Intro: Judaism & Christianity
Run by School of History, Law and Social Sciences
20.000 Credits or 10.000 ECTS Credits
Organiser: Mr Dave Ellis
Overall aims and purpose
The aim of the module is to provide students with a basic introduction to Judaism and Christianity. The module will begin with an outline of some of the basic tenets of the Jewish faith as reflected in the Old Testament. It will then consider the impact on the Jewish faith by the rabbis in the early centuries of the Common Era. There will then follow an overview of some of the controversies faced by Judaism over the centuries culminating in a discussion of issues relating to the Holocaust. Some of the main threads of Jewish thought will become apparent by discussing some individuals who have contributed to Jewish thinking over the centuries, such as 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. It will then consider the input of some of the Early Church Fathers, such as Origen and Eusebius, and will continue with a discussion of a representative sample of major Christian thinkers over the centuries.
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.
D- - D +. Submitted work is adequate and shows an acceptable level of competence as follows:
Generally accurate but with omissions and errors. Assertions are made without clear supporting evidence or reasoning. Has structure but is lacking in clarity and therefore relies on the reader to make links and assumptions. Draws on a relatively narrow range of material.
Good C- - C +. Submitted work is competent throughout and occasionally distinguished by superior style, approach and choice of supporting materials. It demonstrates: Good structure and logically developed arguments. At least in parts draws on material that has been sourced and assessed as a result of independent study, or in a way unique to the student. Assertions are, in the main, backed by evidence and sound reasoning. Accuracy and presentation in an appropriate academic style.
Very Good B- - B+. Submitted work is competent throughout and distinguished by superior style, approach and choice of supporting materials. It demonstrates: Very good structure and logically developed arguments. Draws on material that has been sourced and assessed as a result of independent study, or in a way unique to the student. Assertions are backed by evidence and sound reasoning. Accuracy and presentation in an appropriate academic style.
A - - A*. Submitted work is of an outstanding quality and excellent in one or more of the following ways: Has originality of exposition with the student’s own thinking being readily apparent. Provides clear evidence of extensive and relevant independent study. Arguments are laid down with clarity and provide the reader with successive stages of consideration to reach conclusions.
Use library resources in order to identify relevant material and compile bibliography
Communication information, ideas, arguments, principles and theories by a variety of means (oral and written)
Identify, gather and discuss primary data and source material
Attend to, reproduce accurately, and reflect critically on the ideas and arguments of others
Undertake independent study (including time management)
Use IT and Computer skills for data capture in order to identify source material and support research
Teaching and Learning Strategy
16 x 1 hour of lectures 6 x 1 hour of seminars
- Inter-personal - Able to question, actively listen, examine given answers and interact sensitevely with others
- Critical analysis & Problem Solving - Able to deconstruct and analyse problems or complex situations. To find solutions to problems through analyses and exploration of all possibilities using appropriate methods, rescources and creativity.
- Mentoring - Able to support, help, guide, inspire and/or coach others
- Argument - Able to put forward, debate and justify an opinion or a course of action, with an individual or in a wider group setting
- Self-awareness & Reflectivity - Having an awareness of your own strengths, weaknesses, aims and objectives. Able to regularly review, evaluate and reflect upon the performance of yourself and others
Subject specific skills
- Articulacy in identifying underlying issues in a wide variety of debates.
- Precision of thought and expression in the analysis and formulation of complex and controversial problems.
- Sensitivity in interpretation of religious and philosophical texts drawn from a variety of ages and/or traditions.
- Clarity and rigour in the critical assessment of arguments presented in such texts.
- The ability to use and criticise specialised religious and philosophical terminology.
- The ability to abstract and analyse arguments, and to identify flaws in them, such as false premises and invalid reasoning.
- The ability to construct rationally persuasive arguments for or against specific religious and philosophical claims.
- The ability to move between generalisation and appropriately detailed discussion, inventing or discovering examples to support or challenge a position, and distinguishing relevant and irrelevant considerations.
- producing logical and structured arguments supported by relevant evidence
- planning, designing, executing and documenting a programme of research, working independently
Talis Reading listhttp://readinglists.bangor.ac.uk/modules/vpr-1106.html
Dan Cohn-Sherbok, Judaism (1996)
N. R. M. De Lange, Judaism (1986)
C. M. Pilkington, Judaism (2000)
Alister E. McGrath, Introduction to Christianity (1997)
Linda Woodhead, An Introduction to Christianity (2004)
John Young & Greg Hoyland, Christianity: A Complete Introduction (2016)
Courses including this module
Optional in courses:
- L34L: BA Criminology and Criminal Justice and Social Policy year 1 (BA/CCJSP)
- M931: BA Criminology & Criminal Justice with International Exp year 1 (BA/CJIE)
- M930: BA Criminology & Criminal Justice year 1 (BA/CRIM)
- M93P: BA Criminology and Criminal Justice with Placement Year year 1 (BA/CRIMP)
- V100: BA History year 1 (BA/H)
- V10F: BA History [with Foundation Year] year 1 (BA/HF)
- 8B03: BA History (with International Experience) year 1 (BA/HIE)
- V10P: BA History with Placement Year year 1 (BA/HP)
- V140: BA Modern & Contemporary History year 1 (BA/MCH)
- V130: BA Mediaeval and Early Modern His year 1 (BA/MEMH)
- VV15: BA Medieval & Early Modern History with International Exp year 1 (BA/MEMHIE)
- R806: BA Modern Languages & Philosophy, Ethics & Religion year 1 (BA/MLPRE)
- V5V6: BA Philosophy, Ethics and Religion year 1 (BA/PER)
- VV5P: BA Philosophy and Religion with Placement Year year 1 (BA/PHREP)
- VV57: BA Philosophy and Religion with International Experience year 1 (BA/PRIE)
- LQ35: BA Cymraeg and Sociology year 1 (BA/WS)
- V102: MArts History with International Experience year 1 (MARTS/HIE)