Individualsyllabusspecifications for Eachproposed New Paper

APPENDIXA

Individualsyllabusspecifications for eachproposed new paper

APPENDIXA

NewTestamentGreek

1001

Course description

CandidateswillbeexpectedtoshowknowledgeofGreekgrammar,syntax,andvocabulary(assetout inJ.Duff’sTheElementsofNewTestamentGreek)andits importancefortheexegesisof theNewTestament,withparticularreferencetoa selection oftextsfrom Mark’sGospel that are inparallel withtheLukan settextsfrom the Introductiontothe Biblepaper.Passagesfromthetext(whichwillbe thatoftheUnited BibleSocieties, 4thEdition)will bechosen fortranslation andgrammaticalcomment.

Aims

To enablestudentstounderstandtheessentialsof NewTestamentGreekgrammarand syntax,toacquire a basicvocabulary,and tobeableto translategospeltexts andcommenton grammaticalpointsraisedbythem.

Objectives

Studentswhohavesuccessfullycompleted thispaperwill:

(a)havemasteredelementaryNewTestamentGreekas setout inJ.Duff’sTheElementsofNewTestamentGreek

(b)beableto translateandcommenton selectpassagesfromtheGospelofMark

(c)beabletoanswerquestions onelementaryGreekgrammar

(d)beableto translatesimpleEnglishsentencesintoKoineGreek.Teaching is deliveredthrough intensivelanguageclasses.

Assessmentisby three-hourwrittenexamination.

BiblicalHebrew

Course description

Thisfirst-year paperintroducesstudentstothebasicsof theHebrewof theHebrewBible,through aguidedstudyof BiblicalHebrewgrammar,syntax,andvocabulary,andofthreechaptersof prosetextfrom the HebrewBible(Genesis12,15,and22).Theexamination willincludepassagesfromthesechaptersfortranslation andcomment, aswellasquestions onelementary Hebrewgrammar,simpleHebrewsentencesfortranslation into English,and somesimpleEnglishsentencesforrendering in Hebrew.

Aims

To enablestudentstounderstandtheessentialsof BiblicalHebrewgrammar,syntax,andvocabulary, andto studyselectedchaptersofthe HebrewBible.

Objectives

Studentswhosuccessfullycompletethispaperwill:

(a)havemasteredelementaryBiblicalHebrewgrammar

(b)beableto translateandcommenton selected Hebrewpassagesfrom the bookof Genesis

(c)beableto translatesimpleprosesentencesfromHebrewto Englishand fromEnglish toHebrew.

Teaching is deliveredthrough intensivelanguageclasses.Assessment isby three-hourwrittenexamination.

VulgateLatin

Course description

CandidateswillbeexpectedtoshowknowledgeofLatin grammar,syntax,andvocabularyas setoutin FloydLMoreland andRita MFleischer,Latin:an Intensive Course(UniversityofCaliforniaPress,1992).Shortpassagesfrom theVulgatewillbechosenfortranslationand grammaticalcomment.

Aims

To enablestudentstounderstandtheessentialsofLatingrammar,syntax,andvocabulary, andtostudyselectedchaptersoftheVulgate Bible.

Objectives

Studentswhosuccessfullycompletethispaperwill:

(a)havemasteredelementaryLatin grammar

(b)beableto translateandcommenton selectedLatinpassagesfromtheVulgateBible

(c)beableto translatesimpleprosesentencesfromLatinto Englishand from English to Latin.Teaching is deliveredthrough intensivelanguageclasses.

Assessment isby three-hourwrittenexamination.

Qur’anicArabic

1004

Course description

Candidateswillbeexpected toshowelementaryknowledgeof Qur’anicArabicgrammar, syntax,andvocabulary.PassagesfromtheQur’anwill bechosenfortranslationand grammaticalcomment.

Aims

Thispaper willtestknowledgeofthe Arabicgrammaticalfeaturesandvocabularymostcommonlyencountered in theQur’an.

Objectives

Students will have:

(a)studied howto vocalizeun-pointed Arabicpassagesinthe Qur’an

(b)had to translate thesepassagesfromArabicintoEnglish

(c)had toshowknowledgeofcommon grammaticalforms in Arabic

(d)had toprovidelinguistic and exegeticalcomment forselectedpassages.Teaching is deliveredthrough intensive languageclasses.

Assessment isby three-hourwrittenexamination.

Pali

Course description

CandidateswillbeexpectedtoshowknowledgeofPali grammar,syntax,and vocabulary (as setoutinA.K. Warder’sIntroduction to Pali).Passagesfromthe PaliCanonwill bechosen for translationandgrammaticalcomment.

Aims

To enablestudentstounderstandtheessentialsofPaligrammarand syntax,toacquire a basicvocabulary, andtobeableto translatetextsfromthe Pali Canon andcommenton grammaticalpointsraisedbythem.

