Modules for course 3VQV | BA/PREN
BA Philosophy and Religion and English Literature

These are the modules currently offered on this course in the 2019–20 academic year.

You can also view the modules offered in the years: 2018–19; 2020–21.

Find out more about studying and applying for this degree.

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Year 1 Modules

Compulsory Modules

Semester 1

  • QXE-1013: Reading, Thinking, Writing (20)
    The course will include analytical reading of drama, prose, poetry and film in English from the medieval period to the present era; an introduction to critical and theoretical approaches to the reading of literature; integration of close textual study and critical/theoretical approaches, as the foundation for all other modules in the School; practical development of skills of literary commentary, essay writing, and critical discussion.

Optional Modules

40 credits from:

  • QXE-1003: Intro. to Medieval Literature (20) (Semester 1)
    Introduction to Medieval Literature offers students the opportunity to study a variety of Old English literature that is evocative of the intricate decoration on the Staffordshire Anglo-Saxon hoard; riddles, Old English battle poetry and The Dream of The Rood (taught in translation). In the second part of the module students will encounter Middle English drama, romance poetry and Chaucerian verse in its original language. The transition between the Old to the Middle English period will be analysed in terms of specific themes and motifs, such as the development from pagan Germanic heroism to Christian values. Chivalry, the comic and bawdy, and piety will be the main foci in the Middle English part of the course, explored through a range of poetry, prose, drama and life writing. This module is an ideal ‘taster’ for the medieval literature modules available at levels two and three.
  • QXE-1004: The Literature of Laughter (20) (Semester 2)
    The module is organised on a chronological basis, moving from Chaucer to Monty Python and beyond, taking in on the way a selection of texts by Shakespeare, Wycherley, Pope, Swift, Austen, Dickens, Twain, as well as Kate Atkinson’s Behind the Scenes at the Museum and an anthology of comic verse. The lectures place the texts in their historical and cultural contexts, while the seminars and study groups focus on the week’s specified text for close reading and discussion. Both the lectures and the smaller groups are consistently concerned with the module’s over-riding questions about the nature of literary laughter. Concepts such as wit and satire are analysed, along with some of the recurring topics of humorous writing: religion, politics, sex and gender. The major functions of laughter – for stereotyping, for self-defence, for reform, rebellion, or release of tension – are highlighted for both their continuity and their difference in specific literary and cultural contexts.
  • QXE-1014: The Gothic in Literature/Film (20) (Semester 2)
    This introductory course focuses mainly on Gothic writing from the late eighteenth century onwards, although it begins by looking at examples of the medieval and early-modern grotesque that help to set early Gothic novels in context. Organized in a loosely chronological way, this module is particularly sensitive to the ways in which Gothic texts have been used to represent contemporary cultural anxieties (such as the New Woman in the last quarter of the nineteenth century, or New Technology in the early years of the twenty-first), but it will also examine how the Gothic has been used to articulate political resistance, for example in anti-imperialist, post-colonial, and feminist works. It will also pay particular attention to the Gothic as a visual form, both analysing the representation of Gothic spaces in eighteenth and nineteenth-century literature and art, and investigating the importance of the genre to the development of cinema, from silent-era German expressionism to the present. While the precise topics covered by the module will vary from year to year, themes will include some of the following: Terror and the Sublime; Monstrosity and Deviance; Doubles and Doppelgängers; Vampires and Sexualities; Parody and Pastiche; Domesticity and ‘The Uncanny’; Cybergothic and the Post-human; Feminist and Postcolonial Rewritings; Gothic and the Young Adult Novel. Students will situate texts within their historical and political contexts, and will also gain an awareness of a range of important theories (from Freud’s notion of the Uncanny to Derrida’s theories of hauntology) that will be important to the study of literature in the rest of their degree.
  • QXE-1015: Landmarks in Literature (20) (Semester 1)
    The specific texts studied will vary from year to year, but the module will include nineteenth-century works (e.g. Edgar Allan Poe, Arthur Conan Doyle); English ‘classical’ stories of the early twentieth century (e.g. Agatha Christie); American ‘hard boiled’ versions (e.g. Dashiell Hammett, Raymond Chandler), and modernist, postmodernist and other variants (e.g. Jorge Luis Borges, Sara Paretsky, Walter Mosley, Paul Auster). Film and television adaptations may also be included. The module will also situate the texts in relevant historical and cultural contexts, and explore them via key concepts in literary theory.
  • QXE-1016: Children's Fiction (20) (Semester 2)

60 credits from:

  • HPS-1004: Death of God (20) (Semester 2)
  • HPS-1005: Existentialism (20) (Semester 1)
  • HPS-1007: Islam:Hist, Soc and Beliefs (20) (Semester 1)
  • VPR-1105: Ethics: Religious Perspectives (20) (Semester 2)
    The module will begin with a discussion of the origin of ethics and will examine some of the relevant survivng materials relevant to the subject from the great civilizations of Mesopotamia and Egypt (including the stories about heroes who exemplified the kind of virtues most admired, and the legal codes which defined acceptable and unacceptable conduct). The module will then examine the ethical values of the Jewish religion, as reflected in the Old Testament, and the ethical values of the Christian tradition as reflected in the New Testament. This will be followed by an overview of ethical concerns in the Buddhist tradition. The module will conclude with an examination of the ‘divine command’ theory of ethics and will consider to what extent the moral good should be identified with God’s will or God’s command.
    or
    VPC-1105: Moeseg: Agweddau Crefyddol (20) (Semester 2)
    Bydd y modiwl yn dechrau gyda thrafodaeth ar darddiad moeseg a bydd yn edrych ar beth o'r deunyddiau perthnasol i'r pwnc sydd wedi goroesi o ddiwylliannau mawr Mesopotamia a'r Aifft (yn cynnwys storïau am arwyr a ymgorfforai'r rhinweddau a edmygid fwyaf, a'r codau cyfreithiol a ddiffiniai ymddygiad derbyniol ac annerbyniol). Bydd y modiwl wedyn yn archwilio gwerthoedd moesegol y grefydd Iddewig, fel yr adlewyrchir hwynt yn yr Hen Destament, a gwerthoedd moesegol y traddodiad Cristnogol, fel yr adlewyrchir hwynt yn y Testament Newydd. Yn dilyn hynny ceir golwg gyffredinol ar faterion moesegol sy'n gysylltiedig â'r traddodiad Bwdistaidd. Daw'r modiwl i'w derfyn drwy edrych ar ddamcaniaeth foesegol 'gorchymyn dwyfol', a bydd yn ystyried i ba raddau y dylid uniaethu daioni moesol ag ewyllys Duw neu orchymyn Duw.
  • VPR-1106: Intro: Judaism & Christianity (20) (Semester 1)
    The module outlines of some of the basic tenets of the Jewish faith as reflected in the Old Testament and the Christian faith as reflected in the New Testament. Among issues considered will be the contribution to the Jewish faith by the rabbis and the controversies faced by Judaism over the centuries, culminating in a discussion of issues relating to the holocaust. Among Jewish philosophers discussed will be Maimonides and Martin Buber. The modules will then turn to the Christian faith and will examine some of the theological issues arising from the New Testament, with a particular focus on Paul’s theology and the Early Church Fathers, such as Origen and Eusebius. There will also be a discussion of a representative sample of major Christian thinkers over the centuries.
  • VPR-1110: Themes - Eastern Religion/Phil (20) (Semester 2)
    This module offers an introduction to the philosophical and religious development of key eastern religious traditions - Hinduism, Islam, Sikhism, Buddhism, Confucianism and Shinto – and provides a detailed overview of their origins, histories, doctrines and scriptures. In order to explore a wide spectrum of religious and philosophical beliefs, the following will be considered teaching priorities: (1) Survey of the beliefs and practices of six Eastern religions and philosophies; (2) understand the multifaceted religious heritage of the six Eastern religions – from the pre-modern era to contemporary religious practice; (3) Examination of the mutual influences and intersections of the Eastern religions and philosophies and how they interact with other elements of Eastern culture and society; (4) Deconstruct the East and West meeting points, focusing on the spread and influence of Eastern religion and philosophy in the West.
  • VPR-1300: Intro to Philosophy of Religio (20) (Semester 1)
    The module begins by clarifying the state of the analytic philosophy of religion at the turn of the 20th century, reflecting upon its inheritance of 19th century ‘modernity’. This is contrasted with some concurrent developments in the continental tradition (German Romanticism, Dostoevsky, Nietzsche). This is the context from which, and into which, Wittgenstein speaks. We will cover the early, middle, and late eras of Wittgenstein’s thought, and show the revolutionary impact that his thought had for the philosophy of religion. We track the various directions in which Wittgenstein’s influence was felt; for example, in A. J. Ayer’s verificationism, or those overtly ‘Wittgensteinian’ philosophers of religion such as D. Z. Phillips. The ‘meta-philosophy of religion’ is introduced throughout, as we tackle the question of how best to philosophise about religion.
  • VPR-1301: Introduction to Logic (20) (Semester 2)
  • VPC-1303: Cyflwyniad i Gristnogaeth (20) (Semester 1)

