Handbook for Students in the Final Honour Schools of Theology and Philosophy and Theology

CONTENTS

I Final Honour School of Theology: University Regulations 2 and Supplementary Information

II Schedule of Papers 5

III Additional Information 60

Aims and objectives of the Faculty of Theology 60

Aims and objectives for undergraduate courses 60

Grade descriptors used to award marks to examination paper answers 62

Marking conventions 63

Advice on tutorial essay writing 65

Guidelines for long essays 66

Dissertation Declaration Proforma 69

Example of cover sheet for long essays 70

IV Summary of the Syllabus and its Various Tracks in the Final Honour School 71 of Theology

2007 1 I FINAL HONOUR SCHOOL OF THEOLOGY: UNIVERSITY REGULATIONS AND SUPPLEMENTARY INFORMATION

Students are asked to read this information in conjunction with the relevant section from the current Examination Regulations.

1. All candidates will be required to offer eight papers, as specified below, from the Schedule of Papers. There shall be four compulsory papers, taken by all candidates, covering the Old and New Testaments and the development of Christian Doctrine in its historical context. In addition to these compulsory papers, candidates will be required to offer four further papers chosen according to the schedules in either Track I, Track II, or Track III.

Examination Regulations applying to all Tracks

2. With the permission of the Board of the Faculty of Theology, any candidate may offer an essay either in place of one of the eight papers, or in addition to the eight required papers. The regulations governing essays are set out below.

3. Candidates not offering paper (25) as an optional paper may, in addition to their eight papers, also offer the Optional Translation papers in Old Testament Hebrew and/or New Testament Greek.

4. In papers (8) to (40), teaching may not be available every year on every subject.

5. Any candidate may be examined viva voce.

6. In the following regulations, the English version of the Bible used will be the New Revised Standard Version. The Greek text used will be the text of the United Bible Societies, 4th edn. but in paper (3), The Gospels and Jesus, parallel texts will be taken from K. Aland, Synopsis Quattuor Evangeliorum (15th edn. Stuttgart, Deutsche Bibel Gesellschaft, 1997). The Hebrew text used will be the Biblia Hebraïca Stuttgartensia (Stuttgart, 1977).

All candidates must offer eight subjects, as specified below, from the Schedule of Papers.

TRACK I

(i) Paper (1) or Paper (2) (ii) Paper (3) (iii) Paper (4) (iv) Paper (5) (v) Paper (6) (vi) EITHER Paper 1 or Paper 2 (whichever was not offered for i, above) OR one paper chosen from Papers (23), (24), (25), (26), (27) or (30). (vii) One further paper. (viii) One further paper.

2007 2 TRACK II

(i) Paper (1) or Paper (2) (ii) Paper (3) (iii) Paper (5) (iv) Paper (6) (v) One paper chosen from Papers (8), (9) or (10). (vi) Paper (11). (vii) EITHER Paper (12) or Paper (13) OR a further option from Paper (11). (viii) One further paper.

TRACK III

(i) Paper (1) or Paper (2) (ii) Paper (3) (iii) Paper (5) (iv) Paper (6) (v) Paper (14) (vi) & (vii) EITHER Papers (15) and (16) OR Papers (17) and (18) OR Papers (19) and (20) OR Papers (21) and (22). (viii) One further paper.

Regulations concerning essays

1. Candidates may offer an extended essay either in place of the paper to be chosen under clause (viii) of Tracks I-III, or in addition to the eight required papers. Candidates should in general aim at a length of 10,000 words, but must not exceed 15,000 words (both figures inclusive of notes and appendices, but excluding bibliography).

2. Prior approval of the subject of the essay must be obtained from the Board of the Faculty of Theology. Such approval must be sought not later than Friday in the fourth week of Trinity Full Term in the year preceding the examination. The request for approval should be addressed to the Secretary of the Board of the Faculty of Theology, Humanities and Social Sciences Divisional Offices, 34 St Giles’, Oxford OX1 3LH. The request must be accompanied by a letter from the tutor [ie the tutor supervising the essay] stating that this subject has his or her approval. The application should include, in about 100 words, an explanation as to how the topic will be treated, and a brief bibliography.

3. The candidate's application for approval of title should be submitted through and with the support of his or her college tutor or the tutor with overall responsibility for his or her studies, from whom he or she should seek guidance on whether the subject is likely to be acceptable to the Board.

4. The candidate is advised to have an initial discussion with his or her supervisor regarding the proposed field of study, the sources available, and the method of presentation. He or she should have further discussions with his or her supervisor during the preparation of the essay. His or her supervisor may read and comment on drafts of the essay.

2007 3 5. The subject of the essay need not fall within the areas covered by the papers listed in the Honour School of Theology. It may overlap any subject or period on which the candidate offers papers, but the candidate is warned against reproducing the content of his or her essay in any answer to a question in the examination. Subject to the provisions of cl. 4 above, every candidate shall present a note signed by their tutor to the effect that the essay is his or her own work and that it has not already been submitted (wholly or substantially) for a final honour school other than one involving Theology, or another degree of this University, or a degree of any other institution. This note shall be presented together with the essay. No essay shall, however, be ineligible because it has been or is being submitted for any prize of this University.

6. The candidate must submit two typed copies of the essay (bound or held firmly in a stiff cover), addressed to the Chairman of the Examiners, Honour School of Theology, Examination Schools, Oxford, not later than noon on the Friday of the eighth week of Hilary Term in the academic year in which he or she is presenting himself or herself for examination. The note signed by the candidate in accordance with cl. 5 above must be submitted separately in a sealed envelope addressed to the Chairman of the Examiners at the above address at the same time as the copies are submitted.

7. The provisions of clauses 2-4 and clause 6 of these regulations will also apply to candidates submitting an extended essay as part of paper (39), save that in clause 2, approval must be sought not later than Friday in the fourth week of Michaelmas Term in the year of the examination.

2007 4 II SCHEDULE OF PAPERS

Paper 1. Israel to the end of the Exile

Course Description The paper will include historical, literary, and theological questions, and candidates will be required to comment on passages from the following texts in English, showing knowledge of at least three of the five groups of texts: (a) Exodus 1-3; 6; 12-15; 19; 20; 24. (b) Isaiah 1-12; 28-32. (c) Psalms 2; 18; 45-48; 72; 74; 77; 89; 93; 110; 132; 137. (d) 2 Kings 18-25. (e) Ezekiel 1-18.

There will be an opportunity to comment on passages in Hebrew from: Exodus 20; 24. Psalms 45-48.

Candidates who choose to comment on Hebrew passages must also translate them.

Credit will be given to candidates demonstrating competence in Biblical Hebrew.

Aims and Objectives Aims: To enable students to acquire a knowledge of the evidence which may relate to the history, literature and theology of Israel to the end of the Exile and to develop critical understanding by introducing them to basic issues of method.

Objectives: (a) Students who complete this course will have gained knowledge about and understanding of the attempt to recover the history of ancient Israel, to the end of the Exile. (b) They will have studied the literary and theological developments commonly thought to date to this period. (c) They will have gained a close knowledge of at least three out of five groups of texts set for special study in English, with the option of commenting on selected passages in Hebrew. (d) They will have reflected upon the criteria employed in assessing relevant evidence, and the possibility and desirability of achieving consensus concerning them.

Course Delivery Lectures are no longer being given for this paper. Some lectures given for Paper 1 in the new regulations [for examination in June 2008] may be relevant. Please consult your tutor for further advice.

Number of tutorials: 8

Assessment through one 3-hour written examination, requiring candidates to answer a compulsory ‘gobbet’ question (choosing four passages to comment on) and to write two essays.

2007 5 Paper 2. Israel from the beginning of the Exile to 4 B.C.

Course Description The paper will include historical, literary, and theological questions, and candidates will be required to comment on passages from the following texts in English, showing knowledge of at least three of the five groups of texts: (a) Job 1-14; 38-42. (b) Nehemiah 1:1-11:2; 13. (c) Jonah; Ruth. (d) Daniel. (e) Isaiah 40-55. There will be an opportunity to comment on passages in Hebrew from: Nehemiah 4-5. Isaiah 40-41.

Credit will be given to candidates demonstrating competence in Biblical Hebrew.

Aims and Objectives Aims: To enable students to acquire a knowledge of the evidence which may relate to the history, literature and theology of Israel from the beginning of the Exile to 4 B.C. and to develop critical understanding by introducing them to basic issues of method.

Objectives: (a) Students who complete this course will have gained knowledge about and understanding of the attempt to recover the history of ancient Israel, from the beginning of the Exile till 4 B.C. (b) They will have studied the literary and theological developments commonly thought to date to this period. (c) They will have gained a close knowledge of at least three out of five groups of texts set for special study in English, with the option of commenting on selected passages in Hebrew. (d) They will have reflected upon the criteria employed in assessing relevant evidence, and the possibility and desirability of achieving consensus concerning them. Course Delivery Lectures are no longer being given for this paper. Some lectures given for Paper 1 in the new regulations [for examination in June 2008] may be relevant. Please consult your tutor for further advice.

Number of Tutorials: 8

Assessment is by one 3 hour written examination, requiring candidates to answer a compulsory ‘gobbet’ question (choosing four passages to comment on) and to write two essays.

2007 6 Paper 3. The Gospels and Jesus (with special reference to the gospels of Matthew and John)

Questions will be set on the four gospels, their theology and ethics, literary and historical problems associated with the gospels, the historical Jesus, and different approaches to the gospels.

Candidates will be required to comment on two passages from Matthew, at least three of which will be printed in English. They will also be required to comment on two passages from John, at least three of which will be printed in English, or to comment on a passage in Greek with English supplied from Matthew 3-13 inclusive with parallels in Mark and/or Luke. For the passages in English requiring comment, two passages from Matthew and two from John will be taken from the following chapters: Matthew 5-7, 13, 16, 23, 26; John 1, 3, 6, 14, 19, 20. The remaining passages printed in English will be taken from elsewhere in Matthew and John.

Candidates who have not passed either paper 6 (New Testament Greek), or Paper 7 (Biblical Hebrew), in the Preliminary Examination for Theology will have to translate and comment on two passages , one from Matthew 5-7, 26-28, and one from John 1-6, which will be printed only in Greek, unless their other papers include translation and/or comment on at least two passages of Hebrew. The passages printed only in Greek will be optional for all other candidates.

Aims and Objectives Aims: To enable students to acquire a detailed knowledge of the gospels, to be able to consider problems concerning the theology of individual evangelists, the synoptic tradition and historical Jesus, to develop their critical understanding of the historical and literary contexts of the gospels, and to become more aware of some of the wider theological and hermeneutical issues which such study entails.

Objectives: Students who have studied for this paper will have: (a) an awareness of the historical, theological and ethical contexts of the New Testament Gospels. (b) an ability to comment on selected texts in translation or in the original languages. (c) some knowledge of the gospels’ historical contexts and an ability to address issues concerning study of the historical Jesus. (d) a basic knowledge of their contribution to later Christian theology.

Course Delivery Lectures: 6 core lectures / classes on Matthew in Trinity Term 6 core lectures / classes on John in Michaelmas Term Further lectures on the Historical Jesus (4-6) and Synoptic Parallels (4-6) in Hilary Term

Number of Tutorials: 6-8

Assessment through one 3 hour written examination, details of which are given in the course description above.

2007 7 Paper 4. Pauline Literature

Course Description

Candidates will be expected to show a knowledge of the theological, ethical, literary and historical issues posed by study of the Pauline corpus of letters in the New Testament.