Objectives

Studentswhohavestudied forthispaperwill

(a)havemasteredelementaryPaliassetout inA.K.Warder’sIntroduction toPali

(b)beableto translateandcomment onpassagesfromthe PaliCanon

(c)beabletoanswerquestions onelementaryPali grammar

(d)beableto translatesimpleEnglishsentencesinto Pali.Teaching is deliveredthrough intensivelanguageclasses.Assessment isby three-hourwrittenexamination.

Sanskrit

Course description

Thecourseprovides an introductiontoSanskritforthepreliminarypaper inelementarySanskrit. Theclass is designedtointroducestudentsof theologyand religion to the basicsoftheSanskrit grammar,syntax,and vocabulary. Bythe endofthe coursestudentswill havecompetencyintranslating simpleSanskrit and reading sectionsof theBhagavad-gītāand passagesfromothertexts.Thecoursebook will beW.H. Maurer’sTheSanskritLanguage.Thepaper willexaminesectionsfromchapters2 and11oftheBhagavad-gītāand sectionsfromthestoryof Nala.

Aims

To enablestudentstounderstandtheessentialsofSanskritgrammarand syntax,toacquirea basicvocabulary,tobeableto translatetextsfromtheBhagavad-gītāand othertexts,to commentongrammaticalpointsraisedbythem, andtodevelopthehistoryof Hindu traditionsfromthe medievalperiod to modernity.

Objectives

Studentswhocompletethiscourse willhave:

a)knowledgeofbasicSanskritgrammar,syntax,andvocabulary

b)understandingof euphoniccombination(sandhi)

c)knowledgeof sectionsofimportant religioustextssuch astheBhagavad-gītāandthestoryofNala.

Teaching is deliveredthrough intensivelanguageclasses.Assessment isby three3-hourwrittenexamination.

Hebrew

Course description

Thispaper is availableonlytocandidatesstudying fortheJointSchool in TheologyOrientalStudies.

Thefirstyear papersin Hebrewinvolveintensiveclassinstruction in theHebrewlanguage inallits main periods.Candidatesareintroduced firstto BiblicalandModern Hebrew.Theaimistocoverthebasicgrammar in thefirsttermand toconsolidatethisin the second and third terms,when simpletextsin eachformof thelanguageare alsotaught. Rabbinicand Medieval Hebrewarethen added in thesecond and third terms.

Aims

Thispaper willtestknowledge of basicgrammaticalfeaturesandvocabularyof theHebrewlanguageinall itsmainperiods.

Objectives

Students will have:

(a)had to translatepassagesfromtaughtsettexts,from Hebrew(across all itsmainperiods)intoEnglish

(b)had toshowknowledgeofcommon grammaticalforms in Hebrew

(c)had to translatefrom Englishintopointed BiblicalHebrew andModern HebrewTeaching is deliveredthrough intensivelanguageclasses.

Assessment isby 3xthree-hourwrittenexaminations.

Qur’anicArabic

Coursedescription

Thispaper is availableonlytocandidatesstudyingfortheJointSchool in TheologyOrientalStudies.

Candidates willbeexpected toshowelementaryknowledge ofQur’anicArabic grammar,syntax,and vocabulary (assetout in AlanJones’s Arabic Throughthe Qur’an).PassagesfromtheQur’anwillbechosen fortranslationandgrammaticalcomment.

Aims

ThispaperwilltestknowledgeoftheArabicgrammaticalfeaturesandvocabularymostcommonlyencountered intheQur’an.

Objectives

Studentswillhave:

(a)studiedhowto vocalize un-pointedArabicpassages intheQur’an

(b)hadtotranslate Qur’anicpassagesfromArabicinto English

(c)hadtoshow knowledgeofcommongrammaticalforms inQur’anicArabic

(d)hadto translateinto Qur’anicArabic

(e)hadtoprovidelinguisticandexegeticalcommentforselectedpassagesoftheQur’an.

Teachingisdeliveredthroughintensivelanguageclasses.Assessmentisby3three-hourwrittenexaminations.

Pali

Course description

Thispaper is availableonlytocandidatesstudying fortheJointSchool in TheologyOrientalStudies.

Aims

To enablestudentstounderstand theessentialsofPaligrammarand syntax,toacquire a basicvocabulary, andtobeableto translatetextsfromthe Pali Canon andcommenton grammaticalpointsraisedbythem.

Objectives

Studentswhohavestudied forthispaperwill

(a)havemasteredelementaryPaliassetout inA.K.Warder’sIntroduction toPali

(b)beableto translateandcomment onpassagesfromthe PaliCanon

(c)beabletoanswerquestions onelementaryPali grammar

(d)beableto translatesimpleEnglishsentencesinto Pali.Teaching is deliveredthrough intensivelanguageclasses.Assessment isby three3-hourwrittenexaminations.