Year 2 Modules

Optional Modules

60 credits from:

  • QXE-2003: Jonson to Johnson (20) (Semester 2)
  • QXE-2005: Victorian Literature (20) (Semester 2)
    The Victorians lived in an era of change and contradictions: a culture in which some reaped immense rewards from mechanised industry, but feared the idea of 'mechanism'; a period which saw the growth of cities and democracy, but was attracted to images of medieval feudalism. These themes will be examined, along with: realism in the Victorian novel; the narrators of the Victorian novel; ideas of truth in art and fiction; the figure of the intellectual or 'sage'; the domestic sphere; children and orphans; women as writers and members of Victorian society; the important relationship between notions of scientific 'truth' and religious 'faith', and ideas of nationality and race as expressed in the work of Irish, Scottish and Welsh authors working within concepts associated with the British empire. This course looks at a broad range of texts including novels, poetry and essays. Authors studied may include Charles Dickens, Elizabeth Gaskell, Charlotte Bronte, John Ruskin, Robert Browning, Alfred Tennyson, Christina Rossetti, Robert Stevenson, Bram Stoker and Oscar Wilde.
  • QXE-2013: Renaissance and Reformation (20) (Semester 1)
    This course offers an introduction to the `Golden Age¿ of English literature, an exciting period of cultural change which encompasses the Reformation, the rise of a culture of individualism, and the English Revolution of the 1640s and 1650s. Among the modes of writing produced in these turbulent circumstances are poetic forms such as songs, sonnets, epigrams and pastoral epic; dramatic genres such as revenge tragedy and city comedy; and prose works such as autobiographical confessions, pamphlets and fiery sermons. Texts week 1. William Shakespeare, Henry V 2. Philip Sidney, Apology for poetry and all sonnets in Norton from Astrophil and Stella 3. Christopher Marlowe, The Jew of Malta 4. Edmund Spenser, book 1 of The Faerie Queene (in Norton) 5. William Shakespeare, Othello 6. John Webster, The Duchess of Malfi (in Norton) 7. reading week 8. John Donne, Songs and Sonnets, the Elegies,and the Holy Sonnets (all those in the Norton) 9. George Herbert and Henry Vaughan (all poems in the Norton) 10. John Milton, Paradise Lost (books 1-4, in Norton) 11. John Dryden, The Conquest of Granada 12. Etheridge, The Man of Mode Editions ¿ no preference.
  • QXE-2019: Contemporary Writing (Lit) (20) (Semester 2)
    ‘Contemporary Literatures’ introduces students to the first postmodern texts in the 1950s, and takes them right up to literature from the present day. The course asks students to investigate how literature (across a range of genres) responds to the broad historical trends and specific events of the age. While these might include residual literary traditions from the 1950s such as the theatre of ‘angry young men’ and ‘Movement’ poetry, the module will initially focus on the emergence of postmodernity. It will go on to consider how the Anglophone literary field has became more international in the second half of the twentieth century, witnessing the emergence of national literary traditions in a range of former colonies. New and contemporary movements and traditions in Anglophone literature will be explored in the second part of the course. These might include British Asian literature, post 9/11 literature, recent American drama, eco-poetry and the effect on literature of recent digital innovation.
  • QXE-2020: The Romantic Period in Britain (20) (Semester 1)
    The Romantic Period (c. 1785 -1832) was marked by social change, political strife and a growth in print culture. In many ways it was the start of the modern age, as Britain sought to define itself both internally and within a global context. This course introduces students to both canonical and non-canonical texts of the period and the ways in which they both shaped and reflected wider social and cultural concerns. It will guide students through key areas of current scholarship of the period so that they may refine their understanding of the relationship between texts and their contexts. In order to question what the term ‘Romanticism’ may entail, this course focuses not only on certain authors and texts from this period but also what may be termed Romantic spaces, including the home, nation, metropolis (both London and Edinburgh will feature prominently), border spaces, natural or picturesque settings (including Tintern Abbey and nearby Snowdon), reading rooms, theatres, the boxing ring and galleries.
  • QXE-2024: Alfred Hitchcock (20) (Semester 2)
    Alfred Hitchcock is perhaps the most notable example of a director whose films were popular both with audiences and with critics seeking to establish the credibility of film as an art form. His work provides a case-study of theories of authorship; of different national cinemas and studio systems, and of a particular genre, the thriller. In addition, the popularity and accessibility of Hitchcock’s films also raise questions concerning narrative, spectatorial pleasure, the gaze, and gender, and consequently provide an opportunity to explore the interrelation and limits of film theory and film practice
  • QXE-2027: Literature and Modernity (20) (Semester 1)
    Literature and Modernity examines literature about, or by writers from, Britain and Ireland in a period bracketed by the emergence of proto-modernist writing in the late 1890s and the emergence in the early 1950s of texts that would later be seen as postmodern. This period in Western Europe witnessed unprecedented changes in the modes of production, in relations between the sexes and between the classes, and in the development of new cultural forms like radio and cinema. While these originated in the Victorian period, they were accelerated by the social and psychological impact of the First World War, global depression, the rise of fascism, another catastrophic World War and the start of the nuclear age, historical factors that make the study of literature from this period especially rewarding. Students will study some of the ways in which authors responded to these cataclysmic shifts by considering work from a range of critical perspectives. These may include the literary movement (for example, modernism), broad historical change (for example, changes in gender roles), a major historical event (for example, the Second World War), genre, or recent trends in criticism which encourage us to look at this period’s writing from a new angle.
  • QXE-2101: Beowulf to Malory (20) (Semester 1)
    Seminar list/lecture list Week 1 Historical and Cultural Overview of the Old English Period Week 2 Beowulf Week 3 The Old English Elegies Week 4 Christian Heroes Week 5 Chaucer: Canterbury Tales: General Prologue and the Franklin's Prologue and Tale Week 6 Chaucer: the Nun's Priest's Prologue and Tale Week 7: NO LECTURES OR SEMINAR Week 8 Sir Gawain and the Green Knight Week 9 Malory, The Morte Darthur, I Week 10 Malory, The Morte Darthur, II Week 11 Henryson (photocopies to be provided) Week 12 NO LECTURES; revision seminar
  • Students must take (at least) 1 module dealing with Literature before 1800, and 1 from post-1800 modules.