Candidates will be required to comment on two passages from 1 Corinthians, and on two passages from either Romans or Galatians. Candidates for Track 1 will be required to comment on at least one passage from 1 Corinthians 1-7, 15 in Greek, and one passage from Romans 3-8 or Galatians in Greek; however candidates from Track I may restrict their comment to texts printed in English if their other papers include translation and/or comment on at least two passages of Hebrew. Candidates for Track 2 or Track 3 or for the Joint School of Philosophy and Theology may restrict their comment to passages printed in English.

Aims and Objectives Aims: to enable students to obtain a detailed knowledge of Pauline Theology as reflected in 1 Corinthians and Galatians or Romans, to have a broader understanding of the theological, ethical, literary and historical problems raised by studying the Pauline corpus in the New Testament.

Objectives: Students who have studied this paper will have: (a) an awareness of the distinctive features of selected Pauline epistles (b) an ability to comment on selected texts in translation and also in the original languages (c) acquired knowledge about the relation of the prescribed texts with other biblical texts, particularly other writings in the Pauline corpus as well as some understanding of Pauline theology and of the theology of other writings in the Pauline corpus. (d) a basic knowledge of the historical contexts of the prescribed texts in Judaism and early Christianity (e) a basic knowledge of their contribution to later Christian theology.

Course Delivery Lectures: 16 core lectures / classes on 1 Corinthians, Galatians and Romans in Hilary Term

Assessment: by one, 3 hour, written examination, details of which are given in the course description above.

2007 8 Paper 5. The Development of Doctrine in the Early Church to A.D. 451

Course Description Candidates will be expected to explain how early Christian thinkers undertook to clarify the teachings of the primitive Church and formulate a coherent system of thought in their cultural context. The paper will not only concern itself with formal pronouncements on the doctrines of the Trinity and Incarnation, but also with other controversies and the contributions of particular theologians.

Questions relevant to the Gnostic, Arian, Nestorian and Pelagian controversies will always be set; other questions may relate, wholly or partly, to such topics as anthropology, soteriology, hermeneutics, ecclesiology, political theology, and the doctrine of creation and the fall. Candidates will be required to comment on a passage from one of the following texts or group of texts: The Nicene Definition, Arius' Letter to Eusebius, Arius' Letter to Alexander (from E.R. Hardy, Christology of the Later Fathers, Library of Christian Classics). Gregory of Nyssa, That there are not Three Gods (in Hardy, op.cit.). Cyril's Second Letter to Nestorius (in R.A. Norris, The Christological Controversy, Philadelphia: Fortress Press). The tome of Leo and the Chalcedonian Definition (in Norris op.cit.).

Credit will be given to candidates who show knowledge (where appropriate) of the other texts contained in Norris.

Aims and Objectives Aims: To equip students with a critical and dispassionate understanding of the genesis of main credal and confessional declarations of this period, which continue to form the basis of much theological reflection; also to enable them to study and discuss the evolution of Christian thought in a world whose cultural and social presuppositions were not yet shaped by a universal Church.

Objectives: (a) That students will possess an accurate knowledge of the fundamental ideas of at least half a dozen major theologians of this period, such as Ignatius of Antioch, Valentinus, Marcion, Justin Martyr, Irenaeus, Clement, Tertullian, Origen, Arius, Athanasius, the Cappadocian fathers, Apollinarius, Theodore, Nestorius, Cyril of Alexandria, Pelagius, Augustine and Leo the Great. (b) That they will be familiar with the results of the first four ecumenical councils, and with the contents of the following documents: The Nicene declaration of 325, Cyril's Second Letter to Nestorius, the Tome of Leo and the Chalcedonian Definition of 451. (c) That they will understand doctrines in their immediate context, which may be defined, according to circumstances, exegetically, philosophically, culturally or politically.

(d) That they will recognise the evolution of doctrine as a function of time and deliberation, the answers produced by one generation being often the seedbed of new problems for the next.

Course Delivery Lectures: 24 lectures in Michaelmas and Hilary Terms ‘Theology before Nicaea’, (8) in Michaelmas Term ‘Christology After Nicaea’, (8) in Hilary Term ‘The Trinity from Arius to Augustine, (8) in Hilary Term

2007 9 Classes: 8 classes in Trinity Term 4 classes on Christology Set Texts 4 classes on Trinity Set Texts

Students taking this paper are strongly advised to attend the lectures in their second year and classes in their third year.

Assessment is by one 3 hour written examination. The paper consists of a compulsory question, requiring comment on a passage from one prescribed text, together with a choice of three essay questions, most of which will refer explicitly to one or more of the theologians named above.

2007 10 Paper 6. God, Christ and Salvation

Course Description

Questions will be set on the Christian doctrine of God, the person and work of Christ and the nature of sin and salvation. Candidates will be expected to show critical understanding of the sources, content and interrelation of these doctrines, and of some of the twentieth-century discussions of the material.

Aims: To develop skills in the critical analysis of the nature and content of the Christian doctrines of God, Christ and salvation, especially as they have been expounded in some major modern Christian theological texts.

Objectives: Students who have studied for this paper will have: a) an understanding of the major themes of the Christian doctrines of God, Christ and salvation; b) an understanding of the different norms and methods by which these doctrines are constructed; c) an awareness of the problems posed for these doctrines by modern intellectual developments; d) skills in critical analysis of theological texts.

Course Delivery: Lectures: 16 lectures on `God, Christ and Salvation' Michaelmas and Hilary Terms

Classes: 8, on a selection of major modern theological treatments of the doctrines of God, Christ and salvation - Hilary Term

Assessment: One three hour written examination requiring candidates to answer three essay questions.

The following texts were recommended for use by students in preparing for this paper. Please note that they are not set texts as such, but represent the kind or level of texts that students should be studying.

God: Karl Barth, Church Dogmatics, I/1, 2nd edn. (Edinburgh: T & T Clark, 1975), chs 8-12 Karl Rahner, The Trinity (London: Burns & Oates, 2003), Parts I and III Robert Jenson, Systematic Theology, Vol. 1: The Triune God (London and New York: Oxford University Press, 1997), chs. 4-6 and 13-14. Rosemary Radford Ruether, Sexism and God-Talk (London: SCM Press, 1983), chs. 1, 2 and 5.

Christ Wolfhart Pannenberg, Jesus – God and Man (London: SCM Press, 1968), chs. 4, 5 and 9 John Macquarrie, Principles of Christian Theology (London: SCM Press, 2003), chs. 12-14 Dorothee Soelle, Christ the Representative (London, SCM Press, 1967), Parts one and three. Leonardo Boff, Jesus Christ Liberator (London: SPCK 1979), chs 4-8 and 10. John Hick, ed., The Myth of God Incarnate (London, SCM Press, 1977).

2007 11 Salvation Paul Tillich, Systematic Theology, Vol. 2 (London: SCM Press, 1998), chs. XII-XVI, XVIII and XXI Gustavo Gutierrez, A Theology of Liberation, 2nd edn. (Maryknoll, New York: Orbis Books, 1998), ‘Introduction to the Revised Edition’; chs. 1, 2, 9 and 10. Jurgen Moltmann, The Crucified God (London: SCM Press, 1974), chs 4-6. Paul Fiddes, Past Events and Present Salvation (London: Darton, Longman & Todd, 1989), chs. 2 and 4- 7. Hans Urs von Balthasar, Theo-drama, Vol. 1V: The Action (San Francisco: Ignatius Press, 1994), Section IV.

2007 12 Paper 7. Luke-Acts

Course Description Candidates will be expected to show a knowledge of the theological, ethical, literary and historical issues posed by study of Luke’s Gospel and the book of Acts.

Candidates will be required to comment on four passages from Luke-Acts, including two printed in Greek only. Of the passages printed in Greek only, at least one will be taken from Luke 19-24, and one from Acts 1-7, 15.

Aims and Objectives Aims: To enable students to have the opportunity to study the Lukan writings in the New Testament in depth, to develop their critical understanding of the historical, literary and theological issues raised by these texts.

Objectives: Students who have studied for this paper will have (a) a detailed knowledge of the text of Luke-Acts (b) an ability to comment on selected texts in translation and in the original languages (c) some understanding of the theology of these texts (d) some understanding of the historical and literary problems engendered by the texts studied and be able to discuss them critically. (e) some knowledge of the background of the texts studied.

Course Delivery Classes: 8 classes in Hilary Term. It is assumed that this paper will be taught by classes only. If fewer than four students opt for this paper, it will not be possible to provide Faculty based classes for the paper. In this circumstance, tuition for the paper will be provided entirely through tutorials.

Assessment is by one, 3-hour, written examination, the details of which are given under the course description.

2007 13 Paper 8. The History and Theology of Western Christianity, 1050-1350

Course Description

The paper will consist of questions on the thought of the leading theologians (especially Anselm, Peter Abelard, Aquinas, Duns Scotus, and William of Ockham), and of questions on the main developments in the western church. It will be so set that any period of 150 years, with its theological writers, will provide sufficient coverage.

Aims and Objectives Aims: To gain an integrated view of the historical and doctrinal developments which make the period formative in the Western Latin Church and basic to an understanding of how Western Christianity has developed subsequently.

Objectives:

(a) Students will have gained knowledge of structural, societal and theological changes in the period, although they will not be required to be familiar with more than 150 years' span out of the three centuries. (b) Students will be familiar with the thought of certain leading theologians from the period, in particular selecting from Anselm, Abelard, Aquinas, Duns Scotus and William of Ockham. They should be able to discuss the issues of theological method which the writings of key theologians raise. (c) Students should be ready to integrate historical and doctrinal study where appropriate.

Course Delivery Lectures: 16 given in Hilary Term: ‘History of the Western Church 1050-1350’ (8) 'Scholastic theology: Abelard to Ockham' (8)

Assessment is by one 3 hour written examination, requiring candidates to answer three essay questions. The paper will be so set that any period of 150 years, with its theological writers, will provide sufficient coverage.

2007 14 Paper 9. The History and Theology of Western Christianity, 1500-1619

Course Description The subject includes an understanding of the late medieval church, the work and thought of the leading reformers, particularly Luther, Zwingli, and Calvin, together with the radicals, and the development of the Reformation in European society. Questions will be set both on renewal in the Roman Catholic Church, and on religious change in England from the Henrician reforms to the reign of Charles I.

Aims and Objectives Aims: To gain an integrated view of the historical and doctrinal developments which led to the break- up of the Western Latin Church and which still shape the contours of Western Christianity.

Objectives: (a) Students should show an understanding of why the Western Latin Church proved vulnerable to calls for reform during the period. They should be familiar with the work and thought of the leading magisterial reformers, and have a sense of what constituted radical theological alternatives. (b) Students will have been introduced to the developments of the Reformation in European society, together with the renewal which took place in the Roman Catholic Church. (c) Students will have gained a sense of the slow and untidy growth of confessional identities up to the outbreak of the Thirty Years' War (1618). (d) Students will have been introduced to the course of religious change in England from the reforms and legislative acts of Henry VIII to the reign of James I; they may choose to study this in greater or lesser depth, in balance with the wider European picture.

Course Delivery Lectures: 24 in Michaelmas and Hilary Terms: ‘The English Reformation’ (8) Michaelmas Term 'The Reformation in Europe' (16) Hilary Term

Assessment is by one 3-hour written examination, requiring candidates to answer three essay questions. These will give ample scope for candidates to answer substantially on the Reformation in England if they so wish. The examiners are aware that in dealing with the English Reformation, one of the major topics in the reign of James I is the rise of so-called ‘Laudianism’ or ‘Arminianism’, and that candidates may have to equip themselves with knowledge of religious developments in the years before the outbreak of the civil war in 1642 in order fully to grasp the theological issues involved.

