PHL2018.

However, depending on the student’s chosen portfolio of modules, they will be developed, with increasing intensity as s/he progresses through the Stages, on the elective modules as well. 8 is developed through the optional modules taken. The level of competence expected of students intensifies at each stage of the programme.

[Theology] Skills 9 and 10 are developed across the curriculum, and specifically through the core modules in biblical studies, patristics, philosophical theology and Christian ethics. Skill 11 is fostered through these same modules, and also through the engagement of many option modules with the methods of the social sciences. Modules make use of lectures and student-led seminar presentations, and some make use of formatively assessed essays and small-group tutorials which help to foster essay-writing skills.

[Philosophy] The assessment of skills 1-8 is made through a combination of course essays, oral presentations, examinations; also, where appropriate, Research Methods Project or dissertation.

[Theology] 9-11 are assessed by various methods including closed book examinations, essays and summatively assessed seminar presentations. There is also a level 3 dissertation module.

12. Analyse critically individual texts and combine those analyses to demonstrate understanding of the development of literary genres (Phil. 23.3, 23.4).
13. Synthesise complex and diverse arguments and ideas lucidly and coherently, both orally and in writing (Phil.23.2).
14. Engage in creative analytical and evaluative thinking about texts, sources, arguments and interpretations (Phil. 23.6).
15. Engage in lateral thinking, making connections between ideas and information in different fields of their study (Phil.23.9, 25.1).
16. Select and apply appropriate critical tools when reading primary and secondary literature and ancient literature in translation (Phil. 23.3; TRS 5.3: Discipline Specific and Intellectual Skills, 4)
17. Be able to represent views other than the student's own sensitively and intelligently with fairness and integrity (TRS 5.3: DSIS, 1).
18. Be able to demonstrate understanding of the multi-faceted complexity of religions, e.g. in the relationship between specifically religious beliefs, texts and practices, and wider social and cultural structures (TRS 5.3: DSIS, 3).
19. Be able to demonstrate awareness of and critical assessment of religious contributions to debate in the public arena about e.g. values, truth, beauty, health, peace and justice (TRS 5.3: DSIS, 5).
20. Be able to demonstrate understanding of the multi-faceted complexity of religions, e.g. in the relationship between specifically religious beliefs, texts and practices, and wider social and cultural structures (TRS 5.3: DSIS, 3).
21. Be able to demonstrate awareness of and critical assessment of religious contributions to debate in the public arena about e.g. values, truth, beauty, health, peace and justice (TRS 5.3: DSIS, 5).

[Philosophy] The skills are mainly developed through lectures, seminars, and formatively and summatively assessed essay work (on different topics and in different areas of philosophy: Knowledge and Reality, Philosophy of Mind, Philosophy of Nature, and Ethics), practical exercises (Evidence and Argument, Introduction to Philosophical Analysis) and special close reading seminars (Philosophical Readings 1-3) which are designed to improve not only the philosophical knowledge but also analytic skills and depth of understanding.

[Theology] Skill 18 is developed throughout the curriculum, and specifically in e.g. the core modules in biblical studies and patristics. Skill 19 is also developed throughout the programme, and specifically through the use of seminar presentations, classroom discussion, and formative assessment of essays and seminar presentations. Skills 20-21 are taught through e.g. the core modules in biblical studies, philosophical theology and Christian ethics, and also through the availability of many modules (core and optional) which engage with the methods and conclusions of the social science

[Philosophy] Skills 12-18 are assessed though course essays, assessed oral presentations and examinations at stages 1-2 and through the dissertation at stage 3.

[Theology] Skills 18-21 are assessed through essays, examinations, seminar presentations, and (at level 3) the dissertation module.

22. Select, organise and analyse material for written work and oral presentations of different prescribed lengths.
23. Present an argument orally in a clear, organized and effective manner
24. Present an argument in a written form in a clear and organized manner, with appropriate use of correct English
25. Formulate and express ideas at different levels of abstraction
26. Undertake group work, including the presentation and discussion of challenging material in groups
27. Work creatively, flexibly and adaptably with others, both peers and academic staff
28. Demonstrate autonomy, manifested in self-direction and intellectual initiative, both in learning and study and in the management of time
29. Evaluate and reflect on your own work
30. Write and think under pressure and to meet deadlines
31. Plan the execution of demanding work based on individual research over a long time
32. Use a word processor to create clearly presented written assignments and handouts

(a) Skills 22, 24, 25 and 26 are developed through the preparation and delivery of oral presentations in many modules at all levels in both sides of the programme, and through the oral discussion of challenging material in all modules in the programme.

(b) Skill 27 is also developed through meetings with personal tutors, one-to-one or small-group tutorials giving feedback on written work and through discussion in seminars.

(c) Skills 22, 24, 25, 28, and 30 are developed through written assignments (essays) in most modules and examinations in many modules at all levels.

(d) Skills 28-29 form essential parts of the successful completion of the programme but are encouraged especially through preparation for written and oral assignments and seminars. They are also promoted in Philosophy through the student Self-Appraisal system in the mid-semester break and in Theology through the use of tutorials for feedback on formatively assessed essays.

(e) Skill 31 is developed through the dissertation in Philosophy/Theology.

(f) Skills 32 is developed in both sides of the programme through the requirement that all written work is word-processed and that students use the WWW to access texts and other learning materials.

(a) Skills 22, 23, 25 and 26 are assessed through seminar presentations. In philosophy, oral contributions to seminars are assessed formatively; in theology seminar presentations are sometimes assessed summatively and sometimes formatively.

(b) Skills 22, 24, 25, 28 and 30 are assessed through written work at all levels and in all modules by examination in many modules and by the dissertation.

(c) Skills 32-33 is assessed through written course-work in all modules.

(d) Skill 31 is assessed by the dissertation in either subject.