Sanskrit

Course description

Thispaper is availableonlytocandidatesstudying fortheJointSchool in TheologyOrientalStudies.

Aims

Objectives

Studentswhohavestudied forthispaperwill

Studentswhocompletethiscourse willhave:

a)knowledgeof basicSanskritgrammar,syntax,andvocabulary

b)understanding of euphoniccombination (sandhi)

c)knowledgeof sectionsof importantreligioustextssuch as theBhagavad-gītāand thestoryof Nala.

Teaching is deliveredthrough intensivelanguageclasses.Assessment isby three 3-hourwrittenexaminations.

Tibetan

Course description

Thispaper is availableonlytocandidatesstudying fortheJointSchool in TheologyOrientalStudies.

Candidateswillbeexpectedtoshowknowledgeof Tibetangrammar,syntax,and vocabulary(assetout inN.Tournadreand S.Dorje’s ManualofStandard Tibetan).Several passagesfrom Tibetanliteraturewill bechosenfortranslation andgrammaticalcomment.

Aims

To enablestudentstounderstandtheessentialsofTibetangrammar andsyntax,toacquire a basicvocabulary, andtobeableto translateTibetan Buddhisttextsandcommenton grammaticalpointsraisedbythem.Studentswill also develop abasicunderstanding ofthemaingenresof TibetanBuddhist literature.

Objectives

Studentswhohavestudied forthispaperwill

(a)havemasteredelementaryTibetanassetout in N.TournadreS.Dorje’sManualofStandard Tibetan

(b)beableto translateandcommentonpassagesfromTibetan Buddhist literature

(c)beabletoanswerquestions onelementaryTibetangrammar

(d)beableto translatesimpleEnglishsentencesintoTibetan.

Teaching is deliveredthrough intensivelanguageclasses.

Assessment isby three 3-hourwrittenexaminations.

Introduction totheStudyof theBible

1101

Course description

Thisfirst-year paperinvestigatesthenatureandpurposeoftheBible,giving attention notonlytothe contentofthebiblicalbooksbutalso toissuesof‘background’(theancientcontextsoutofwhich thosewritingsarose)andissuesof ‘reception’(howthe Biblehelpsto shape whatJewsandChristiansbelieveand do).

Thetextual focus is onnarrativesconcerning Abraham(Genesis12–25)andJesus(Luke9–22).Examination gobbetswillcomefromeightspecificchapters,namelyGenesis15–17 and22, andLuke9, 15-16 and22.

Aims

Toprovidestudentswithan intelligent understanding ofthe natureandpurposeof theBible,including someconsciousnessof both thehistoricalorigins of theBible anditssubsequentimportance.

Objectives

Studentswhosuccessfullycompletethispaperwill:

(a)have asound knowledgeofthecontentof theBible,including an awarenessof theBible’smajortheological themesandideas

(b)havesomeacquaintancewith thevarying historicalcircumstancesof the origin anddevelopmentof theBible

(c)havesome senseoftheimportanceoftheBibleforunderstanding Jewish and Christianfaithand practice, andofthe impact oftheBibleon widerculture

(d)beableto comment intelligentlyon someparticulartexts,demonstrating an awarenessofdifferentmethods andapproachestointerpretation.

Teaching:16lectures,8 classes,and8 tutorials.Assessment isby three-hourwrittenexamination.

TheFigureof JesusthroughtheCenturies

1201

Course description:

Jesus ofNazareth isagreedtobe oneof the mostimportantfigures inthehistoryofthe world.ThemajorChristianchurchesteach notonlythathewastheforemostof theprophets,but that he iseternallytheSonof God,theSecond PersonoftheTrinity.Theyalsoteachthathiswork asamanincludednotonly hispublicmiraclesand hisoralteaching but an invisibleministryof reconcilinghuman beingstotheGod fromwhomtheyhad beenestrangedbysin. EvenforChristianswhodonot subscribetotraditionalteachings,heremains amoral exemplar andanobject ofdevotion.

Muslimsreverehimas thesixth ofsevengreatprophets,a numberof Jewsand Hindushavefound aplace forhimin theirfaith,and hehasbeena frequentsubjectforpoetsand novelists, whatevertheir religion.

ThispaperthereforeconsidersJesusof Nazarethnotonly asa subjectof Christian proclamation,butalso asa subjectof imaginativeor philosophical reflection in Christian andothertraditions.Theexaminationwill bedividedintotwosections, A andB:candidateswill beexpected toanswertwoquestionsfromone sectionandone fromtheother.