EITHER

2007 15 Paper 10A. Christian Life and Thought In Europe and the English-Speaking World 1789-1921

Course Description Candidates will be expected to show knowledge of the life and thought of the Christian Churches of Europe and North America in their social and political context (with special reference to Britain) and the development and influence of Roman Catholic and Protestant theology in the context of Europe (including Britain) and North America. Candidates may approach the topic through the works of theologically important writers of the period, as well as other historical materials. Such writers might typically include S.T. Coleridge, J.H. Newman, F.D. Maurice, G. Tyrrell, E. Underhill and P.T. Forsyth in Britain; R.W. Emerson, W. James, H. Bushnell and W. Rauschenbusch in the U.S.A.; and F.D.E. Schleiermacher, G.W.F. Hegel, K. Marx, L. Feuerbach, S. Kierkegaard, F.R. de Lamennais, A. Harnack, A. Loisy and K. Barth in Europe.

Aims and Objectives Aims: To give students an overall sense of the history of the churches and the development of theology in Europe, with a particular focus on Britain, in the period 1789-1921.

Objectives: (a) Students will have studied Christian life and thought in their social and political context, and been helped to understand their influence on intellectual life and religious as a whole and on the wider culture (b) Students will have had the opportunity to study religious life and theological developments in the English speaking world, most notably North America; they will have explored the intellectual connections across the Atlantic in this period and to explore the impact of British missionary work across the globe.

(c) Students will have had the opportunity to learn the skills required in the study of both ecclesiastical history and historical theology in reading texts, assessing different sorts of historical materials and analysing the broader context of the period.

Course Delivery Lectures: 16 given in Michaelmas and Hilary Term: 'Christian Life and Thought in Britain and the English Speaking World 1789-1921' (8) Michaelmas Term 'Christian Life and Thought in Europe and America 1789-1921' (8) Hilary Term

Number of Tutorials: 6, with 2 text classes.

Assessment is by one 3 hour written examination, requiring candidates to answer three essay questions.

2007 16 OR Paper 10B. Issues in Theology, 1789-1921

Course Description The Paper addresses key issues in theological thinking in Britain and Europe during the long nineteenth century. These include Biblical interpretation, the nature of authority, reason and faith, ecclesiology, Christology, romanticism, literature and imagination, spirit and history, reductionism, religious experience, and the encounter with world religions. The topics will be addressed through seminal or representative texts. Kant, Hegel, Schleiermacher, Kierkegaard, Nietzche, Newman and Coleridge are especially significant thinkers whose work or influence will normally be represented in the paper. Four main topics with prescribed texts will be published for each year. For 2007 these are:

1) Faith and Reason S.T. Coleridge, Aids to Reflection, Introductory Aphorisms and Aphorisms on that which is indeed Spiritual Religion I-XVIII S. Kierkegaard, Philosophical Fragments J.H. Newman, University Sermons 2) The Bible D.F. Strauss, The Life of Jesus Christ Critically Examined. Introduction and Concluding Dissertation. M. Arnold, Literature and Dogma A. Schweitzer, The Quest for the Historical Jesus 3) Reductionism L. Feuerbach, The Essence of Christianity F. Nietzche, The Genealogy of Morals F.M. Dostoevsky, Notes from Underground 4) Religious Experience F. Schleiermacher, Speeches on Religion, 2nd Speech W. James, The Varieties of Religious Experience R. Otto, The Idea of the Holy

Students are not expected to become familiar with all of these texts, but, in consultation with tutors, will focus on two or three of the prescribed texts as well as preparing one or more essays on more general issues. Lectures will address the background and influence of the texts and comment on the questions they raise, but will not necessarily be limited to exposition of the texts.

Aims and Objectives Aims: To deepen student’s understandings of the climate of 19th Century thought and of the background to major debates in 20th Century theology.

Objectives: (a) Students will become familiar with some of the most influential and representative texts and thinkers of the period. Course Delivery Lectures: 8 given in Hilary Term: ‘Issues in Theology 1789-1921

Assessment is by one 3 hour written examination, split into two parts. One part requires comment on the set texts and the other offers more general questions. Students will be required to answer 3 questions, at least one from each part.

2007 17 Paper 11. Further Studies in History and Doctrine

Course Description Candidates will be expected to study one major theologian in relation to the situation and problems of the time, with special attention to certain texts. Candidates planning to be examined on this paper in Trinity Term 2007 will already have made their choice of theologian. The list below is a list of theologians which will be taught in Michaelmas Term 2006. In the event of a candidate's opting to take a year out after having studied a chosen theologian, the examiners will set questions on that theologian in the year of that candidate's examination, even if that theologian is not available for study that year. Texts will be studied in English. One or two optional questions may be set which will require knowledge of the texts in original languages when these are other than English.

A candidate may offer a second major theologian from amongst those available in the year of his or her examination. In the event that a candidate does choose to offer a second major theologian, that candidate will offer paper 11 as two papers. To facilitate this, separate papers (11(a), 11(b) etc) will be set for each major theologian.

(a) Origen Origen on First Principles, Book I, trans. G.W. Butterworth (Peter Smith, 1973). On Prayer, trans. Rowan Greer in An Exhortation to Martyrdom, etc. (Paulist Press: Classics of Western Spirituality series, 1979). Prologue to the Commentary on the Song of Songs, trans. Rowan Greer, ibid.

(b) Augustine Confessions, Book 10, trans. H. Chadwick (OUP, 1991). Concerning The City of God against the Pagans, Book 14, trans. R.W. Dyson (CUP, 1998). On the Trinity, Book 10, trans. John Burnaby, in Augustine, Later Works, Library of Christian Classics, vol. VIII (SCM Press, 1955).

(c) Aquinas Summa Theologiae Ia, qq. 1–3, 13, 44–6; IaIIae, qq. 109–14; IIaIIae, qq. 1–2, 23–7; IIIa, qq. 2–6, 46– 9 (Blackfriars ed., vols. 1, 2, 3, 8, 30, 31, 34, 48, 54).

(d) Luther E. Gordon Rupp and B. Drewery, Martin Luther: Documents of Modern History (Edward Arnold, series, 1970), pp. 1–10, 15–41, 54–82, 100–2, 107–19, 121–42, 145-49, 166-69, 173-79). (These texts will be made available to you as copies.) Three Treatises, second revised edition (Fortress Press, Philadelphia, 1970) (£9.99.)

(e) Dostoevsky Notes From Underground (Vintage 1993), Part I; Crime and Punishment (Vintage, 1992), Part I, Chapters 2, 5 and 6; Part 4, Chapter 4; The Idiot (Granta 2001), Part I, Chapters 5& 6 (Marie), Part II Chapter 5, Part III Chapters 5-7; Demons (Everyman, 2000), Part III, Chapters 6.2 & 7; The Adolescent (Everyman, 2003), Part III, Chapter 7.3;

2007 18 ‘The Heavenly Christmas Tree’ (The Death of Innocents) and ‘The Dream of a Ridiculous Man’ (The Fall) – both from An Honest Thief and Other Stories (Heinemann, 1919 et al.); The Brothers Karamazov (Vintage 1992), Book V Chapters 3-5, Book VI, Book VII Chapter 4, Book XI Chapter 9, Epilogue Chapter 3. (Note: texts used in class will be taken from the Richard Pevear and Larissa Volokhonsky translations, except for the two short stories from the Constance Garnett translation, available in many editions.)

(f) Barth K. Barth, The Strange New World Within the Bible' in The Word of God and the Word of Man (Hodder & Stoughton, London, 1928), pp. 28–50. K. Barth, Church Dogmatics, I/1, § 1 (T. & T. Clark, Edinburgh, 1976), pp. 3–24; K. Barth, Church Dogmatics, IV/1, § 59 (T. & T. Clark, Edinburgh, 1956), pp. 157–357.

(g) Bonhoeffer Discipleship, Dietrich Bonhoeffer Works (DBW) 4, Minneapolis 1996, pp. 21-76. Creation and Fall, DBW 3, Minneapolis 1996, pp. 60-102 Life Together – Prayer Book of the Bible, DBW 5, Minneapolis 1995, 25-47. Ethics, DBW 6, Minneapolis 2005, pp. 257-298 (The Structure of Responsible Life); and SCM 1955 (7th impression 1998), 194-230; pp. 297-325 (State and Church). Letters and Papers from Prison, SCM enlarged edition 1971 (8th impression 1999): pp. 3-17; pp. 278- 87; 324-29; 343-49; 357-61; 370-71; 388-90; 398-99

Aims and Objectives Aims: To develop skills in detailed study of the texts of a major theologian in their historical and intellectual context.

Objectives: (a) Students will have acquired understanding of selected texts of their chosen theologian and, where appropriate, the relation of those texts to their historical and cultural circumstances. (b) Students will have developed skills in detailed analysis of theological texts, and in articulating their doctrinal and methodological features. (c) Students will be aware of the inter-relation of doctrinal and historical study.

Course Delivery Classes: Eight 90 minute classes held in the Michaelmas Term of students’ third year (i.e. the Michaelmas Term preceding the examination). If fewer than three candidates opt for a given theologian it will not be possible to provide classes for that option. Assessment through one 3 hour written examination, requiring candidates to answer three questions, which may include a mandatory question requiring comment on selected passages.

2007 19 Paper 12. Philosophy of Religion

Course Description The subject will include an examination of claims about the existence of God, and God's relation to the world: their meaning, the possibility of their truth, and the kind of justification which can or needs to be provided for them, and the philosophical problems raised by the existence of different religions. One or two questions may also be set on central claims peculiar to Christianity, such as the doctrines of the Trinity, Incarnation, and Atonement.

Aims and Objectives Aims: To familiarize students with the literature on the coherence and justifiability of central theistic claims and to enable them to contribute to the discussion.

Objectives: That on completion students: (a) will have acquired an understanding of the principal ways in which the Western monotheisms understand the nature of God have been spelled out; of the main classical and modern arguments for and against the existence of God, and arguments which claim that the practice of a theistic religion does not require support from good arguments for the existence of God; and of the literature of other doctrines common to the major theistic religions. (b) will be able to argue for and against various positions in the field, through writing essays and participating in discussion.

Course Delivery

Lectures: 8 in Michaelmas Term: ‘Introduction to the Philosophy of Religion’

Assessment is by one 3 hour written examination in which students will be expected to answer three questions from a total of some ten possible questions.

2007 20 Paper 13. Christian Moral Reasoning

Course Description Candidates will be expected to elucidate and assess themes in a Christian tradition of ethical reasoning in relation to major ethical writings and contemporary moral and social debates. The paper will consist of four sections: (a) Christian Moral Concepts; (b) Government and its tasks; (c) Medical Ethics; (d) Sexual Ethics. Candidates will be required to answer questions from section (a) and one other section.

(a) Christian Moral Concepts The Grey Book specifies eight general topics with the form “such as”, i.e. they are suggestive, not exclusive: love, freedom, natural and revealed law, the supreme good, conscience, virtues, sin, justification and grace. Not all of these eight topics will appear each time, but the examiners will be reasonably expected to relate not fewer than five questions to them. There may also be questions about particular theories or schools, traditions, or doctrines bearing on ethics. These questions may exhibit greater variation in the light of current discussions, but among them one may expect to see such themes as: “narrative identity” and postmodernism; inter-religious moral argument; the characteristic marks of Roman Catholic, Eastern Orthodox, Anglican etc.; the influence of Luther and/or Kant on Protestant ethics; “idealism”; the relation between philosophy and theology in Christian Ethics, etc.

