UNIVERSITY OF KENT
SECTION 1: MODULE SPECIFICATIONS
1. Title of the module
Cracking Biblical Codes: Prophecy, Apocalyptic and Wisdom
2. School which will be responsible for management of the module
SECL (Religious Studies)
3. Start date of the module
January 2013
4. The cohort of students (onwards) to which the module will be applicable
2012-13 onwards
5. The number of students expected to take the module
15-30
6. Modules to be withdrawn on the introduction of this proposed module and consultation with other relevant Schools and Faculties regarding the withdrawal
None. This is a new module.
7. Level of the module (e.g. Certificate [C], Intermediate [I], Honours [H] or Postgraduate [M])
I and H
8. The number of credits which the module represents
30 credits
9. Which term(s) the module is to be taught in (or other teaching pattern)
Autumn or Spring
10. Prerequisite and co-requisite modules
Any year 1 RS module, such as TH325, TH334, TH340, TH342, TH341, TH343, TH344 or any other module from Religious Studies.
11. The programme(s) of study to which the module contributes
BA in Religious Studies (SH and JH Religious Studies)
12. The intended subject specific learning outcomes and, as appropriate, their relationship to programme learning outcomes
By the end of the module, I and H students will have:
· knowledge of and the ability to critically assess attempts (ancient and modern) to decipher the Bible as ‘code’ (A1, A2, C1, C2, C3);
· the ability to apply these critical skills in the close reading of biblical texts (A1, A2, A3, A4, C1, C2, C3, C4);
· understanding and awareness of the principal academic methodologies in Biblical Studies and critical appreciation of the range of interpretative models in Judaism and Christianity (A1, A2, A3, A4, C1, C2, C3, C4);
· acquired critical and analytical skills to analyze the interrelations between ancient texts, or ‘mysteries’, and contemporary worlds (A1, A3, A4, C4).
In addition, at the end of the module students at level H will have:
· carried out and displayed understanding of additional research and critical thinking in both written assessments and seminar topics that shows an appreciation of the uncertainty, ambiguity and limits of knowledge (programme outcomes B1-4)
· a systematic understanding of key aspects of the discipline, including a familiarity with the latest research within biblical studies (programme outcomes A1-4)
· an ability to deploy accurately established techniques of analysis and enquiry within biblical and religious studies, including those currently at the forefront of the discipline (e.g. hermeneutics and deconstruction) (programme outcomes A4, B2 and B3)
· the ability to undertake independent learning and to demonstrate this through the sophisticated use of refereed research in leading journals and other original materials (programme outcomes C1-4)
· have acquired critical and analytical skills in their approach to key texts (programme outcomes B3 and B4)
13. The intended generic learning outcomes and, as appropriate, their relationship to programme learning outcomes
By the end of the module I and H students will have:
· enhanced their oral skills through class presentations (D3, D4, D6);
· developed writing and organizing skills through two assignments and a 3-hour examination (B2, B 3, B4, D2, D5);
· demonstrated competence in the use of appropriate IT resources, including word processing and critical evaluation of online material (C2, D2);
· analyzed theories in terms of their application to contemporary contexts or debates (12 A 3, A 4, C 1, C 2)
In addition, H level students will be able to:
· demonstrate greater independence in applying the methods and techniques that they have learned, for example by initiating and carrying out research projects of their own devising, demonstrate the ability to undertake independent learning (exercising initiative and personal responsibility), use secondary texts with critical discrimination, reflect critically on their own academic work and present cogent arguments in both oral and written form which are accessible to both specialist and non-specialist audiences (programme outcomes D3, D4 and D6)
· engage in critical reflection, verbal discussion and written analysis of various core theoretical texts and critical commentary and devise and sustain arguments relating to this analysis using ideas and techniques at the forefront of the discipline; students will also gain an appreciation of the uncertainty and ambiguity of language and meaning through engagement with these core texts (programme outcomes B2, C1 and C2)
· make judgments about the appropriateness of different theoretical approaches to problem-solving in texts, frame appropriate questions to achieve a solution – or identify a range of solutions - and evaluate the efficacy of such approaches (programme outcomes B4, D1 and D6)
The module will activate the following key skills:
· Communication: students learn to give oral presentations and extract essential information from them (through writing workshops and through individual presentations of their own and others’ work); analyse and respond to a text; organize ideas and express them in a logical and convincing manner (orally and in writing); account for and justify methodological choices; create and thrive in a mutually-supportive group environment (teamwork) (programme outcome D1 and D3)
· IT: students will enhance their IT skills by conducting individual research using available resources (library and online) and by using computers to produce their portfolios and critical essay; the module will also be delivered via Moodle, giving further practice in IT skills (programme outcome D2)
· Working with others: in seminars and workshops, students will work together in groups both to discuss and solve methodological/stylistic problems and to present the outcomes of these discussions to other members of the class. These sessions develop students’ ability to work together confidently and productively (programme outcome D3)
· Professional development: on completion of the module, students will have developed the learning ability needed to undertake appropriate further training of a professional or equivalent nature (programme outcome D6)
14. A synopsis of the curriculum
This module will explore the theme of ‘Biblical Codes’ from two angles:
1) How has the Bible been read as code?