Questions in Section Awillconcernthe nature,ministry,teaching andexampleofJesus as thesehavebeenunderstood in thepublicteachingof thechief Christian denominations.Students willbeexpectedtobefamiliar with theecumenicaldoctrinesofthe Trinity andthe incarnationof JesusChrist as second person ofthe Trinity.They will alsobeexpectedtoknowhowthese doctrines haveinformeddifferentunderstandings of theredemptionof theworldthrough hisdeathandresurrection, andhowChristianshaveunderstood theends anddutiesof life in thelight ofthisredemption.

Themajority of questionsin Section Bwill concerntherelation between theJesus ofthe gospelsand/orecclesiasticaldogma to Christian devotion,philosophy,literature,culture,aestheticsandsocial policy.There willalsobequestions ontheplace ofJesusinreligioustraditionsotherthanChristianity.

Aims

(a)tointroducestudentstothestudyandpracticeof Christian doctrinethrough thefigure ofJesus as theuniversal focusof Christian theological reflection

(b)topromoteawarenessof thesignificanceof Jesus in all spheresofChristian life,reflection,and church practice

(c)tointroducestudentstothereligiouslyplural contextin which thedoctrinalsignificanceofJesus is considered

(d)topromotereflectionontherelation between theology andculture,bothwithinandoutsidethe Christian sphere.

Objectives

A studentwho hasattended thelecturesand prepared thoroughlyforeighttutorialsmaybeexpected:

(a)tobeawareof thecontentof theecumenicalcreedsoftheChurch

(b)tohavesomeunderstanding of therelation between scripturalexegesisandtheformulationof doctrine

(c)tobeawareof waysin whichbelief hasinformedlifeand conductfor Christiansover thecenturies

(d)tobeawareof someresponsestothereligiouslypluralcontextin whichChristian theologyis studied andpractised.

Teaching:16lecturesand8tutorials.Lectureswillreviewimportantliteratureinsections A andB;tutorialswillenabletutorsand studentsto choosespecial areasofstudy.

Assessment isby three-hourwrittenexamination.

Religion and Religions

Course description

Giventhat thestudyofreligionsfocusesonthediversityof thehuman phenomenon ofreligion,thepaper willmovefromoutlining broad methodologicalapproaches inreligiousstudies (includinganthropology,sociology,psychology,history,phenomenology,andethics)in thefirstterm,todiscussionsof particularreligions in theancientand modernworld,includingmajor‘world’religions(Islam,Hinduism,Buddhism,Judaism, and Christianity),themultiplereligioustraditionsof China andIndia, and so-calledindigenousor tribalreligions,in thesecond term.

Aims

To equip studentsto develop an appreciationofthe academicstudyofreligionand a criticalframeworkfordescribing thereligiousdimensionsofhuman life,andin particular to thedifferentways‘religion’maybeapproached andunderstood.

Objectives

Studentsshould:

(a)beawareofhowthestudyof religion drawsonmultiplefieldsand disciplines,whattheyare, andhowtheydiffer

(b)beawareofsomeattempts to define‘religion,’aswell as thelimitsof such approaches

(c)gainan awarenessof thediversityof religions andof somedistinctivereligiousbeliefsandpracticesfromaround theworld, andtheyshould becognizant ofthebenefitsandlimitationsof comparing religions

(d)acquiretheskillsof reading,analyzing, andwriting aboutsomeofthemainworksin thehistoricalstudyof religions,andunderstandvariousdisciplinaryapproaches

(e)learntodefendwhattheyhavewrittenagainstcriticalcomment.

Teaching: 16lecturesand8classes.Thefocusof8 lectures willbeontheways inwhichthestudyofreligionsdrawsuponmultiplefieldsand disciplinesinan attemptto definereligion, andwilldemonstratehowtheobjectofstudyshiftsdepending on theapproachusedand thequestionsaskedof thephenomenon.A further8lectureswillintroducecandidatestoa varietyofworldreligions,through a briefbutdetailedarticulationof theirhistoriesand/orpractices,elicitingparticular examples ofgeneral themesthatwillhave been introduced in thefirstterm.Throughthesetwosetsof lectures,studentswill gainan awarenessand understandingofthe diversity ofthephenomenonof religion.

Assessment isby three-hourwrittenexamination.

TheNarrative Worldofthe HebrewBible

Course description

Thissecond-yearpaperinvestigatesthestorytelling and historiographicaltraditionsof theHebrewBible.Considerationis given tosuchtopics asmethodinthestudy oftheHebrewBible,thetheological themesof the HebrewBible,thehistoryofancientIsrael,thedevelopmentof Israelitelaw, therelationof theHebrewBible writingsto ancient NearEastern culture,and thereception ofthe biblicalnarrativesin Jewishand Christiantraditions.

Thetextual focus is onthestoriesof primevaltimesthatwereseen asshaping theworld(Genesis1–

11)andonthe accountsofthe lastdays ofthe kingdoms of Israel andJudah (2Kings 17–25).Examination gobbetswillcomefromthesechapters,and therewill alsobean opportunitytocommentontheHebrewtext of Genesis1–4.

