Religion in Wales
Religion in Wales: From Paganism to Jediism 2023-24
School Of History, Law And Social Sciences
Module - Semester 1
The module will explore the following areas: • The influence of Christianity on the culture, society and religion of Wales, recognizing that other religious traditions have existed in Wales including more 'familiar' ones, such as Judaism, Hinduism and Islam, and some less 'familiar' ones, which are the ones discussed in this module. • An investigation into the history and nature of Paganism in Wales detailing in particular Druidry and Modern Druidry. • An assessment of the characteristics of Wicca in Wales, and how the landscape of Wales has influenced the way this religion is practiced. • A study of the practicality and limitations of following Buddhism in a Celtic context. • Consideration of the nature and characteristics of Welsh Satanism, especially since the turn of the 21st century. • An examination of how the followers of the Baha'i religion have developed such a tradition in a very different country to their native country. • The Jediist Church: a new religion for Wales or a fickle philosophy? • The nature of religion in Wales today: a pious country or an increasingly secular nation?
• The influence of Christianity on Welsh culture, society and religion. • The history and nature of Paganism in Wales detailing in particular Druidry and Modern Druidry. • Wicca in Wales and how the landscape of Wales has influenced how this religion is practiced. • Buddhism in a Celtic context. • The nature and characteristics of Welsh Satanism. • Baha'i and the Welsh. • The Church of the Jediist: a new religion or a fickle philosophy? • The nature of religion in Wales today: a pious country or an increasingly secular nation?
Threshold D- to D+ Work has been presented which is sufficient and shows an acceptable level of ability in the following areas: • Correct on the whole but including a lack of information or mistakes. • Claims are made without supporting information or clear logic. •Contains structure but is unclear and therefore relies on the reader making connections and assumptions. •Depends on a limited amount of material.
Good C- to C+ A work was presented which is good throughout and which includes, at times, style, method and a deft selection of supporting materials. It shows: • Good structure and logically developed arguments. • In places, critical use of material which testifies to independent research, or which is in some way unique to the student. • Claims are made which, on the whole , supported by evidence and sound reasoning. •Work that is correct and contains an appropriate academic style.
Very good B- to B+ Work presented which is good throughout and which includes style, method and selection of supporting materials in a skilful manner. It shows: • Very good structure and logically developed arguments. • Use of material that evidences independent research, or is in some way unique to the student. • Claims are supported by evidence and sound reasoning. • Work which is correct and contains an appropriate academic style.
Excellent A- to A* Work has been submitted which is of excellent quality and is excellent in one or more of the following: •Contain original interpretation where the student's independent reflection is evident. •Provide clear evidence of extensive independent study and appropriate. •Presenting arguments clearly and providing the reader with discussions that follow each other logically up to the conclusions.
- Demonstrate a good level of knowledge about the complexities of religions in contemporary Welsh society.
- Demonstrate an understanding of relevant scholarship regarding religion in Wales.
- Discuss and show how geographical location influences the way of keeping various religions and the way of interpreting religious texts.
- Show a good level of understanding about the role of religion in shaping personal and national identities.
Students will assess the data they collected with their questionnaires and draw up a piece assessing the responses.
Guidance is given to students to draw up questionnaires regarding public awareness of a selection of the religions discussed in this module. They would then set out to get at least 20 individuals to respond to the questionnaire.
Students will present a 20 minute oral presentation exploring public ideas about one of the religions discussed in this module, and the different ways society can develop from becoming more familiar with that religion.