Four major ethical texts are specified, of which you are required to know one. You would be well advised, however, in the course of your tutorial work, to become familiar with two.

. Augustine, On Christian Doctrine bk. 1. . Thomas Aquinas, Summa Theologiae Ia IIae, qq. 91-94 . Martin Luther, “The Freedom of a Christian” in Luther’s Works vol. 31. . Dietrich Bonhoeffer, “Ethics as Formation”, in Ethics.

(b) Government and its Tasks The Grey Book identifies five groups of topics (a) justice, law and authority; (b) forms of government, local, national and international; (c) government, society and the church; (d) coercive use of force in punishment and war; (e) responsibilities for education, employment, economy and environment. The examiners may be expected to set at least one question on each. The Grey Book requires theological interpretations of these topics. This does not exclude the use of political philosophy, sociological or political science, but it does expect that theo-political concepts (e.g. the rule of God) and traditional theo- political theories (e.g. the “just war”) will be given an appropriate place in the discussion. There is a general expectation (in the opening regulation) that these questions will be answered “in relation to significant ethical writings” where appropriate.

Though any text you have studied may make a good discussion, one or more of the following could be especially helpful, though questions will not be set on them directly:

. Augustine, City of God bk 5 or bk 19. . John of Salisbury, Policratius bk. 4. . Marsiglio of Padua, Defensor Minor (trans. Ed. Cary Nederman, Cambridge University Press) . Richard Hooker, Laws of Ecclesiastical Polity, bk 1, chs. 8-16. . D. Bonhoeffer, “Church and State”, “On the Possibility of the Word of the Church to the State”, in Ethics. . Stanley Hauerwas, “Should War be Eliminated?” in The Hauerwas reader.

2007 21 (c) Medical Ethics The Grey Book lists eight topics with a “such as” formula: (i) the doctor-patient relationship and its social context; (ii) planned parenthood, contraception and abortion in both personal and social contexts; (iii) artificial reproduction; (iv) genetic manipulation; (v) experimentation on humans; (vi) organ transplantation; (vii) priorities in treatment and research; (viii) the prolongation of life, terminal care, and the ending of life. It is not to be presumed that the questions set will in any year correspond with these eight. This section is likely to be news responsive, and on such news related items you will need to show yourself as well informed as an attentive and thoughtful member of the public may be expected to be, but not have specialist medical knowledge. Emphasis may shift in response to current developments; it may be expected, however, that one question will always bear on each of (i), (ii), (vii) and (viii). The wording of (iv) should be understood in the light of the title of the section – i.e. not everything to with genetics, but genetic manipulation in the service of medicine. Here, too, a use of suitable important texts is expected where it is appropriate. The following are suggested as examples, though questions will not be set on them directly:

. Francisco di Vitoria, Reflection on Homocide. . Paul Ramsey, “The indignity of Death with Dignity”; in The Essential Ramsey, also in On Moral Medicine, eds. Stephen Lammers, Allen Verhey. . Robert Spaemann, “Are All Human Beings Persons?”, from Personem. Translation held in the digital library. . Oliver O’Donovan, “And who is a Person?” and “In a Glass Darkly” in Begotten or Made. . Gilbert Meilaender, “How Bioethics Lost the Soul” in Body, Soul and Bioethics.

(d) Sexual Ethics The Grey Book lists eleven topics with “such as” formula, i.e. they are meant to be suggestive, not exclusive. These can conveniently be grouped into 3 units: (a) marriage: celibacy, the goods of marriage, the sacramentality of marriage, family, divorce, polygamy; (b) sexuality: (social) differentiation of the sexes, homosexuality, sexual sin; (c) anthropological questions: body and soul, erotic affection. Within the first unit candidates may expect always to be offered a question on the sacramentality-indissolubility- divorce nexus, and always a question on the goods of celibacy and marriage nexus. In present circumstances it is quite likely that examiners will wish to ask a question bearing in some way on homosexuality. Candidates are expected to discuss these questions with a reasonable knowledge of the Christian tradition and a sensitivity to current concerns. Again, a discussion of important texts, where appropriate, is expected, and the following examples are suggested, though direct questions will not be asked:

. Augustine, On the Good of Marriage . Martin Luther, “The Estate of Marriage”, in Luther’s Works vol. 45. . Karl Barth “Man and Woman” (Church Dogmatics III/4. §54 1) . Paul Evdokimov, The Sacrament of Love . Catechism of the Catholic Church: “The Sacrament of Matrimony” (§1601-1666) and “The Sixth Commandment” (§2331-2400).

Aims and Objectives Aims: The aim of the Christian Moral Reasoning paper is to develop a capacity for moral reasoning, either from within, or in some relation to, the Christian moral tradition. Candidates are, of course, always free to advance their own convictions.

2007 22 Objectives: That on completion students will be able: (a) to mount reasonable and well-argued discussions, taking into consideration significant differences of opinion, and evaluating in a well-informed way the contribution of the Christian tradition of thought to the elucidation of moral questions. (b) to learn to use various types of supporting materials which can be adduced in a good discussion of a moral question: Biblical, historical texts from the tradition, contemporary writing. (c) to conduct moral discussions both ‘in relation to major ethical writings” and in relation to “contemporary moral and social debates”. In assessing the attainment of this objective, examiners are likely to be more impressed by a judicious selection – and above all, by a well reasoned and carefully argued use – of such material, than by an encyclopaedic attempt to amass it in quantity.

Course Delivery A general series of lectures is provided in Michaelmas Term to cover Section A (Christian Moral Concepts). Sometimes an alternative series of lectures is offered in Trinity Term. These are introductory in nature, and an important assistance to anybody beginning the subject; but they need supplementing by major tutorial essays, which will help students learn to handle moral concepts in framing your own arguments. The other Sections are provided for by coordinated combinations of lectures and classes, in which attendance and participation is monitored and evaluated. Much essential material will be covered in the lectures and classes.

Assessment is by one 3 hour written examination in which candidates are required to answer one essay question and one gobbet question in Section A (Christian Moral Concepts) and one essay question and one argument question from one of sections B, C, and D. Students are advised to assign an hour to each essay and half an hour to the gobbet and argument questions in examinations.

2007 23 Paper 14. The Nature of Religion

Course Description The paper will consist of questions on the main classical and contemporary approaches to the study of religions. It includes an overview of methods of both the humanities and the social sciences, essentialist approaches as well as historical and social scientific approaches. Candidates should be aware of the main debates in the Study of Religions, from the debate concerning the definition of ‘Religion’ to post-modern topics of gender and post-colonialism. The course addresses issues involved in claims for religious truth and rationality, of 20th Century discussions of religious conflict and diversity, and of inter-religious dialogue. It focuses on phenomenological descriptive studies as well as studies in explaining religion.

Aims and Objectives Aims: The aim of this paper is to enable students to take an informed view of the place of religion in the modern world. By examining the main classical and contemporary approaches to the Study of Religions, the candidates should become critically engaged in the discussions in the Study of Religions. They should understand problems involved in the comparative study of religions, in particular the relations between religious belief and the study of religions, including the problem of inter-religious dialogue.

Objectives: (a) Candidates should have acquired a good knowledge of the main classical studies in the field of the Study of Religions such as: E. Durkheim, Elementary Forms of the Religious Life; M. Eliade, The Sacred and the Profane; M. Weber, The Sociology of Religion; C. Geertz, Interpretation of Cultures; B. Malinowski, Malinowski and the Work of Myth; N. Smart, The Religious Experience. (b) They should be aware in a general and accurate way of the main attempts to define religion and the problems of defining it. (c) They should have become acquainted with the work of Freud, Turner, Evans-Prichard, Doug;las and Berger. They should know in detail ONE of the following works, and know the others in a more general way: S. Freud, The Origins of Religion (or any other of his books from the reading list); V. Turner, The Ritual Process; M. Douglas, Purity and Danger; E. Evans-Pritchard, Witchcraft, Oracles and Magic among the Azande; P. Berger, The Sacred Canopy. (d) They should be aware of the major explanations that have been offered of religious belief, and of the problems in giving such explanations. (e) They should have acquired some knowledge of relevant theological discussions of the nature of religion and the debate of the relationship between religions, and should show detailed knowledge of at least ONE of the following: K. Ward, Religion and Revelation; J. Hick, An Interpretation of Religion; W. Cantwell Smith, Towards a World Theology: or G. Lindbeck, The Nature of Doctrine. (f) They should be aware of the major debates in the field of Study of Religions, e.g. the outsider/insider problem, religious pluralism, gender issues, religious violence, post-colonialism, and the debate concerning claims for religious truth and rationality.

(g) Candidates should be enabled to make critical use of the current discussions in their study of different religions.

Course Delivery

Lectures: 16 given in Michaelmas and Hilary Terms: ‘Introduction to the Study of Religion’ (8) Michaelmas Term ‘The Nature of Religion’ (8) Hilary Term

2007 24 Seminars: 8-10 fortnightly interdisciplinary seminar in the Study of Religions, throughout the academic year, on topics directly relevant to the course.

Assessment is by one 3 hour written examination in which three questions must be answered.

The following books are recommended to students of this subject. They will be discussed in lectures, at least once every two years, and questions may be set in examination which explicitly or implicitly invite reference to one or more of them. Passages for comment will not, however, be set on the examination paper.

P. Berger, The Sacred Canopy: Elements of a Sociological Theory of Religion. [Published also under the title: The Social Reality of Religion] (Garden City, New York: Doubleday, 1967). M. Douglas, Purity and Danger (London: Routledge, 1966, 1985 or any other edition). E. Durkheim, The Elementary Forms of a Religious Life (London: Allen and Unwin, 1915 or any later edition). M. Eliade, The Sacred and the Profane (New York and London: Harvest Press, 1965 or any other English edition). E. Evans-Prichard, Witchcraft, Oracles and Magic among the Azande (Oxford, Clarendon Press, 1976). S. Freud, The Origins of Religion (Collected Works, vol. 13, Harmondsworth: Penguin 1990), or any other English edition of Totem and Taboo and Moses and Monotheism. C. Geertz, The Interpretation of Cultures, Chapers 4-7 (pp. 87-192 of Fontana edition, London 1993). B. Malinowski, Malinowski and the Work of Myth, ed. By I Strenski (Princeton, Princeton University Press). E. Said, Orientalism (London: Penguin 2003). N.Smart, The Religious Experience, (Upper Saddle River: Prentice Hall, 1996). V. Turner: The Ritual Process: Structure and Anti-Structure (New York: Aldine de Gruyter, 1995 or any other edition). M. Weber, The Sociology of Religion, (Boston: Beacon Press 1956).

2007 25 Paper 15. The Formation of Rabbinic Judaism (Judaism I)

Course Description This paper examines the history of rabbinic Judaism from the first century CE to the Renaissance against the background of the societies in which it flourished.

Aims and Objectives Aims: The course aims to give students some insight into the formation of rabbinic Judaism from the first to the sixteenth century CE. It aims to demonstrate how rabbinic Jews related to the Hebrew scriptures and to the surrounding cultures of their own day. The study of primary texts in translation aims to acquaint students with some classic texts of rabbinic Judaism. Objectives: The principal desired learning outcome of the course is that students will have acquired an understanding of the development of the distinctive characteristics of rabbinic Judaism in the period covered by the course.