60 credits from:

  • HAC-2002: Addysg yn y Gymru Gyfoes (20) (Semester 1)
  • SXU-2002: Cont. Social and Political Deb (20) (Semester 1)
    There will be no set curriculum - rather this will emerge each time the module is taught depending on staff and student interests. The approach adopted will be to devote the first workshop to identifying themes and issues to be addressed, and to draw up the curriculum for that academic session in collaboration between staff and students. The workshop style of teaching and learning will allow emerging issues and contemporary debates to be addressed. Possible topics to be covered: Should drugs be legalised? Social control and the media Thinking critically about criminology Should there be a sociology of the environment? Exploring disaster capitalism Girls will be girls and boys will be boys – debunking the myth of gender. Exploring the relationship between inequality and capitalism Radicalisation, immigration, identity and racism. The Arab Spring Riots and civil liberties Thinking beyond the norm – the rationalization of ‘them’ and ‘us’
  • HPS-2008: Sociology of Religion (20) (Semester 2)
  • HAC-2009: Cymdeithas, Iaith a Phrotest (20) (Semester 2)
  • HPS-2011: Paradoxes of Self: Nietz./Jung (20) (Semester 1)
  • SXS-2035: Classical Social Theory (20) (Semester 1)
    The module introduces the classic contributions of Marx, Tocqueville, Tonnies, Weber, Durkheim and Simmel and the development of their thinking concerning modernity, capitalism, rationalisation and bureaucracy, and the question of moral and social order. The module then considers how the classic tradition has been transformed and new paths have been pursued in the contexts of Parsons' 'system theory', symbolic interactionism, critical theory and feminist social theory.
  • HTH-2163: Nazi Germany 1933-1945 (20) (Semester 1)
  • VPR-2202: Applied Ethics (20) (Semester 1)
    The module will begin with a brief outline of the various ethical challenges which face contemporary society. It will then consider the following issues: (a) world poverty (is it the responsibility of individuals or governments or both to alleviate world poverty?); (b) the arguments justifying an environmental ethic; ethical considerations to be considered in the case of voluntary and non-voluntary euthanasia; the issue of abortion and the notion of reverence for human life; war and peace (the just war theory; ethics and nuclear weapons etc).
  • VPR-2219: Comp. Philosophy: East/West (20) (Semester 2)
    This module seeks to explore two distinct philosophical traditions: Eastern and Western. Framing the module in a comparative way enables students to identify key relationships and differences that relate to major philosophical themes. In particular, the module begins by defining the comparative philosophical approach, which will be used throughout the course as the means to study the East and the West. The vast majority of the module will be dedicated to examining different metaphysical and ethical concerns. The module will explore several key thematic notions: (1) Reason and Faith (ignorance, knowledge, causation, scepticism, revelation and divinity); (2) Reality (origins, existence, monism, dualism, pluralism and naturalism); (3) Virtue (tradition, divinity, rites, human nature and altruism); (4) Mind (enlightenment, emptiness, transcendence, introspection and immanence).
  • VPR-2300: Ancient Philosophy (20) (Semester 1)
