The Mad, the Holy, and the Dem
Rhedir gan School of History, Philosophy and Social Sciences
20 Credyd neu 10 Credyd ECTS
Trefnydd: Dr Joshua Andrews
This module introduces students to key ideas in the Psychology of Religion, with emphasis on the relationship between psychoanalytic thought and religious experience. Students will examine the role and reception of religion in two prominent psychoanalytic theoretical models (those of Sigmund Freud and C.G. Jung) to make sense of the interrelationships between religious experience and mental health.
Accounts and case studies of demonic possession will be scrutinised in order to ascertain the extent to which perspectives of religion and psychology are in collaboration or competition. There may be the opportunity for students to question practicing Exorcists/ Deliverance Ministers as part of their learning
The module will begin with a historical survey of the concept of madness to highlight the difficulties in its definition, and to appreciate the variety of explanations attributed to it in Western culture through the ages. Students will be introduced to the intimate relationship between psychology and religion as two different yet interrelated approaches for making sense of ‘madness’, and the problems apparent in attempts to distinguish between the two. Following this we shall explore two key psychoanalytic models that were developed early in the 20th century for making sense of ‘madness’ and religious experience: the models of Sigmund Freud and C.G Jung. Students will apply these models to prominent case studies of demonic possession (both medieval and contemporary) in order to evaluate the limitations and benefits of either a psychological or religious diagnoses and possible cure. If mutually convenient times can be found, the module convenor will arrange for Exorcists/ Deliverance Ministers to present a class on aspects of their work. Students will be invited to question them.
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.
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.
Demonstrate capacity to appreciate the tensions between competing ideas and to debate their values and implications succinctly.
Present coherent arguments, with supporting evidence, in essays and case studies.
Demonstrate a grasp of basic study skills, including the ability to read critically, make effective notes, and competency in academic writing.
Understand basic ideas in psychoanalytic theory and theories of religious experience, and their common principles that enable their useful contrast and comparison.
Demonstrate knowledge of the variety of ways religious instinct and experience presents itself.
|ASTUDIAETH ACHOS||Debating the issues||
Students are given the opportunity to write on a reported case of a supernatural event. The choice of the case is entirely up to the student. Full guidance guidance will be given in class (and also on Blackboard).
A choice of essay questions will be given to students at the start of the module (available on Blackboard). Full instructions and guidance will be given in class (and also on Blackboard).
Strategaeth addysgu a dysgu
Interactive lectures (with group work) will be given to establish the framework and content for the module: two-three hours a week for 11 weeks.
Individual tutorials will be scheduled to give assessment feedback. It is anticipated that 2 hours in total be given to this. Students also have the option of using the 'Office Hours' (2 hours per week) on an ad hoc basis to discuss issues pertaining to their teaching and learning for this module.
- Llythrennedd - Medrusrwydd mewn darllen ac ysgrifennu drwy amrywiaeth o gyfryngau
- Defnyddio cyfrifiaduron - Medrusrwydd wrth ddefnyddio ystod o feddalwedd cyfrifiadurol
- Hunanreolaeth - Gallu gweithio mewn ffordd effeithlon, prydlon a threfnus. Gallu edrych ar ganlyniadau tasgau a digwyddiadau, a barnu lefelau o ansawdd a phwysigrwydd
- Archwilio - Gallu ymchwilio ac ystyried dewisiadau eraill
- Adalw gwybodaeth - Gallu mynd at wahanol ac amrywiol ffynonellau gwybodaeth
- Sgiliau Rhyngbersonol - Gallu gofyn cwestiynau, gwrando'n astud ar atebion a'u harchwilio
- Dadansoddi Beirniadol & Datrys Problem - Gallu dadelfennu a dadansoddi problemau neu sefyllfaoedd cymhleth. Gallu canfod atebion i broblemau drwy ddadansoddiadau ac archwilio posibiliadau
- Cyflwyniad - Gallu cyflwyno gwybodaeth ac esboniadau yn glir i gynulleidfa. Trwy gyfryngau ysgrifenedig neu ar lafar yn glir a hyderus.
- Gwaith Tîm - Gallu cydweithio'n adeiladol ag eraill ar dasg gyffredin, ac/neu fod yn rhan o dîm gweithio o ddydd i ddydd
- Mentora - Gallu cefnogi, helpu, arwain, ysbrydoli ac/neu hyfforddi eraill
- Dadl - Gallu cyflwyno, trafod a chyfiawnhau barn neu lwybr gweithredu, naill ai gydag unigolyn neu mewn grwˆp ehangach
- Hunanymwybyddiaeth & Ystyried - Bod yn ymwybodol o'ch cryfderau, gwendidau, nodau ac amcanion eich hun. Gallu adolygu ,cloriannu a myfyrio'n rheolaidd ar eich perfformiad eich hun ac eraill.
- Arweinyddiaeth - Gallu arwain a rheoli, datblygu cynlluniau gweithredu ac amcanion, cynnig arweiniad a chyfarwyddyd i eraill, ac ymdopi â'r pwysau sy'n gysylltiedig ag awdurdod o'r fath
Sgiliau pwnc penodol
- 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.
- The ability to consider unfamiliar ideas and ways of thinking, and to examine critically presuppositions and methods within the disciplines of philosophy and religion.
- collaborating effectively in a team via experience of working in a group
- appreciating and being sensitive to different cultures and dealing with unfamiliar situations
- critical evaluation of one's own and others' opinions
Goblygiadau o ran adnoddau ar gyfer myfyrwyr
The library is well stocked with books. There are many online resources available to students, which are indicated within the module online Blackboard site. Students are not expected to pay for any text books.
Rhestrau Darllen Bangor (Talis)http://readinglists.bangor.ac.uk/modules/hps-2009.html
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