Course Delivery Lectures: 8 in Michaelmas Term: ‘Formation of Rabbinic Judaism’ The series of lectures ‘Introduction to Jewish Life, Thought and Worship’ in Michaelmas Term is also highly recommended.

Number of tutorials: 8 in Hilary Term, only after attending the lectures ‘Formation of Rabbinic Judaism’ in Michaelmas Term

Assessment is by one three hour written examination in which candidates will be required to answer three essay questions.

2007 26 Paper 16. Judaism in History and Society (Judaism II)

Course Description This paper examines the nature of modern Judaism against the background of recent history, including such topics as: the impact on Jewish thought and society of the Enlightenment and the Emancipation; the growth of Hasidism in the eighteenth and Reform in the nineteenth century; responses to the Holocaust, to the establishment of the State of Israel, and to the women’s movement.

This paper may only be offered by candidates also offering paper (15).

Aims and Objectives Aims: The course aims to give students some insight into the development of Modern Judaism. It aims to demonstrate how Judaism related to surrounding cultures and especially how it has responded to the challenges of modernity and post-modernity. The study of primary texts aims to acquaint students with the self-understanding of Judaism at critical periods of its historical development. The course aims to equip students for and to stimulate them to engage in original research on the topics studied.

Objectives: (a) The principal desired learning outcome of the course is that students will acquire understanding of Judaism as a living religion, in a constant state of development as it responds to changing social and intellectual perspectives. (b) They should be aware of the theological development of Judaism since the French Revolution and the emergence of different religious movements in modern Judaism. (c) They should have attained an understanding of the differing theological viewpoints of thinkers from various religious movements of Judaism, such as S.R. Hirsch, A. Geiger, S. Schlecter, M. Kaplan and more contemporary thinkers like L. Jacobs, E. Borowitz and D. Hartman. (d) They should have become acquainted with the historical development of major historical documents such as the answers to Napoleon of the Jewish Assembly of Notables (1806) and the various platforms of the Central Conference of American (Reform) Rabbis. (e) They should have considered the impact of the Holocaust, Zionism and the creation of the State of Israel, and issues such as feminism on contemporary Jewish thought. (f) They should be aware of the complexities of contemporary Judaism encompassing a broad range of affiliation, beliefs and practices. Course Delivery

2007 27 Lectures: 16 in Michaelmas and Hilary Terms ‘Introduction to Jewish Life, Thought and Worship’ (8) Michaelmas Term ‘Modern Judaism’ (8) Hilary Term

Assessment is by one three hour written examination in which candidates will be required to answer three essay questions.

Prescribed Texts for Examination in 2007 Primary Texts for Study Hirsch, S.R., The Nineteen Letters of ben Uziel – in translation Jacobs, L., A Jewish Theology, Darton, Longman & Todd (1973) Mendes-Flohr, P., & Reinharz, Y., eds., The Jew in the Modern World: A Documentary History, OUP (1988) – selected readings Sacks, J., One People? Tradition, Modernity and Jewish Unity, Littman (1993)

Paper 17. Islam I: the Classical Period of Islam

Course Description This paper examines the historical development of theological thought in Islam, from the Prophet Muhammad to the end of the classical period (seventh to the fifteenth century CE). Particular attention is paid to (i) the interaction between the theology of Kalâm and the other major religious disciplines - exegesis (tafsîr), Tradition (hadîth), Law (fiqh), sects (firaq)-, mysticism (tasawwuf), and philosophy (falsafa); (ii) the structuring of the doctrinal debate in respect of theodicy, prophetology, and humanism. Candidates will be expected to show knowledge of such texts (in English translation) as are prescribed by the Board of the Faculty of Theology in the Michaelmas Term of the academic year preceding the examination.

Aims and Objectives Aims: To understand the historical development of theological thought in Islam, from the Prophet Muhammad to the to the 15th Century C.E., with a particular emphasis on the interaction between the theology of Kalâm and the other major religious disciplines - exegesis (tafsîr), Tradition (hadîth), Law (fiqh)), sects (firaq) -, mysticism (tasawwuf) and philosophy (falsafa).

Objectives: Candidates should be able to find their way around the major reference works on Islamic Studies. They are expected to gain an acquaintance with the Holy Book of Islam, the life and Tradition of the Prophet, and the most important classical definitions of the Islamic Creed (‘aqîda) and Way/Law (sharî‘a): Sunnism versus Shî‘ism, Ash‘arism versus Mu‘tazilism and Hanbalism. They should in some way be acquainted with the thought of, and major studies on, the great Muslim theologians and religious thinkers of the period.

Course Delivery Lectures: 8 given in Michaelmas Term: ‘Introduction to Islamic Theology I’

Assessment is by one 3 hour written examination.

Texts prescribed by the Board for examination in 2007

Qur’ân Suras 1-6 and 85-114.

2007 28 The Meaning of The Glorious Koran. An Explanatory Translation, by Mohammed Marmaduke PICKTHALL (New York: New American Library, n.d.). Internet: www.usc.edu/dept/MSA/quran Hadîth AL-NAWAWÎ (d. 1277), The Complete Forty Hadith. Translated by A. CLARKE (London: Ta- Ha Publishers, 1419/1998), viii-147 p., ISBN 1897940-74-2.

Law (fiqh) AL-SHÂFI‘Î, Muhammad b. Idrîs (d. 820), al-Risâla fî usûl al-fiqh – Treatise on the Foundations of Islamic Jurisprudence. Translated by Majid KHADDURI (Cambridge: The Islamic Texts Society, 1987), xii – 379 p., ISBN 0-946621-15-2. – Pages 116-122, 284- 290.

Creeds (‘aqîda) WATT, W. M., Islamic Creeds. A Selection (Edinburgh: Edinburgh University Press, 1994), 107 p. - pages 30-40: Hanbalite creeds; pages. 40-47: Ash‘arite creed. ‘ABD AL-JABBÂR (d.1024), Kitâb al-usûl al-khamsa – Book of the Five Fundamentals. Translation in R. MARTIN, M. WOODWARD, D. ATMAJA, Defenders of Reason in Islam. Mu‘tazilism from medieval school to Modern Symbol (Oxford: Oneworld, 1997) – Pages 90-115.

Soufism AL-KALÂBÂDHÎ (d. 990?), The Doctrine of the Sufis (Kitâb al-Ta‘arruf li-madhhab ahl al- tasawwuf). Translated from the Arabic by A. J. ARBERRY (Cambridge: CUP, 1977), xviii – 173 p.

Theology (kalâm) AL-GHAZÂLÎ (d.1111), The Book of Knowledge. Being a Translation with Notes of the Kitâb al-‘Ilm of Ihyâ’ ‘Ulûm al-Dîn, by N. A. FARIS (Lahore, Sh. Muhammad Ashraf, 1962). – Pages 36-40, 52-57. IBN TAYMIYYA (d. 1328), Ibn Taymîya’s Struggle against Popular Religion. With an Annotated Transl. of his Kitâb iqtidâ’ as-sirât al-mustaqîm mukhâlafat ashâb al-jahîm by Muhammad U. MEMON (The Hague – Paris: Mouton, ‘Religion and Society, 1’, 1976). – Pages 326-330. AL-‘UBUDIYYAH, Being a true slave of Allah. Tran. By N. AL-KHATTAB (London: Ta- ha publishers, 1420/1999), 144p., ISBN 1-897940-88-2

2007 29 Paper 18. Islam II: Islam in the Modern World

Course Description This paper examines the development of Islam as a world religion since 1500, paying special attention to Islamic religious thought in the nineteenth and twentieth centuries. Topics include: the historical, political, and ideological contexts; new interpretations of traditional sources; Islamic movements; Islamic modernism. Candidates will be expected to show knowledge of such primary texts and secondary sources (in English translation) as are prescribed by the Board of the Faculty of Theology in the Michaelmas Term of the academic year preceding the examination.

This paper may only be offered by candidates also offering paper (17). Aims and Objectives Aims: To understand modern Islamic thought in its historical evolution, diversity and challenges, with a particular emphasis on the interaction between theological debates and society.

Objectives: Candidates should be able to find their way around the main reference works on Modern Islam. They should be able to take an informed view of the modern religious developments and debates in the Muslim world, of their contexts and of the problems raised, and be able to look at them in relation to classical Islamic thought. They should in some way be acquainted with the thought of, and major studies on, the great Muslim theologians and religious thinkers of the period.

Course Delivery Lectures: 8 given in Hilary Term: ‘Introduction to Islamic Theology II’

Texts prescribed by the Board for examination in 2007 Abduh, Muhammad (d. 1905), The Theology of the Unity. Trans. from the Arabic by I. Musa‘ad and K. Cragg (London: G. Allen & Unwin, 1966), 164 pp, Chapter 13 to end of the book: p. 122-160 Iqbal, Muhammad (d. 1938), The Reconstruction of Religious Thought in Islam (Delhi: Oriental Publishers & Distributors, 1975), vi – 203 pp. Chapter VI: The Principle of Movement in the Structure of Islam, pp. 146-179.

2007 30 Nursi, Bediuzzaman Said (d. 1960), The Letters, II. From the Risale-i Nur Collection (London: Truestar, 1995), [vi], 330 pp., 0-9521497-53. Letters 13-18: pp. 57-96. Qutb, Sayyid (d. 1966), Milestones (Ma‘âlim fî l-tarîq) (Lahore, Kazi Publications, n. d.), 160 pp. Or (Indianapolis: American Trust Publications, 1990), 138pp. Chapters 5-7: The Way of Life of Islam, The Universal Law, Islam is the Real Civilization, pp. 77-105 of the Lahore ed. Al-Mawdûdî, Sayyid Abû l-A ‘lâ (d. 1979), The Islamic Way of Life (Islâm Ka Nizâm Hayât). Edited by Khurshid Ahmad, Khurram Murad (Leicester: The Islamic Foundation, 1412/1992), 80 pp., 0-86037- 177-8. Rahmân, Fazlur (d. 1988), Islam & modernity: transformation of an intellectual tradition (Chicago: University of Chicago Press, ‘Publications of the Center for Middle Eastern Studies, 15’, 1984), [3] – 172 pp. Chapter 4: Prospects and Some Suggestions, pp. 130-162. Imâm Khomeinî, Islam and Revolution. Writings and declarations. Translated and annotated by H. Algar (London: KPI, 1985), 460 p. 0-7103-0098-0. In commemoration of the First Martyrs of the Revolution, p. 212-227. Lectures on Sûrat al-Fâtiha. 3: Veils of Darkness, Veils of Light, p. 389-403. Nasr, Seyyed Hossein, Islamic Life and Thought (Albany: State University of New York Press, 1981) 232 pp. 0-87395-491-2. Chapter 18: The Interior Life in Islam, pp. 191-199. Ramadan, Tariq, To be a European Muslim (Leicester: The Islamic Foundation, 1999), xiv-273p. 086037-300-2. Part Two: p. 111-235 Abou El Fadl, Khaled, The Ugly Modern and the Modern Ugly: Reclaiming the Beautiful in Islam, in Safi, O. (ed.), Progressive Muslims on Justice, Gender and Pluralism (Oxford: Oneworld, 2003), 1- 85168-316-X. Chapter 1: pp. 33-77 Qaradâwî (Al-), Yûsuf, Priorities of the Islamic Movement in the coming phase. Revised translation by S.M. Hassan Al-Banna (Swansea: Awakening Publications, 2002), xxiii-186 p., 09537582-1-4. Chapter 5: The Islamic Movement at Political and International Levels, p. 103-164.