    This module provides a broad overview of, and introduction to, ancient philosophy in the Western tradition. It will cover, mainly in chronological order, the entirety of the ‘ancient’ philosophical era, beginning with the pre-Socratics, moving through Socrates, Plato, and Aristotle, and onwards to Stoicism, some key Roman philosophers, and Neo-Platonism. Emphasis will be put on the connections between ancient philosophy and later philosophical or religious developments, and on the influence that ancient philosophy has had on human thought generally. Historical narrative detail will be included where relevant (e.g., Socrates’ death, the Peloponnesian War, Aristotle and Alexander the Great, etc.) to provide context. Significant emphasis will be placed on the continued relevance that ancient philosophical schools can have for our modern lives, enabling us to overcome adversity and ‘live well’.
  • VPR-2301: 20th Century Phil of Religion (20) (Semester 2)
    The module begins by clarifying the state of the analytic philosophy of religion at the turn of the 20th century, reflecting upon its inheritance of 19th century ‘modernity’. This is contrasted with some concurrent developments in the continental tradition (German Romanticism, Dostoevsky, Nietzsche). This is the context from which, and into which, Wittgenstein speaks. We will cover the early, middle, and late eras of Wittgenstein’s thought, and show the revolutionary impact that his thought had for the philosophy of religion. We track the various directions in which Wittgenstein’s influence was felt; for example, in A. J. Ayer’s verificationism, or those overtly ‘Wittgensteinian’ philosophers of religion such as D. Z. Phillips. The ‘meta-philosophy of religion’ is introduced throughout, as we tackle the question of how best to philosophise about religion.
  • VPR-2302: Faith and Reason (20) (Semester 2)
    The module is composed of two parts, each looking at the interaction of ‘faith’ and ‘reason’. In the first part, I construct a narrative regarding the origins of our modern conception of ‘reason’, contrasting this with our conception of what it is to have ‘faith’. This narrative begins with Francis Bacon and (which is the more usual philosophical starting point) Descartes. I develop this through certain key thinkers of the modern period (Spinoza, Locke, Hume), concluding with the 19th century’s conception of ‘natural theology’. I press the case that a certain conception of ‘reason’ squeezed ‘faith’ out of the picture (along with a great deal of other meaningful dimensions of human life), prompting us to ask whether we must hold to the traditional conception of ‘reason’ at any cost. The second part of the module looks at contemporary examples of the interaction of ‘reason’ and ‘faith’, in the form of the interaction of science and religion. We consider examples of science being used to support religion (‘Intelligent Design’, the ‘Fine Tuning’ argument), and to debunk religion (evolution, the cognitive science of religion), and ask whether science and religion must necessarily be in conflict with each other. No prior philosophical or scientific knowledge is presumed. A brief introduction to quantum theory will be included.
  • VPR-2303: Immanuel Kant (20) (Semester 1)
    This module provides an introduction to the thought of Immanuel Kant. It covers his contributions to metaphysics and epistemology, by discussing his ‘transcendental idealism’. It covers Kant’s significant contributions to ethics, introducing the various formulations of his ‘categorical imperative’. It covers his contributions to the philosophy of religion, in particular his moral argument for belief in God. Throughout the module, I place Kant in the context of the history of philosophy, identifying those key aspects of philosophy to which Kant was responding (i.e., rationalism and empiricism), and those philosophers whose work was shaped by Kant’s legacy. Finally, we reflect on the place Kant’s thought holds in contemporary philosophy, particularly moral philosophy.
  • VPR-2305: Hinduism in the Modern World (20) (Semester 1)
  • VPR-2408: Religious Education (20) (Semester 2) or
    VPC-2408: Addysg Grefyddol (20) (Semester 2)

Year 3 Modules

Optional Modules

60 credits from:

  • QXE-3012: Detective Fiction (20) (Semester 1)
    This module covers nineteenth-century works by Poe, Collins and Conan Doyle; English ‘classical’ stories of the early twentieth century (Chesterton, Christie); American ‘hard boiled’ versions (Hammett, Chandler), and modernist and postmodernist variants (Borges, Auster). The module will situate the text in some historical and cultural contexts, and focus on the relationship between form and ideology in the genre.
  • QXE-3022: Shakespeare and EM Literature (20) (Semester 1)
  • QXE-3028: Literature in the Community (20) (Semester 1)
  • QXE-3031: Welsh Writing in English (20) (Semester 2)
    ‘Modern Welsh Writing in English’ will consider a range of texts, principally written in English, emerging from modern Wales. The module explores the development of a tradition of Anglophone Welsh writing from the late nineteenth century, across the twentieth century and up to the contemporary moment. In so doing seeks to investigate the varied ways in which Welsh writers – male and female, from North and South (and beyond), rural and industrial, and across a range of genres and forms – have articulated the Welsh experience in all its diversity. The module will also introduce students to some of the current critical and theoretical approaches being adopted in the study of Welsh writing.
  • QXE-3034: Arthur: legend and super hero (20) (Semester 1)
    This module will consider a selection of the best writing about the Arthurian legend, from the ninth century to the twentieth, with the aim of showing the development and use of this legend throughout a very long period. The choice of texts may be vary from year to year, but is likely to include the Mabinogion, Geoffrey of Monmouth, Malory, Shakespeare, Tennyson, Mark Twain and T.H. White. The main themes that inform the legend will be discussed alongside the different writers’ agendas in adapting and manipulating the core elements of the tradition.
  • QXE-3086: Shakespeare's Afterlives (20) (Semester 2)
    In order to explore the concept of literary afterlives, the weekly seminars alternate between the study of a Shakespeare play and the investigation of instances of the ‘afterlife’ of that particular play. For example, a seminar on A Midsummer Night’s Dream is followed by a seminar on Angela Carter’s novel Wise Children, a text riddled with references to the play and its adaptations as well as to the ‘Shakespeare industry’ as a whole. The module encourages students to be alert to examples of the use and abuse of Shakespeare in our own contemporary contexts, and to respond creatively as well as critically to the plays and other texts under discussion. Participation in seminars is stimulated by a variety of means, including weekly presentations by pairs of students and a final colloquium on the essay projects being researched by members of the group.
  • QXE-3088: Bob Dylan (20) (Semester 2)
    SEMINARS Material to be studied in seminars will include: Critical distinctions between modernist, mass, and popular cultures; `Folk music¿ and Dylan's early career; Rock music and Dylan's transition to electric performance; The relationship between biography and critical analysis; Dylan and religion; Dylan and literature; Textual analysis of the song lyric; Dylan and the visual arts; The transition from analogue to digital reproduction and dissemination; Bootleg culture.
  • QXE-3094: Realms of Magic (20) (Semester 2)
    This module will cover the development of the romance genre from its earliest form in Marie de France’s and Chrétien de Troyes’ work through to insular productions such as Amis and Amiloun, Emaré, King of Tars, Isumbras, Sir Amadace, Bevis of Hampton, and Floris and Blancheflour. The range of texts will remain flexible, and their early modern versions will also form part of the discussion; the transformations and adaptations of these romances in medieval manuscripts and early modern prints will also be addressed. Topics as varied as spiritual instruction, courtly love, political governance, war, sexual fulfilment and magic will be investigated alongside incest, race, gender and ideology. The versatility of the genre will be explored in its development into other genres, in particular, but not exclusively, in early modern drama, and the endurance of its appeal will be judged with reference to the transformation of the genre in the early modern period. Connections will be established with Shakespeare’s plays and Spenser’s Faerie Queene. The module will end with analyses of adaptations of romance in the modern period (novel, film productions).
  • QXE-3096: Medieval Women's Literature (20) (Semester 1)