Aims

To enablestudentstoacquire a knowledgeof thestorytelling andhistoriographical traditionsin theHebrewBible, andtodevelop criticalunderstanding byintroducing themtobasicissuesofmethod,with particularreferencetothestudyoftwo majorHebrewBibletexts.

Objectives

Studentswhosuccessfullycompletethispaperwillhave:

(a)gainedknowledgeaboutand understanding of thenarrativetraditions andtheologicalthemesof theHebrewBibleingeneral

(b)gained a closeknowledgeoftwoparticularnarrativetextsset forspecialstudy inEnglish,with theoptionof having studied a sectionofoneofthese in Hebrew

(c)explored the literary andhistoricalbackgrounds ofthesewritings andthetrajectories ofinterpretation andappropriation to whichtheygaverise

(d)reflecteduponthe criteriaemployed in assessing evidence,andthe possibilityanddesirabilityof achieving consensusconcerning them.

Teaching: 16lectures, 8classes 8tutorials:8lectures on theStudyoftheHebrewBible(sharedwith 2102); 8 lectureson theNarrativeWorldofthe HebrewBible; either8Englishtextclasses(4 onGenesis,4on Kings); or8 Hebrewtextclasses on Genesis; 8 tutorials.

Assessment isby three-hourwrittenexamination.

ThePoeticWorld of theHebrewBible

Course description

Thissecond-yearpaperinvestigatesthepoetictraditionsof theHebrewBible,including prophetic,liturgical, andwisdomliterature.Consideration is giventosuchtopics asmethodinHebrewBiblestudy,thetheological themes oftheHebrewBible,prophecyandparticularprophets,psalmody andthe Psalms,wisdomand thewise,theethicsof theprophets,thedevelopmentofmessianic andapocalypticideas,therelation oftheHebrewBiblewritings to ancientNear Eastern culture,and thereceptionof thebiblicalpoemsandsongsin Jewishand Christian traditions.

Thetextual focusis onthepoems/songsof ‘Second Isaiah’(Isaiah 40–55)andontwo setsof psalms(Psalms42–4984–89).Examination gobbetswill comefromthesechapters,and therewill alsobean opportunityto comment onthe HebrewtextofPsalms46–49.

Aims

To enablestudentstoacquire a knowledgeof thepoetictraditions intheHebrewBible, andtodevelop criticalunderstanding byintroducing them to basicissuesofmethod,with particularreferenceto the studyof two majorHebrewBibletexts.

Objectives

Studentswhosuccessfullycompletethispaperwillhave:

(a)gainedknowledgeaboutand understanding of thepoetictraditionsandtheologicalthemesof theHebrewBibleingeneral

(b)gained a closeknowledgeoftwoparticularpoetictexts setforspecialstudy inEnglish, withthe optionof having studied a sectionofoneofthesein Hebrew

(c)explored the literary andhistoricalbackgroundstothesewritings andthetrajectories ofinterpretation andappropriation to whichtheygaverise

(d)reflecteduponthe criteriaemployed in assessing evidence,andthe possibilityanddesirabilityof achieving consensusconcerning them.

Teaching: 16lectures, 8classes 8tutorials:8lectures ontheStudyoftheHebrewBible(sharedwith 2101); 8 lectureson thePoeticWorldof theHebrewBible; either8 Englishtextclasses(4onIsaiah, 4onPsalms); or8 Hebrewtextclasses onPsalms;8 tutorials.

Assessmentisby three-hourwrittenexamination

TheGospels

Course description

TheGospelspaper will introducestudentsto foundationalunderstandingof theGospelsofMatthewand John as exemplifyingearlyChristianity’stwo mostinfluential normativeexpressionsoftheJesustradition.Whileoffering anintroduction to the backgrounds andoriginsofthe gospels,and toleading scholarlytheoriesaboutliteraryrelationshipsbetweenthem,theprimaryaimwillbetodevelop familiaritywiththehistorical,critical,theological andinterpretativeissuesraisedbytheGospelsofMatthewand John in their canonical form.Teaching forthispaperwillalsoaim at leastselectivelytoillustratethegospels’ placewithinthewiderbiblicalcontext,and to showhowtheirexegesisand/orreceptionbears onissuesofChristianhistory,doctrine,and relationswithotherreligioustraditions.

Settextsareasfollows:

Matthew2-3,5-9,17,26-28

John:1,5-6,8,11,17,19-20

Aims

Thepaperaimsto providefoundationalunderstanding of theGospelsofMatthewand John asexemplifying earlyChristianity’stwo mostinfluentialnormativeexpressionsof theJesustradition.Theprimaryaim will beto develop familiaritywiththeGospelsofMatthewand John in theircanonical formandsetting.