2007 31 Paper 19. Early Buddhist Doctrine and Practice (Buddhism I)

Course Description The earliest Buddhist doctrine is studied against the background of the early Upanishads and other religious movements in north-east India about the fifth century BC. Practice includes both meditation and monastic life. The primary source is the Pali Canon supplemented by the commentarial literature of the Theravādin tradition.

2007 32 Aims and Objectives Aims: To give students some appreciation of the teachings of the Buddha in a way which stimulates thought and relates to any knowledge they may already have of other religions.

Objectives: Students who have studied this paper will: (a) have a basic knowledge of early Buddhism. (b) know how they can learn more. (c) have a sense of how Buddhism may call into question their pre-conceived ideas about what a religion is. (d) have written a series of coherent essays on topics central to the subject.

Course Delivery Lectures: ‘Introduction to the Teachings and Practices of Early Buddhism (8) Michaelmas

Number of tutorial/classes: 8

Assessment is by one 3 hour written examination in which candidates must answer three questions chosen from about twelve.

Paper 20. Buddhism in History and Society (Buddhism II)

Course Description The paper falls into two main parts. The first part covers the history of Buddhism’s diffusion through Asia, beginning with the emperor Asoka (third century BC); what forms of Buddhism have dominated which states and societies (and when), and their main similarities and differences; the development of Buddhist institutions. The second part deals with Buddhism in modern Asia.

2007 33 This paper may only be offered by candidates also offering paper 19.

Aims and Objectives Aims: To give students some appreciation of the various forms that Buddhism has taken and how these are related to other salient features of Buddhist societies.

Objectives: Students who have studied this paper will: (a) have a basic knowledge of Buddhism as a phenomenon in world history. (b) know how they can learn more. (c) have a sense of the parameters within which Buddhism has varied and the main lines of historical continuity. (d) have written a series of coherent essays on topics central to the subject.

Course Delivery Lectures: ‘Introduction to the History and Anthropology of Buddhism’ (8) Hilary Term

Number of tutorial/classes: 8

Assessment is by one 3 hour written examination in which candidates must answer three questions chosen from about twelve.

Paper 21. Hinduism I (Brahminism)

Course Description

This course offers a thematic and historical introduction to Hinduism for students of theology and religious studies. Focussing on the brahmanical tradition we will explore the textual sources, concepts, practices and social institutions that formed that tradition. Primary texts in translation will

2007 34 provide the basis for reflection on issues such as dharma, renunciation, caste, and concepts of deity. We then move on to some of the major philosophical developments of the tradition, with particular emphasis on the Vedanta. The course will raise theological and cultural questions about the relation between reason and practice, person and world, and society and gender. We will conclude with a consideration of Hinduism and modernity.

Aims and Objectives Aims: to give students an overview of the major developments that lead to contemporary Hinduism and to provide an understanding of the fundamental concepts and practices of the tradition.

Objectives: (a) to impart basic information about Brahminical Hinduism (b) To ensure that students know how they can learn more. (c) To provide experience in reading the primary texts in reliable translations, in learning to use primary texts for thematic purposes, and in understanding brahmanical Hinduism in light of that reading. (d) To have them write a series of coherent essays on topics central to the subject.

Course Delivery Lectures: 8 given in Hilary Term: ‘Hinduism 1’

Assessment is by one 3 hour written examination in which candidates must answer three questions from about twelve.

Paper 22. Hinduism II (Bhakti, Vernaculars)

These lectures will examine conceptions of liberation and paths leading to liberation in the history of major Hindu traditions. The main focus will be Hindu theism. After an introductory lecture that raises some of the theological questions about the relation of path to goal and the importance of ritual (pūja) and asceticism in the history of Indian religions, we will begin with an examination of Samkhya, the philosophical backdrop of Yoga, and move on to the opening Yoga-sūtras, their ideal of liberation as isolation (kaivalya), and the means of achieving that goal. We will trace the development of devotion

2007 35 (bhakti) and examine bhakti and yoga in the Bhagavad Gita before moving into the medieval period. Here the lectures will describe some developments of bhakti in vernacular literatures, focussing on both texts that advocate devotion to iconic forms of Vishnu, Shiva and the Goddess and the later texts that advocate devotion to an absolute without qualities. The course will examine the importance of ritual texts and the relation between ritual, devotion, surrender (prapatti), grace, and yoga. Lastly we will trace the themes of liberation and path with examples from selected tantric traditions.

The course will raise critical theological questions through engaging with texts in translation and raise the question about the extent to which liberation is a rhetoric that overlays other cultural forces. By the end of the course the student should have an understanding of soteriology in Hindu traditions, an understanding of some the main literatures associated with this, and an awareness of the philosophical and theological problems entailed. These lectures are aimed at students of theology and religious studies.

This paper is normally offered only by candidates also offering Paper 21: Hinduism I, and some materials studied for that paper will be of use in this paper as well. In particular students will be expected to discuss the similarities and differences between Sanskrit and vernacular representations of Hinduism

Aims and Objectives Aims: to deepen students’ understanding of Hindu theism and paths to the goal of liberation.

Objectives: Students will: (a) have acquired a basic knowledge of Hindu theism particularly in Indian vernacular traditions; (b) gain experience in reading primary texts and understanding Hindu traditions in the light of that reading; (c) see how they can learn more; (d) have written a series of coherent essay on topics central to the subject.

Course Delivery

Lectures: 8 given in Trinity Term. ‘Hinduism II’

Assessment is by one 3 hour written examination in which candidates must answer three questions from about twelve.

Paper 23. Selected topics (Old Testament) I

Course Description Candidates will be required to show detailed knowledge of one of the following topics. They will be required to comment on passages from the prescribed texts in English (New Revised Standard Version), and will be given an opportunity to comment upon the Hebrew text of certain specified chapters and sections.

2007 36 (i) Prophecy 1 Samuel 9; 10 2 Samuel 7 1 Kings 13; 18; 22 Isaiah 1; 5-8; 10; 40; 42-44; 49; 51-53; 55 Jeremiah 1-5; 7-9; 11; 12; 26-28; 31 Ezekiel 1-4; 8-11; 14; 18; 20; 23; 36; 37 Amos 1-5; 6-9 Zechariah 1-8; 13

Among these the following may be offered in Hebrew: 1 Kings 13; 18; 22 Isaiah 42-44 Amos 1-5

(ii) Apocalyptic Isaiah 24-27 Daniel Zechariah 1 Enoch 1-16 (ed. H.F.D. Sparks, The Apocryphal Old Testament, OUP, 1984) 2 Esdras 3-14 Revelation

Among these the following may be offered in Hebrew: Isaiah 24-27 Zechariah 9-14

Aims and Objectives Aims: To enable students to acquire a detailed knowledge of one particular genre of Old Testament literature, to gain insight into the ways in which books of this type can be interpreted, and to develop their critical understanding of the historical and literary context of such books.

Objectives: (a) Students who have studied for this paper will have a detailed knowledge of the specified texts and be able to comment intelligently on short selected passages from them (optionally from the Hebrew text). (b) They will be aware of a variety of critical approaches to these texts. (c) They will have a knowledge of the texts’ historical contexts. (d) They will have a more general knowledge of the genre represented by the specified texts and be able to distinguish it from other genres within the Old Testament.

Course Delivery Lectures: 6-8 lectures on Prophecy and 6-8 lectures on Apocalyptic to be given every other year. Lectures on Prophecy will be given in Hilary Term 2007

Number of tutorials: 6-8

2007 37 Assessment is by one 3 hour written examination, requiring candidates to write a compulsory ‘gobbet’ question (choosing four passages to comment on) and to write two essays.

Paper 24. Selected topics (Old Testament) II

Course Description

2007 38 Candidates will be required to show detailed knowledge of one of the following topics. They will be required to comment on passages from the prescribed texts in English (New Revised Standard Version), and will be given an opportunity to comment upon the Hebrew text of certain selected chapters and sections.

(i) Wisdom Proverbs 1-9; 22:17-31:31 Job 1-19; 38-42 Ecclesiastes Wisdom of Solomon 1-9 Ecclesiasticus (Sirach) Prologue; 1:1-25:12; 36:18-43:33; 51

Among these the following may be offered in Hebrew: Proverbs 1-9

(ii) Worship and Liturgy Exodus 12-15; 19; 20; 24 Leviticus 1-7; 16 Deuteronomy 12-18 1 Kings 5-8 1 Chronicles 16 Psalms 2; 18; 24; 27; 47-51; 68; 72; 78; 89; 95-100; 110; 113-118; 122; 124; 126; 128; 130-132 A.E. Cowley, Aramaic Papyri of the Fifth Century B.C. (OUP, 1923), nos. 21; 30-34

Among these the following may be offered in Hebrew: Exodus 19; 20; 24 Leviticus 16 Psalms 24; 95-100

Aims and Objectives Aims: To enable students to acquire a detailed knowledge of one particular genre of Old Testament literature, to gain insight into the ways in which books of this type can be interpreted, and to develop their critical understanding of the historical and literary context of such books.

Objectives: (a) Students who have studied for this paper will have a detailed knowledge of the specific texts and be able to comment intelligently on short selected passages from them (optionally from the Hebrew text). (b) They will be aware of a variety of critical approaches to these texts. (c) They will have a knowledge of the texts’ historical contexts. (d) They will have a more general knowledge of the genre represented by the specific texts and be able to distinguish it from other genres within the Old Testament.

Course Delivery

Lectures: 6-8 lectures on Wisdom and 6-8 lectures on Worship and Liturgy to be given every other year.

2007 39 Lectures on Wisdom will be given in Michaelmas Term 2006 Lectures on Worship and Liturgy will be given in Hilary Term 2007

Assessment is by one 3 hour written examination, requiring candidates to write a compulsory ‘gobbet’ question (choosing four passages to comment on) and to write two essays.

Paper 25. The Hebrew of the Old Testament

2007 40 Course Description Candidates will be required to show a general knowledge of the language, with a special study of the following prose texts from which passages will be set for translation and comment: Genesis 6-9 Exodus 20; 24 1 Kings 17-2 Kings 2 Nehemiah 4-6

Candidates will also be given an opportunity to show knowledge of Hebrew verse, and especially of the following texts, from which passages will be set for translation and comment: Joel Psalms 1;23; 24; 45-48; 96 Isaiah 40-45

Candidates who do not offer Hebrew verse will not thereby be penalised.

Aims and Objectives Aims: To enable students to read Biblical Hebrew prose (and optionally also verse), and to study selections from several biblical books in Hebrew.

Objectives: (a) Students who have studied for this paper will have a good grasp of Biblical Hebrew grammar, syntax, and vocabulary. (b) They will be able to read most of the prose sections of the Old Testament in Hebrew, and optionally some of the verse sections. (c) They will be able to translate and point the set texts, and to comment intelligently on points of linguistic and textual interest. (d) They will be able to answer questions on Biblical Hebrew grammar and syntax. (e) They will be able to translate simple English prose into correct Biblical Hebrew.

Course Delivery Classes: 32 language classes: (see the timetable below) 8 composition classes: (see the timetable below) 28 on the prose set texts: ‘Genesis 6-9, Exodus 20, 24’ (8) Michaelmas Term; ‘Nehemiah 4-6’ (4) Hilary Term; ‘1 Kings 17-2 Kings 2’ (16) Hilary Term Optionally, 16 classes on the verse set texts: ‘Isaiah 40-45’ (8) Hilary Term; ‘Selected Psalms and Joel’ (8) Trinity Term.