2) How can we read/ ‘decode’ biblical mysteries (prophecy, apocalyptic, or ‘wisdom’)
Under heading 1) we will be exploring how different writers and groups (some of them inside the Bible, some of them outside it) have read the Bible as temporal or political code. For example, the biblical book of Daniel attempts to decode the book of Jeremiah, which had already become deeply mysterious to ancient readers. Similarly, the New Testament ‘deciphers’ biblical prophecy and motifs by applying them to Jesus or the Roman Empire. At the other end of the time spectrum, we find bestsellers like Michael Drosnin’s The Bible Code (1997), Hal Lindsey and Tim LaHaye’s attempts to decrypt biblical visions of the end of time by way of contemporary global politics, or recent readings of the book of Ezekiel as prophecies about UFO’s. Techniques of decryption are also built into central developments within Jewish and Christian traditions. In fact, what is often called the history of ‘hermeneutics’ could also be described as the history of ‘How not to read literally’. We will be looking at a range of examples of such developments by focusing on readers like Philo of Alexandria, Augustine of Hippo, or Jewish Kabbalah.
Under heading 2, we will undertake some in-depth readings of prophecy, apocalyptic, or wisdom texts—the ones that readers of the Bible find most difficult to ‘decode’. Texts to be studied will be taken from the Old Testament/Hebrew Bible, the New Testament, and the Pseudepigrapha. We will be exploring the contexts that produced these literatures and thinking about how to read (decipher?) them across the abyss of time.
15. Indicative Reading List
Richard Bauckham, The Theology of the Book of Revelation (Cambridge University Press, 1993)
Gerald Bruns, Hermeneutics Ancient and Modern (Yale University Press, 1995)
Malcolm Bull (ed.), Apocalypse Theory and the Ends of the World (Oxford: Basil Blackwell, 1995)
Michael Drosnin, The Bible Code (Phoenix: 1997)
Christopher A. Frilingos, Spectacles of Empire: Monsters, Martyrs and the Book of Revelation (University of Pennsylvania Press: 2004)
Louis F. Hartman, Alexander A. Di Lella, Daniel (Anchor Bible Commentaries; Yale University Press: 2007)
Tim LaHaye, Left Behind: A Novel of the Earth’s Last Days (Cambridge: Tyndale House, 1996)
Bernard McGinn, John J. Collins, Stephen J. Sein (eds.) The Encyclopaedia of Apocalypticism (New York: Continuum, 1998-2000), 3 vols.
Tina Pippin, Apocalyptic Bodies: The Biblical End of the World in Text and Image (London and New York: Routledge, 1999)
Hugh Pyper, ‘Reading in the Dark: Zechariah, Daniel and the Difficulty of Scripture’, Journal for the Study of the Old Testament 29.4 (2005), pp. 485-504.
16. Learning and Teaching Methods, including the nature and number of contact hours and the total study hours which will be expected of students, and how these relate to achievement of the intended learning outcomes
The module will be taught on the basis of a two hour lecture and one hour seminar (33 class contact hours). Allowing for preparatory reading for seminars and independent work for the essays, the total study hours will be 300 hours.
17. Assessment methods and how these relate to testing achievement of the intended learning outcomes
· Level [I]: 1500 word essay (20%), 2000 word essay (30%), 3 hour examination (50%).
· Level [H]: 2000 word essay (20%), 2500 word essay (30%), 3 hour examination (50%).
In order to differentiate between the two levels at which the module is operating, level [H] students will be expected to show a wider research ability and demonstrate a stronger critical analysis of the material than their counterparts at level [I]. [I] and [H] level students will have to choose their essay questions from different sets of questions and there will be separate exam papers for [I] and [H] level students.
Students at level [H] will also write longer essays (4500 words in total instead of 3500).
18. Implications for learning resources, including staff, library, IT and space
As Biblical Studies is a new area of specialism for the department, new library resources are required for this course and others.
19. The School recognises and has embedded the expectations of current disability equality legislation, and supports students with a declared disability or special educational need in its teaching. Within this module we will make reasonable adjustments wherever necessary, including additional or substitute materials, teaching modes or assessment methods for students who have declared and discussed their learning support needs. Arrangements for students with declared disabilities will be made on an individual basis, in consultation with the University’s disability/dyslexiasupport service, and specialist support will be provided where needed.
20. Campus(es) where module will be delivered:
Canterbury
If the module is part of a programme in a Partner College or Validated Institution, please complete the following:
1. Partner College/Validated Institution
2. University School (for cognate programmes) or Faculty (for non-cognate programmes) responsible for the programme
SECTION 2: MODULE IS PART OF A PROGRAMME OF STUDY IN A UNIVERSITY SCHOOL
Statement by the School Director of Learning and Teaching/School Director of Graduate Studies (as appropriate): "I confirm I have been consulted on the above module proposal and have given advice on the correct procedures and required content of module proposals"
......Director of Learning and Teaching/Director of Graduate Studies (delete as applicable)
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Print Name / ......
Date
Statement by the Head of School: "I confirm that the School has approved the introduction of the module and, where the module is proposed by School staff, will be responsible for its resourcing"
......Head of School
…………………………………………………….
Print Name / ......
Date
SECTION 3: MODULE IS PART OF A PROGRAMME IN A PARTNER COLLEGE OR VALIDATED INSTITUTION
(Where the module is proposed by a Partner College/Validated Institution)
Statement by the Nominated Officer of the College/Validated Institution (delete as applicable): "I confirm that the College/Validated Institution (delete as applicable) has approved the introduction of the module and will be responsible for its resourcing"
......Nominated Responsible Officer of Partner College/Validated Institution
………………………………………………….
Print Name
…………………………………………………..
Post / ......
Date
………………………………………….
Partner College/Validated Institution
Module Specification Template
Last updated November 2011
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