Objectives

Studentswhosuccessfullycompletethispaperwill:

(a)havegained aclosefamiliaritywith thetext andmeaning oftheGospelsofMatthew andJohn

(b)beabletogive anaccountof their historicalorigin and setting

(c)have athorough graspof the mainhistorical,criticalandtheological issuesraisedbythesetexts

(d)beableto exegeteandcommenton particulartextsassigned forspecialstudy,and toillustratehowselected passagesbearonmattersofancient and/or contemporaryinterpretation.

In Trinitytermin theirfirstyear,candidatesmustdeclarewhethertheyintendto takeEnglish orGreektextclasses.

Teaching: 12lectures,8 classes, 8 tutorials:12 lectures ontheGospels(6eachonMatthewandJohn)toprovide ageneralframeworkforunderstanding followed byEITHER 8 one-hourEnglishtextclasses(4 onMatthew,4 on John)OR8one-hourGreektextclasses(4on Matthew,4on John) inHilaryTerm.

Assessmentisby three-hourwrittenexamination.

Historyof Doctrine

2201

Course description:

Christian lifeisgrounded inthefaithandworship ofdistinctcommunities,or churches,and,sincefaithand worship bothpresupposebelief,thesechurches(ordenominations)aretypicallydistinguishedbytheirdoctrines. Someoftheseareheldin commonwithotherChristians,whileothersarepeculiarto oneor a fewdenominations; ineither casetheyareusuallypresented asdeductionsfromtexts thatare universallyrecognisedas scriptures.Thelanguagein whichtheyareformulated,however, isoftentechnical,andit isnotuncommon forparticularcreedsor articlestobeexpressedwith aminutenessand complexity thatpuzzles even insiders. Historicalstudyisgenerallythe bestwayof ascertaining whatbelievershaveunderstood, andwhythey differ,regarding such termsasrevelation,creatioexnihilo,Trinitarianism,incarnation,atonement,sacrament,ecclesiology, and eschatology.

Thispaper is designedtointroducestudentstothehistoryofsuch terms, and thus to explainthegenesisof the doctrinestowhichtheyrefer.Candidates will beexpectedtoknowthebiblicalevidence whichhassupported andinformedthepromulgation ofthesedoctrines;they willalsobeexpectedtoshowan appreciationof contingentfactors,bothintellectual andhistorical,whichhaveshaped theoecumenicalformulationsof Christiandoctrineand have ledto theemergenceof distinctcommunities,churches,ortraditions.

Aims

Candidateswhohaveattended 16lectures on thissubject,and preparedthoroughlyfortutorials,maybeexpected tohaveagood understanding:

(a)of theroleof doctrinein Christian lifeand inthe ministryofthe churches

(b)of therelationbetween exegesis anddoctrine, andofthe endemiccausesofdispute aboutthemeaning ofthescriptures

(c)of thehistorywhichliesbehind theformulationof particulardoctrines,and thehistoricalcircumstanceswhichhavepromotedeitherconsensus or division.

Objectives

Candidateswhohaveattended 16lectureson thissubject,and preparedthoroughlyfortutorials,maybeexpected toshowan acquaintance:

(a)with thescripturalpassageswhich haveserved as recognised touchstonesof debateandspeculationamong theologians

(b)with theoecumenicalcreeds andthedistinctivetenets ofmajordenominations

(c)with theprincipalcontroversies thathaveshapedthedevelopmentor diversificationofChristian thoughtonparticular doctrines

(d)with theteachings ofthemajor theologianswherethesearerelevantto thestudyanddiscussionof particulardoctrines.

Teaching: 16lecturesand8tutorialsprovidethe bestmodeof preparation forthetraditionalexaminationwithoutsettexts.Lecturesprovidenarrative,tutorialsexploreproblems.

Assessmentisby three-hourwrittenexamination.

EthicsI: ChristianMoralReasoning

Course description

Thiscourse is designedtointroducestudentsto Christianethics—itsconcepts,itsvariety,its history,its majorfigures,and someof itsclassictexts.

Aims

Theaim of the ChristianMoralReasoningpaperis to develop acapacityformoralreasoning,specificallyin termsoftheChristian moraltradition.Candidates areinvitedtocriticizewhattheyfindin thistradition,butthey areadvisedtodoso only aftertheyhavefirstacquireda soundunderstanding of it.

Objectives

Thecourseaimstoenablecandidatestodemonstrate understanding of:

(a)principalconceptsandmethodological issues in Christian moral thought

(b)concreteissuesinthe lightofChristianmoralconceptsand in relationtoChristianmoralsources

(c)howto exegetea prescribed text

(d)howto marshalrelevantmaterial in supportof an argument.