Biblical Hebrew Timetable

2007 41 1. If you have studied Hebrew for Prelims and intend to take the Hebrew paper in Finals, you should attend classes as follows: 1st Year Trinity Term: Reading Biblical Hebrew

2nd Year Michaelmas Term: Genesis 6-9, Exodus 20, 24 Hilary Term: 1 Kings 17 - 2 Kings 2 Nehemiah 4-6 Trinity Term: Psalms 1, 23, 24, 45-58, 96 and Joel (optional) Trinity Term: Hebrew Syntax and Composition

3rd Year Hilary Term: Isaiah 40-45 (optional)

2. If you take up Hebrew after Prelims, you should attend the following: 1st Year Trinity Term: Elementary Hebrew 2nd Year Michaelmas Term: Elementary Hebrew Hilary Term: 1 Kings 17 - 2 Kings 2 Nehemiah 4-6 Trinity Term: Psalms 1, 23, 24, 45-58, 96 and Joel (optional) Trinity Term: Hebrew Syntax and Composition 3rd Year Michaelmas Term: Genesis 6-9, Exodus 20,24 Hilary Term: Isaiah 40-45 (optional)

Paper 26. Archaeology in relation to the Old Testament

2007 42 Course Description The subject includes the geography of Palestine and of the neighbouring lands; the history of the development of Canaanite, Hebrew and Jewish social life and culture; the history of places of worship and their furniture; and the general results of recent archaeological research in the Ancient Near East, insofar as they throw light on these subjects.

Aims and Objectives Aims: To enable students to gain some understanding of a number of archaeological discoveries in Palestine and neighbouring countries (both artifactual and textual) from the Old Testament period and to show how our understanding of the Old Testament may be illuminated by them.

Objectives: (a) Students who have studied for this paper will have gained a general understanding of the methods used by archaeologists in excavating sites in Palestine and neighbouring countries. (b) They will have gained knowledge of the artifactual and textual finds at a number of important archaeological sites dating from the Old Testament period. (c) They will have gained an understanding of how these discoveries can serve to shed light on various aspects of Old Testament study, including the history and religion of Israel. (d) They will have reflected on the extent to which it is possible for archaeological discoveries to confirm or dispute the truth of statements in the Old Testament.

Course Delivery Lectures: 16 given in Michaelmas and Hilary Terms: ‘Topics in Biblical History’ (8) Michaelmas Term ‘Archaeology and the Old Testament: An Introduction’ (8) Hilary Term (delivered every other year, the course will next be offered in Hilary Term 2007)

Assessment is by one 3 hour examination in which candidates will be required to write three essays.

Paper 27. Religions and Mythology of the Ancient Near East

2007 43 Course Description The paper will include a wide range of questions. The following texts are prescribed for special study: (a) Akkadian Myths and Epics: The Epic of Gilgamesh (standard version) and the Creation Epic, in S. Dalley, Myths from Mesopotamia (OUP, 1989), pp. 50-125, 233-74. (b) Hittite Myths: The disappearance of Telepinu (version 1), The Song of Kumarbi, in H.A. Hoffner, Hittite Myths (Scholars Press, 1990), pp. 14-17, 40-43. (c) Egyptian Myths, Hymns and Prayers: in M. Lichtheim, Ancient Egyptian Literature (Berkeley, University of California Press, 1975-1980), vol. I, pp. 51-7, 131-3; vol. II, pp. 81-132, 197-9, 203-23. (d) Ugaritic Myths: Baal and Yam, The Palace of Baal, Baal and Mot, in J.C.L. Gibson, Canaanite Myths and Legends (2nd edn., T. & T. Clark, 1978) (e) The Sefire Inscriptions, in J.C.L. Gibson, Textbook of Syrian Semitic Inscriptions, vol. II (OUP, 1975) pp. 18-56. (f) Philo of Byblos' Phoenician History, in H.W. Attridge and R.A. Oden, Philo of Byblos, The Phoenician History (Catholic Biblical Association of America, 1981).

Aims and objectives Aims: To enable students to acquire a knowledge of certain specified ancient Near Eastern mythological and religious texts as well as more general knowledge of the religions and mythology of the ancient Near East.

Objectives: (a) Students who have studied for this paper will have acquired a detailed knowledge of the specified texts and will be able to comment intelligently on short selected passages from them, as well as writing essays relating to them. (b) In addition students will have obtained a more general knowledge of the religions and mythology of the ancient Near East. (c) They will have reflected on the extent to which the Old Testament shows dependence on its ancient Near Eastern religious environment and the extent to which it reacts against it.

Course Delivery Lectures: Certain of the lectures listed below (not all are relevant to this course: see list outside Sackler Library, room 24 and in Theology Faculty Centre) Aspects of Mesopotamian Civilisation’ (24), Michaelmas, Hilary and Trinity Terms

Assessment is by one 3 hour written examination requiring candidates to answer a compulsory ‘gobbet’ question (choosing three passages to comment on) and to write two essays.

Paper 28. Hebrews to Revelation

2007 44 Course Description Candidates will be expected to show a knowledge of the theological, ethical, literary and historical issues posed by study of Hebrews and the book of Revelation. There will also be opportunity for candidates to show knowledge of James, 1 & 2 Peter, 1-3 John and Jude.

Candidates will be required to comment on two passages from Hebrews, including one printed in Greek only. They will also be required to comment on two passages from Revelation, including one printed in Greek only. Of the passages printed in Greek only, at least one passage from Hebrews will be taken from Hebrews 1-7, and one passage from Revelation will be taken from Revelation 4-6, 12-14.

Aims and Objectives Aims: To enable students to have the opportunity to study some specific texts from the New Testament in depth, to develop their critical understanding of the historical, literary and theological issues raised by these texts.

Objectives: Students who have studied for this paper will have (a) a detailed knowledge of the text of both Hebrews and the book of Revelation (b) an ability to comment on selected texts in translation and in the original languages (c) some understanding of the theology of these texts an the ability to discuss critically the historical and literary problems engendered by the texts studied (e) a basic knowledge of the literary antecedents of the texts studied and of their contribution to later Christian theology.

Course Delivery

Classes: 8 classes in Hilary Term. It is assumed that the paper will be taught by classes only. If fewer than four students opt for the paper, it will not be possible to provide Faculty based classes for the paper. In this circumstance, tuition for the paper will be provided entirely through tutorials. Assessment is by one, 3-hour, written examination, the details of which are given under the course description.

2007 45 Paper 29. The New Testament in Greek (Optional Translation Paper)

Course Description Candidates will choose passages for translation from among a number taken from the Greek New Testament. The text used will be that of the United Bible Societies, 4th edn. The selection of passages will allow candidates to select passages for translation from the following texts and chapters: Acts 20-26, Colossians, 1 and 2 Thessalonians, Hebrews 7-10, James, 1 and 2 Peter, Revelation 1-12. There will also be opportunity to translate passages from outside these specified chapters.

Aims and Objectives Aims: To enable students to acquire the necessary skills to be able to translate passages from the Greek New Testament into English.

Objectives: Students who take this paper will be able to translate into English passages from the Greek New Testament.

Course Delivery

Teaching is on an individual basis or through small groups arranged through colleges.

Assessment is by one, 2 hour, written examination.

Note: This paper is only available as an optional translation paper and not as a full FHS paper.

2007 46 Paper 30. Varieties of Judaism 100 B.C. - A.D. 100

Course Description

The paper will include a number of general questions and the following texts are prescribed for special study: Set Texts in English. Qumran Community Rule, MMT (Miqsat Ma`ase Ha-Torah) (Some Observances of the Law) and Commentary on Habakkuk, in G. Vermes, The Complete Dead Sea Scrolls in English (Allen Lane/Penguin, 1997). Josephus, Jewish War II (Loeb, 1956); Antiquities XVIII, 1-119 (Loeb, 1965); Against Apion II, 145- 296 (Loeb, 1956). IV Ezra, ed. B. M. Metzger, in J. H. Charlesworth, ed., The Old Testament Pseudepigrapha (2 vols., DLT, 1983-5). Wisdom of Solomon (NRSV). Philo, Migration of Abraham; Life of Moses I, 1-84 (Loeb, 1958). Mishnah, Berakoth, Bikkurim, and Aboth, chapter 1 (translated Danby, OUP, 1933). Psalms of Solomon XVII, tr. S. P. Brock, in H. F. D. Sparks, ed., The Apocryphal Old Testament (OUP, 1984). I Enoch 92-105, tr. M. A. Knibb, in Sparks, op. cit. Any or all of the following texts may be offered in the original languages. Such questions will only be set when a candidate or candidates have given notice on the entry form of an intention to comment on texts in Hebrew and/or Greek. Qumran Community Rule 1-4, in E. Lohse (ed.), Die Texte aus Qumran, Hebräisch und Deutsch (2nd edn., Darmstadt, Wissenschaftliche Buchgesellschaft, 1971). Qumran Commentary on Habakkuk, ed. E. Lohse, op. cit. Josephus, Antiquities XVIII, 1-28, 63-4, 109-19 (Loeb, 1965). Philo, Life of Moses I, 1-44 (Loeb 1958).

Aims and Objectives Aims: To enable students to have a basic knowledge of the main trends in Judaism in the period 100BC – AD100 with particular reference to prescribed texts.

Objectives: Students who have studied for this paper will have: (a) an understanding of the main trends within Judaism in the period 100BC – AD100. (b) an ability to comment on selected texts either in translation or in the original languages. (c) the requisite interpretative skills to offer a critical evaluation of the evidence for Judaism in the prescribed period.

Course Delivery Lectures: 8 given in Michaelmas Term: ‘Varieties of Judaism’

2007 47 Assessment is by one 3 hour written examination in which candidates must attempt one question requiring comment on set texts and must also write two essays.

Paper 31. The Beginnings of the Church and its Institutions to AD 170

Course Description Candidates will be expected to show a knowledge of the history, worship, and institutions of the church in this period, including baptism, eucharist, forms of ministry, models of the church, house-churches, heresy and orthodoxy, apostolic tradition, appeals to scripture, relations with the synagogue, marriage, communications, diet. They will be required to comment on passages from the following texts in English translation:

Set Texts: Ephesians, 1 & 2 Timothy, Titus, Jude, 1 Clement (Loeb Apostolic Fathers I, 1912) Chs. 1-6, 36-65. Epistles of Ignatius (Loeb Apostolic Fathers I, 1912) to The Ephesians, Smyrneans, Philadelphians. The Didache (Loeb Apostolic Fathers I, 1912). The Epistle of Barnabas (Loeb Apostolic Fathers I, 1912). Ptolemy's Letter to Flora. New Eusebius ed. J.Stevenson (revised ed., 1983). Shepherd of Hermas, Vision 3 (Loeb Apostolic Fathers II, 1913). Justin First Apology 31-41, 61-7 (1997) L.W. Barnard in Ancient Christian Writers Vol. 56 (Paulist N.Y., 1997). Justin Dialogue with Trypho 47, 90-111 (Ante-Nicene Fathers, reprinted 1989).

The following may also be offered in Greek:

1 Timothy, 2 Timothy, Titus, Ignatius to the Ephesians (Loeb): Didache 7-16 (Loeb); Justin First Apology 61, 65-7 (ed. M.Marcovich 1994).

Aims and Objectives Aims: To enable students to acquire knowledge of the history, worship and institutions of the church up to AD 170 through study of specified texts from early Christianity.