    What texts were medieval women writing and reading? This module examines women’s textual culture in an historical period in which many male-authored works encouraged women to be ‘chaste, silent and obedient,’ in spite of an assumption that women were naturally inclined towards lust and gossip. The module explores texts from the range of literature written and read by women, and the ways in which female-produced works (those written, translated, read, commissioned, performed and discussed in medieval England) were in dialogue with the constructions of medieval womanhood current during this period. The texts studied in seminar offer opportunity to hear, amongst others, the intimate thoughts and words of Margery Kempe, Julian of Norwich, the Paston wives and Marie de France, on topics as broad as love, marriage, sex, death and religion, as recorded in travel narratives, letters, devotions, lyrics and other literature – all of which contributed to the rich textual culture of the Middle Ages. This module is an ideal companion to any of the other level three medieval literature modules.
  • QXE-3099: The English Dissertation (40) (Semester 1 + 2)
    This module involves the production of an extended piece of critical writing of a length and quality appropriate to the culmination of the undergraduate degree scheme. Drawing on knowledge and critical methodologies learned earlier in the degree, students will be assisted via lectures and individual supervisions in devising, refining, developing and presenting a substantial piece of critical work on a topic of their choosing. The series of introductory lectures and workshops will focus on how to develop the initial research idea into a workable project presented in appropriate scholarly form. Critical self-reflection will be developed via the proposal and oral presentation in the first semester, and via discussions with the supervisor, which are held at key stages in the development of the project in both semesters.
  • QXE-3102: The 1820s: Print Explosion (20) (Semester 2)
    The early nineteenth century was a period of radical social and intellectual change that also witnessed an explosion in new forms of print culture, from the ‘serious’ historical novels of Walter Scott through to the supposedly light reading of the Christmas gift book, or annual. This module concentrates on a single decade – the 1820s – in order to explore the emergence of several of these new forms, including, for example, the illustrated political satire of William Hone and the other post-Peterloo radicals, the playful critical essays of Hazlitt and Lamb (associated with an emergent magazine culture), and the new forms of writing about the self in the ‘confessions’ of De Quincey and Hogg. This module investigates a range of canonical texts (which may include Byron’s mock-epic Don Juan; an example of Scott’s ‘Waverley’ novels; and the Confessions of an English Opium-Eater), while placing them in the context of less familiar works (such as Pierce Egan’s illustrated novel, Life in London, the short stories of The Keepsake, and John Clare’s manuscript poems). This combination of canonical and understudied popular texts raises important questions about the relationship between image and text, literature and politics, the individual and society, questions still prevalent in our own age.
  • LXE-3103: Wales: A European Contact Zone (20) (Semester 1)
  • QXE-3105: Reading Myth (20) (Semester 2)
    This module will take as its focus the textual response to inherited mythic structures: how myth may be perceived in theoretical terms as a proairetic discourse; how it establishes affinities with certain genres (e.g. epic, tragedy, romance); and how in more contemporary cultural debates it has been problematised by expectations of falsehood. The seminar programme will range from Ancient Greek representations of myth (e.g. Medea) to medieval accounts of Scripture in dramatic narrative (e.g. Abraham and Isaac) and to varying accounts of saints’ lives. In the early modern period attention may be devoted to the changing importance of ancient mythologies in literary narrative. In the more contemporary periods, options will change from year to year, but may include explorations of such pervasive constructs as the Founding of Empire (Kipling, Lessing), The American Dream (Capote, Fitzgerald, Highsmith) and The War on Terror (Buchan, Fleming, and Porter’s Empire State).
  • QXE-3107: EM Lit: Sex, Sects and Scandal (20) (Semester 1)
    Beginning with English constructions of nationhood in the 1590s, this module will examine the pressures that are placed upon Tudor notions of English identity by the ways in which early modern texts engage with Britishness. From here, the module will move to explore seventeenth century Anglophone literature in Wales, Ireland and Scotland. Authors to be studied might include Edmund Spenser, Thomas Nashe, Thomas Deloney, Thomas Heywood, William Shakespeare, Katherine Philips, Henry Vaughn, William Drummond and Roger Boyle.
  • QXE-3110: Neo-Victorian Fiction (20) (Semester 2)
  • QXE-3113: The Monstrous Middle Ages (20) (Semester 2)
  • Students may not take a dissertation in both English Literature and the other discipline of the Joint Honours programme.