In thecourseof demonstrating theabove, thecoursealso aimsto enablecandidates,secondarily,todemonstratesomeunderstanding of:

i.themoralthoughtof relevantmajorfigures in thehistoryof Christianethics—e.g.,

Augustine,Aquinas,Luther,Calvin,Kierkegaard,Bonhoeffer, Barth

ii.the varietyof Christiantraditionsof ethics—e.g.,Thomist,Lutheran,Calvinist,

Anglican

iii.the relationof Christianmoral thinking to majorschoolsofmoralphilosophy(e.g.,thoseofAristotle,Kant,and Utilitarianism)and to current intellectualtrends(e.g.,politicalliberalism,feminism,postmodernism,humanrightsdiscourse).

Teaching: 8 lectures,8 classes, 8 tutorials:thecourseaimsto coveragreatdealof theoretical,practical, and historicalterritory.Candidateswill beprepared for all threepartsof theexaminationpaperby8 tutorials(e.g.,4on concepts methodological issues,2on prescribedtexts, 2onconcretemoral issues).Thesetutorials will besupported by aseries of8 introductorylectureson“AChristian VisionofMoral Life”inMichaelmasTerm,and by8classesonconcretemoral issuesinsexualandmedicalethicsin HilaryTerm.

Assessmentisby three-hourwrittenexamination.

Themes inNineteenth-CenturyTheologyandReligion

Course Description

Thepaperaddresseskeythemes in theological thinking in Europeand North America during thelongnineteenthcentury.TheseincludeBiblicalinterpretation,thenatureof authority,faithand reason,ecclesiology,Christology,romanticism,literatureand imagination,spirit andhistory,secularization,reductionism,religiousexperience,andtheencounterwithworldreligionsand thenaturalsciences.Thetopicswill beaddressed through seminalor representativetexts.Kant,Hegel,Schleiermacher,Kierkegaard,Nietzsche,Coleridge,Newman,andJamesareespeciallysignificantthinkerswhoseworkorinfluencewill normallyberepresented. Fourmaintopicswith prescribed textswillbepublished for eachyear. Students are notexpectedto becomefamiliar withallofthesetexts,but, inconsultationwith tutors,willfocusontwoorthreeofthe prescribedtextsas wellas preparingone ormoreessays onmoregeneral issues.Lectureswill address the background andinfluenceof thetextsandcommenton thequestionstheyraise,butwillnotnecessarilybelimited to exposition ofthe texts.Thethemesandtextsmaychangefrom yearto year.

Aims

(a)Tobuildon thestudent’sknowledgeoftheology and thehistoryof religion

(b)Tounderstandsomeof thekey intellectualdevelopments inthelong nineteenthcenturythat haveprovedsignificantforthehistoryof Christianity,theemergenceoftheacademicstudyof religion, andformodern society moregenerally

(c)Toanalyzeandevaluatetherelativemeritsanddeficienciesof argumentsconcerningtheologyand religion asconsidered undervariousthematicrubrics

(d)Tobecomefamiliar withthereceptionhistoryof suchargumentsthroughengagementwith substantive secondaryresources.

Objectives

Bytheendof thiscoursethestudentshould have:

(a)a good knowledgeofsomeof themostinfluential andrepresentativetextsandthinkersofthe period

(b)the abilitytocontextualizerepresentativetextsandthinkerswithrespect to thelargerreligious,social,andpoliticalmovementsofthe period

(c)skillsimportantforthehistorical studyof religion generally, andforthe history ofChristianity andhistoricaltheologyspecifically,by assessingdifferentsortsof historicalmaterials, and byanalysingthebroadercontextof theperiod

(d)the capacity to thinktheologically,holding in viewclassictextsfromthe tradition.

Teaching: 16lectures,8 tutorials, and4 classes.The16lecturesofferthematiccoverageandhistoricalcontextualizationofthe complexintellectualdevelopmentsin theologyand religion acrossthe period;the8 tutorialsenablestudentstoexploreand interrogatethesethemesin greaterdepththrough supervisedpersonalengagementwith primary andsecondaryliterature;and the 4classes(ledbygraduatestudentsand supervised bythepost-holder inthearea)help studentstoconsolidatetheir knowledge ofthematerial in preparation fortheexamination.Assessmentisbythree-hourwrittenexamination.

Key ThemesinSystematicTheology

Course Description

Thiscoursewill build onthe first yearpaper‘TheFigure ofJesusthough theCenturies’ bydevelopingthe student’sknowledge infour key and relatedareasof Christiandoctrine: 1. theTrinity; 2.

Creation;3. Christologyand Soteriology;and4.Pneumatology and theChurch.It will introducethestudent tothe ordering and arrangementof thekeydoctrines in anysystematicsorsumma,thereason forsuch anordering andthetheological implications. Inthiswaythestudent willlearn thecraftof theological thinking.Thecoursewill also exposestudentstodifferent theologicalapproachesto thesedoctrinesand introducethemtotheconceptoftheologicalmethod.

