THMN3067 Anglicanism
Running in 2013-14 at St John’s.
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Level
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3
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Credits
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10
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Excluded combinations
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THMN2187
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Aims
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To enable students to give an account of the development and content
of 'Anglicanism' and to evaluate its coherence and ministerial relevance.
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Learning Outcomes
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By the end of the module the students will:
• be able to demonstrate an understanding of a range of key texts of Anglicanism
• be able to offer a critical evaluation of different accounts of Anglicanism, in particular Anglican theological method and Anglican ecclesiology
• be able to analyse and offer a balanced critique of contemporary issues in Anglican theology and life
• be able to locate themselves with critical awareness and an appropriate depth of understanding in relation to the tradition of Anglicanism
• identify and assess the applicability of a range of Anglican insights to their ministerial practice.
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Content
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• study of selected historical periods and texts: the English Reformation; Richard Hooker; the Caroline Divines and the Restoration; the Oxford Movement, the rise of Liberalism and the Evangelical reaction; essential modern texts such as the revised Canon Law, Declaration of Assent and Worship and Doctrine Measure and other selected reports of the Doctrine Commission, of the House of Bishops and of the Church of England.
• the development of the Anglican Communion.
• aspects of contemporary Anglicanism such as: 'Forward in Faith', Reform and internal disunity; episcopacy in Anglicanism; lay presidency; establishment; the role of Charismatics within Anglicanism. This section of the module will vary according to current issues and the priorities of the group.
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Indicative bibliography
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Avis, P., Anglicanism and the Christian Church: Theological Resources in Historical Perspective (London: T&T Clark, 2nd edn., 2002).
Avis, P., The Identity of Anglicanism: Essentials of Anglican Ecclesiology (Edinburgh: T&T Clark, 2008)
Bartlett, A., A Passionate Balance (London: DLT, 2007).
Evans, G.R., and J.R Wright (eds.), The Anglican Tradition (London and Minneapolis: SPCK/Fortress, 2001).
More, P.E., and F.L. Cross (eds.), Anglicanism (London: SPCK, 1935 and later editions).
Platten, S. (ed.), Anglicanism and the Western Christian Tradition (Norwich: Canterbury Press, 2003).
Podmore, C., Aspects of Anglican Identity (London: Church House Publishing, 2005).
Rowell, G. (ed.), The English Religious Tradition and the Genius of Anglicanism (Wantage: Ikon, 1992).
Sykes, S.W., Unashamed Anglicanism (London: DLT, 1995).
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Teaching methods
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14 hours contact time – seminars
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Formative assessment
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In-class exercise
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Summative assessment
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2500 word assignment
| THMN3077 History and Philosophy of Science
Not running in 2013-14.
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Level
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3
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Credits
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10
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Aims
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To help students understand:
1. One important development in science and its impact on theology
2. The continuing debate in philosophy of science between realists and
instrumentalists
3. Recent disputes about the rationality of science.
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Learning Outcomes
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On successful completion of the course the student will be able to:
1. Assess the main theological, philosophical and scientific issues
involved in the disputes over heliocentrism in the early seventeenth
century.
2. Acquire a basic understanding of realism and instrumentalism.
3. Assess recent disputes about the rationality of scientific progress.
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Content
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1. The 'Copernican Revolution': Copernicus, Tycho, Kepler, Galileo.
2. The Galileo case, 1610-42: science, philosophy and theology.
3. Realism and instrumentalism
4. The Rationality of scientific development
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Indicative bibliography
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Finocchiaro, Maurice A. (ed.), The Galileo Affair: A Documentary History (Berkeley: University of California Press, 1989).
Kuhn, Thomas S., The Copernican Revolution: Planetary Astronomy in the Development of Western Thought (New York: Vintage Books, 1959).
____The Structure of Scientific Revolutions (Chicago: University of Chicago Press, 2nd edition, 1970).
Lindberg, David C. and R.C. Westman (eds.), Reappraisals of the Scientific Revolution (Cambridge: Cambridge University Press, 1990).
Popper, Karl R., Conjectures and Refutations: The Growth of Scientific Knowledge (London: Routledge and Kegan Paul, 3rd edition, 1969).
Sharratt, Michael, Galileo: Decisive Innovator (Oxford: Blackwell, 1994; reissued by Cambridge: Cambridge University Press, 1996).
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Teaching methods
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Lectures, discussion groups, group tutorials (with computer graphics and other visual aids). 14 hours contact time
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Formative assessment
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In-class exercise
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Summative assessment
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1 x 2500 word essay
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