60 credits from:

  • HPS-3001: Work Placement - Semester 1 (20) (Semester 1) or
    HAC-3001: Lleoliad Gwaith - Semester 1 (20) (Semester 1)
  • HAC-3002: Addysg yn y Gymru Gyfoes (20) (Semester 1)
  • SXS-3003: Theorizing Society & Politics (20) (Semester 1)
    This module explores the origins, nature and significance of sociological theories and concepts developed in the 20th and 21st century. It examines the strengths and weaknesses of such approaches as critical theory (Adorno, Horkheimer, Marcuse et al) structuralism and neo-structuralism (Levi-Strauss, Foucault, Bourdieu), and feminist standpoint theory. It considers a range of theories which seek to address knowledge, power and subordination in terms of gender divisions and differences of class, race or sexuality. The module seeks to ask questions about the relationship between social theory, social action, sociological research and everyday life. This in turn encourages students to reflect on their own position as participants in social interaction.
  • HPS-3006: Dissertation (40) (Semester 1 + 2) or
    HAC-3006: Traethawd Hir (40) (Semester 1 + 2)
  • HPS-3008: Sociology of Religion (20) (Semester 2)
  • HPS-3011: Paradoxes of Self: Nietz..Jung (20) (Semester 1)
  • HTH-3163: Nazi Germany 1933-1945 (20) (Semester 1)
  • VPR-3302: Applied Ethics (20) (Semester 1)
    The module will begin with a brief outline of the various ethical challenges which face contemporary society. It will then consider the following issues: (a) world poverty (is it the responsibility of individuals or governments or both to alleviate world poverty?); (b) the arguments justifying an environmental ethic; ethical considerations to be considered in the case of voluntary and non-voluntary euthanasia; the issue of abortion the notion of reverence for human life; war and peace (the just war theory; ethics and nuclear weapons etc.)
  • VPR-3319: Comp. Philosophy: East/West (20) (Semester 2)
    This module seeks to explore two distinct philosophical traditions: Eastern and Western. Framing the module in a comparative way enables students to identify key relationships and differences that relate to major philosophical themes. In particular, the module begins by defining the comparative philosophical approach, which will be used throughout the course as the means to study the East and the West. The vast majority of the module will be dedicated to examining different metaphysical and ethical concerns. The module will explore several key thematic notions: (1) Reason and Faith (ignorance, knowledge, causation, scepticism, revelation and divinity); (2) Reality (origins, existence, monism, dualism, pluralism and naturalism); (3) Virtue (tradition, divinity, rites, human nature and altruism); (4) Mind (enlightenment, emptiness, transcendence, introspection and immanence).
  • VPR-3330: Ancient Philosophy (20) (Semester 1)
    This module provides a broad overview of, and introduction to, ancient philosophy in the Western tradition. It will cover, mainly in chronological order, the entirety of the ‘ancient’ philosophical era, beginning with the pre-Socratics, moving through Socrates, Plato, and Aristotle, and onwards to Stoicism, some key Roman philosophers, and Neo-Platonism. Emphasis will be put on the connections between ancient philosophy and later philosophical or religious developments, and on the influence that ancient philosophy has had on human thought generally. Historical narrative detail will be included where relevant (e.g., Socrates’ death, the Peloponnesian War, Aristotle and Alexander the Great, etc.) to provide context. Significant emphasis will be placed on the continued relevance that ancient philosophical schools can have for our modern lives, enabling us to overcome adversity and ‘live well’.
  • VPR-3331: 20th Century Phil of Religion (20) (Semester 2)
    The module begins by clarifying the state of the analytic philosophy of religion at the turn of the 20th century, reflecting upon its inheritance of 19th century ‘modernity’. This is contrasted with some concurrent developments in the continental tradition (German Romanticism, Dostoevsky, Nietzsche). This is the context from which, and into which, Wittgenstein speaks. We will cover the early, middle, and late eras of Wittgenstein’s thought, and show the revolutionary impact that his thought had for the philosophy of religion. We track the various directions in which Wittgenstein’s influence was felt; for example, in A. J. Ayer’s verificationism, or those overtly ‘Wittgensteinian’ philosophers of religion such as D. Z. Phillips. The ‘meta-philosophy of religion’ is introduced throughout, as we tackle the question of how best to philosophise about religion.
  • VPR-3332: Faith and Reason (20) (Semester 2)
    The module is composed of two parts, each looking at the interaction of ‘faith’ and ‘reason’. In the first part, I construct a narrative regarding the origins of our modern conception of ‘reason’, contrasting this with our conception of what it is to have ‘faith’. This narrative begins with Francis Bacon and (which is the more usual philosophical starting point) Descartes. I develop this through certain key thinkers of the modern period (Spinoza, Locke, Hume), concluding with the 19th century’s conception of ‘natural theology’. I press the case that a certain conception of ‘reason’ squeezed ‘faith’ out of the picture (along with a great deal of other meaningful dimensions of human life), prompting us to ask whether we must hold to the traditional conception of ‘reason’ at any cost. The second part of the module looks at contemporary examples of the interaction of ‘reason’ and ‘faith’, in the form of the interaction of science and religion. We consider examples of science being used to support religion (‘Intelligent Design’, the ‘Fine Tuning’ argument), and to debunk religion (evolution, the cognitive science of religion), and ask whether science and religion must necessarily be in conflict with each other. No prior philosophical or scientific knowledge is presumed. A brief introduction to quantum theory will be included.
  • VPR-3333: Immanuel Kant (20) (Semester 1)
    This module provides an introduction to the thought of Immanuel Kant. It covers his contributions to metaphysics and epistemology, by discussing his ‘transcendental idealism’. It covers Kant’s significant contributions to ethics, introducing the various formulations of his ‘categorical imperative’. It covers his contributions to the philosophy of religion, in particular his moral argument for belief in God. Throughout the module, I place Kant in the context of the history of philosophy, identifying those key aspects of philosophy to which Kant was responding (i.e., rationalism and empiricism), and those philosophers whose work was shaped by Kant’s legacy. Finally, we reflect on the place Kant’s thought holds in contemporary philosophy, particularly moral philosophy.
  • Students may choose whether to take the dissertation in Philosophy/Religion or their other subject