Aims

(a)Tobuildon thestudent’sknowledgeofChristian theology

(b)Todevelop theengagestudent’sawarenessofthesystematicinterrelationshipbetweenthe keydoctrines

(c)To engagestudentswithclassicexpositionsofkeydoctrinesacrossthreetraditions ofChristian theology(Catholic,Orthodox,and Reformed)

(d)Todevelop thestudent’sawarenessoftheological debatesbetween thethreetraditionsonthe keydoctrines

(e)Todevelop thestudent’sabilitytothinktheologicallyand criticallyaboutdoctrine.

Objectives

Bytheendof thiscoursethestudentshould have:

(a)a good knowledgeofsystematictheology

(b)developed an abilityto thinktheologicallywith an awarenessof thetheologicalimplicationsacrossa systemfor a particularemphasisandinterpretationofonekeydoctrine

(c)a knowledgeofthreedifferent traditionsof Christian theology,their similaritiesanddoctrinaldifferences

(d)a knowledgeofclassictexts in theexpositionofthekeydoctrinalloci.Thefollowinggivesanoutline ofwhatmightbe offered:

Weeks1-2Doctrine ofthetriune God - Augustine,section fromDe Trinitate;John Damascene,section from On theOrthodoxFaith;Barth,sectionfrom ChurchDogmatics I.1; )

Weeks3-4Creation andtheological anthropology–Aquinas,section fromBookTwo oftheSummaContra Gentiles;Calvin,section fromTheInstitutes)

Weeks5-6Christologyandsoteriology-Schleiermacher,section fromTheChristian Faith;Rahner,section from Foundationsof the Christian Faith)

Weeks7-8Pneumatologyand theChurch–Melanchthon,Apologyof theAugsburg Confession;Bulgakov,TheOrthodoxChurch;von Balthasar,section fromTheo-Drama 1.

Teaching: 16lecturesand8classes.Thelectures,givenin MichaelmasandHilaryTermswillplaceeach ofthefourdoctrinallociwithina broadertheological context;classes (4inMichaelmas and4 inHilaryTerm)willstudythesettexts thatwill formthebasisforthe questionsin theexamination.

Assessmentisby three-hourwrittenexamination.The examinationwill bedividedaccording to thefourdoctrinalloci withquestionsrelating to the settexts;candidateswill beasked toanswerquestionson threedifferentdoctrinalloci.

Historyand Theologyof the EarlyChurch (64–337A.D.)

Course description

Students takingthispaperwill beableto observetheevolutionofChristianityfromacommunityofdisciples toanorganizedChurch that spannedthewholeoftheMediterraneanworld.Forconvenience,theterm “Church”in thepresentrubricembracesall professing Christians in theperiod from64to 337A.D.though it isexpectedthat students willbecomeawareofthe difficultiesthat attendtheuseof thisterm.

Part Aconsistsofthe history oftheChurch as an institution, andof itsrelationstotheRoman Empire,from the deathof StPaul(c.64 A.D.)tothedeathofConstantinein 337 A.D.Questionswillbeseton somebutnotnecessarilyallofthefollowing:thegrowthof thechurch andthemeaning ofconversion;therelationofChristianitytoJudaism;the diversityofearlyChristiancommunities; thecauses,scopeandeffectsof persecution;patternsofChristianministry(includingthe originsofthethreefoldhierarchyand ofthetitlePapaorPope); ecclesiasticaldisciplineand thebeginnings of monasticism;schismscausedbyJudaizers,Gnostics,Montanists,NovatianistsandDonatists; thedevelopment oforthodoxyandsynodicalgovernment;theevolution ofthebiblicalcanon;the roleofChristianity in theConstantinianEmpire.

Part Bconsistsofthe speculativeanddogmatictheologies ofthisperiod.Questionswillbeset on some,butnot necessarilyall,ofthe following:Ignatius of Antioch;theGnosticunderstandingof creation andredemption;JustinMartyr;Athenagoras;Theophilusof Antioch;Irenaeusof Lyons;Tertullianof Carthage;ClementofAlexandria;Hippolytusof Rome;Origen; Cyprianof Carthage;Novatian;Dionysiusof Alexandria;Eusebiusof Caesarea; Lactantius;Arius;theNiceneCreed;Athanasius of Alexandria.Candidateswillbeexpectedtoshowsomeknowledgeof a theologian’sintellectualbackground andthehistoricalconditionswhichpromptedand shaped hisactivity as atheologian.

Aims

(a)tocommunicateknowledge oftheformativeperiodofChristianhistory

(b)toimpartto studentsan understanding of historiographicmethod

(c)topromotereflectionontherelation between historyand doctrine.