Objectives: (a) Students who have studied for this paper will have some detailed knowledge of the specified texts. (b) They will be able to comment intelligently on selected passages from the specified texts. (c) They will have more general knowledge of the evidence available for a historical study of the Church in period up to AD170 and will be able to analyse that material with critical understanding.

Course Delivery Lectures: No lectures specifically for this paper are provided. Lectures / classes available for Paper 4 (Pauline Literature) and paper 7 (Luke-Acts) are relevant.

2007 48 Paper 32. Christian Liturgy Course Description Candidates will be expected to study the rites of initiation and the eucharist up to AD 451, the relationship between liturgy and theology and the influence of early Christian worship on contemporary liturgical revision.

Candidates will be expected to have studied the following texts. Bracketed texts will not be examined by gobbets. E.C. Whitaker, Documents of the Baptismal Liturgy (3rd edn., SPCK, 2003), pp. 1-11, [11-13], 14-21, 40-50, 124-127, 176-183. R.C.D. Jasper and G.J. Cuming, Prayers of the Eucharist: Early and Reformed (3rd edn., Pueblo, 1987), pp. 7-12, 20-44, [52-66], 67-81, 88-99, 114-123, 129-137, 143-146, 159-167. E.J. Yarnold, The Awe-Inspiring Rites of Initiation (2nd edn., T. & T. Clark, 1994) pp. [70-75], 76-97. [Church of England, Common Worship (Church House Publishing, 2000), Eucharistic Prayers B & F 188-190, 198-200]

[Church of England, Common Worship: Initiation Services (Church House Publishing, 2005)]

[Methodist Church, Methodist Worship Book (Methodist Publishing House, 1999). The Baptisms of those who are able to answer for themselves, and of Young Children, with Confirmation and Reception into Membership, 62-75; Eucharistic Prayer for Ordinary Seasons (3), 215-217]

[Roman Catholic Church, The Roman Missal (ICEL, 1973), Eucharistic Prayers 2 & 4]

[Roman Catholic Church, The Rite of Christian Initiation of Adults (ICEL, 1985)]

[M. Thurian and G. Wainwright (eds.), Baptism and Eucharist: Ecumenical Texts in Convergence (WCC Publications, 1983), Eucharistic prayer from the Eucharistic Liturgy of Lima, 252-254]

Aims and Objectives Aims: To enable students to acquire a critical knowledge – supported by detailed study of the original sources – of the evolution of Christian worship up to AD 451.

Objectives: (a) Candidates will have detailed knowledge of the origin and development of rites of initiation and the eucharist up to AD451. (b) They will be able to assess their influence upon contemporary liturgical revision. (c) They will be able to reflect on the relationship between liturgy and theology.

Course Delivery

Text Classes: 8 given in Hilary Term.

Assessment is by one 3 hour written examination

2007 49 Paper 33. Early Syriac Christianity

Course Description In its earliest years Christianity took firm root amongst the Aramaic-speaking peoples of the Middle East who came to employ one particular Aramaic dialect, Syriac, in their prolific theological literature. Living in the frontier lands of the ancient Roman and Persian Empires, but early spreading to Arabia, India, Asia and China, they developed a distinctive poetic and symbolic approach to theology, strongly grounded in Scripture, which was only subsequently influenced by Western philosophical models. An ascetic spirituality also exercised a profound influence. The consequences of these factors can be both startling and stimulating for readers accustomed only to Western theology. This course (which presumes no knowledge of Syriac!) will provide an introduction to this ancient branch of Christianity and its distinctive theology.

Candidates will be expected to show a general knowledge of symbolism in the theology of the early Syriac Church.

The following texts are prescribed for special study: Odes of Solomon 6, 11, 17, 19, 21, 24, 30, 36, 42, tr. J.A. Emerton in H.F.D. Sparks. The Apocryphal Old Testament (OUP, 1984). Acts of Thomas, secs. 1-29, 108-14, tr. A.F.J. Klijn (E.J. Brill, 1962). Aphrahat, Demonstrations 1, 4, 6, 12 (Dem. 1 and 6 tr. in J. Gwynn, ed. Select Library of Nicene and Post-Nicene Fathers II.13 [1898, repr. W.B. Eerdmans, 1956], Dem. 4, tr. S.P. Brock, The Syriac Fathers on Prayer and the Spiritual Life [1987], ch. 1; Dem. 12, tr. in J. Neusner, Aphrahat and Judaism [E.J. Brill, 1971]). Ephrem, Sermon on Our Lord, tr. in E. Mathews and J. Amar, St Ephrem the Syrian. Selected Prose Works (1994); Hymns on the Nativity, nos. 1 and 2, tr. K. McVey, St Ephrem the Syrian. Hymns (Classics of Western Spirituality, 1989); Hymns on Faith, no. 10, Hymns on the Church, no. 36; Hymns on Epiphany, nos. 1 and 6; tr. S.P. Brock in T. Finn, Early Christian Baptism and the Catechumenate (1992). The Hymns, tr. S.P. Brock, The Harp of the Spirit: Eighteen Poems of St Ephrem (Fellowship of St Alban and St Sergius, 2nd edn. 1983). Letter to Publius, tr. S.P. Brock, Le Muséon (1976) Book of Steps, Homily 12, tr. R. Murray, Symbols of Church and Kingdom (CUP, 1975).

Aims and Objectives Aims: To enable students, most of whom will lack previous familiarity with the subject, to acquire a basic but specific knowledge of the historical evolution and inner life of Syriac Christianity, especially during the first four centuries.

2007 50 Objectives: (a) Students completing this course will have reflected upon the distinctive character of early Syriac Christianity, upon its differences from the Greek Christian world, and upon its links with Judaism. (b) They will have studied in translation prescribed texts taken from a representative range of Syriac sources, including material from the Odes of Solomon, the Acts, Thomas, Aphrahat, Ephrem, and the Book of Steps.

(c) They will have given particular consideration to the use of symbolism in the theology of the early Syriac Church.

Course Delivery Lectures: 8 given in Trinity Term: ‘Introduction to Early Syriac Christianity’

Assessment is through one 3 hour written examination in which there are two parts: Question 1 (which is obligatory) consists of short passages from the prescribed texts for comment; candidates must select four passages out of the seven that will be set. Questions 2-8 are essay questions, from which two must be answered.

2007 51 Paper 34. History and Theology of the Church in the Byzantine Empire from A.D. 1000 to A.D. 1453

Course Description Candidates will be expected to show knowledge of the constitution and worship of the Church; monasticism; the development of mystical theology; the relations between Church and state and with the Western Church.

Aims and Objectives Aims: To enable students - most of whom will have no previous acquaintance with the subject - to acquire a basic yet detailed knowledge of the history, institutions and religious thought of Greek Christianity during the later Byzantine period.

Objectives: (a) Students who complete this course will have studied the place of the Church in Byzantine life, the influence of the Emperor in religious affairs, the possible threat posed by the continuing tradition of Hellenic philosophy, and the contribution of monasticism to society. (b) They will have considered the differences during this period between Greek and Latin Christianity, the emergence of the schism between Rome and Constantinople, and efforts made to secure reunion. (c) They will have been introduced to the leading mystical theologians in the later Byzantine period, especially Symeon the New Theologian and Gregory Palamas. (d) They will have assessed the principles underlying Byzantine missionary work in the Slav lands.

Course Delivery Number of Tutorials: 8

Lectures: 8 given in Trinity Term – The History and Theology of the Byzantine Church

Classes: 8 in Trinity term – Byzantine Church History: source readings

2007 52 Paper 35. Science and Religion

Course Description The principal object of the course is to explore the richness and diversity of the relations between science and religion as they have been constructed in western cultures. Simplistic models of conflict and harmony, which have so often served ideological purposes, will be exposed through historical and critical analysis. The role of ideological belief in the rise of modern science will be examined, as will the challenge to religious orthodoxies from new forms of science. There will be an opportunity to study the religious beliefs of major scientists, such as Newton and Darwin, and the responses of theologians to major paradigm shifts within the sciences. The interplay between natural theology and the natural sciences will be explored together with the classic critiques of physico-theologies. Questions will also be raised concerning the most appropriate response theologians might make to contemporary neuroscience and genetic reductionism. Recurrent issues such as the presumed existence of extra-terrestrial life will be considered, as will the relations between scientific and religious eschatologies.

Aims and Objectives Aims: The course aims to encourage critical thinking on the ways in which scientific and religious beliefs might be judged to be independent or mutually relevant. Mythologies inherited from the past will be revisited and an emphasis placed on the importance of local contexts in shaping receptivity to new forms of science. Some famous controversies from the past will be used to lend perspective to current debates and there will be an opportunity to evaluate doctrinaire positions on such topical issues as genetic reductionism, the advance of neurosciences, the revitalisation of natural theology and the existence of extra-terrestrial intelligence.

Objectives: Students should acquire a critical understanding of the different models routinely used to relate scientific knowledge and practice to religious understandings of the world. They should be able to discuss the rise of scientific naturalism and offer a balanced account of the problems it has raised for religious belief. They should be able to illustrate the diversity of religious belief among scientists and give a critical account of the role of the sciences as agents of secularisation.

Course Delivery Lectures: 16 lectures on ‘Science and Religion’ delivered in Michaelmas and Hilary Terms

Assessment is by one, 3 hour, written examination.

2007 53 Paper 36. Christian Spirituality

Course Description Candidates will be expected to discuss Christian prayer in its theological, psychological and historical aspects, paying particular attention to contemplation and mystical prayer. There will be four groups of texts, and candidates will be expected to have studied two of them.

(a) Patristics Gregory of Nyssa, The Life of Moses, Book 2, tr. A.J. Malherbe and E. Ferguson, The Classics of Western Spirituality (SPCK/Paulist Press, 1978) pp. 55-137. Ps.-Macarius, Homilies 1, 5, 15, tr. G.A. Maloney, The Classics of Western Spirituality (SPCK/Paulist Press, 1992). Evagrius Ponticus, The Praktikos and Chapters on Prayer. (Translations available in Faculty Library must be used). Ps.-Dionysius the Areopagite, The Mystical Theology. (Translations available in Faculty Library must be used). (b) English Fourteenth-century Mysticism The Cloud of Unknowing, tr. J. Walsh, The Classics of Western Spirituality (SPCK/Paulist Press, 1981). Julian of Norwich: Revelations of Divine Love, tr. E. Colledge and J. Walsh, The Classics of Western Spirituality (SPCK/Paulist Press 1978). (c) Spanish Mysticism Teresa of Avila, The Interior Castle, tr. E. Allison Peers in Complete Works, vol. II (Sheed and Ward, 1946), pp. 199-351. John of the Cross, Living Flame of Love , 2nd redaction, tr. E. Allison Peers in Complete Works, vol. III (3 vols in one, Anthony Clarke, 1978) pp. 103-95. (d) The Wesleys and William Law Texts in A.C. Outler, ed., John Wesley, Library of Protestant Theology (OUP 1964), pp. 197-231, 251-98 (i.e. Sermons on Justification by Faith and on The Witness of the Spirit; Discourse II on The Law Established by Faith; Sermon on Christian Perfection; The Scripture Way of Salvation; Thoughts on Christian Perfection.) E.H. Sugden, ed., The Standard Sermons of John Wesley, vol. II (7th edn. Epworth Press, 1968). Sermons 32 (The Nature of Enthusiasm), 34 (Catholic Spirit), 39 (New Birth), 40 (Wilderness State). H.A. Hodges and A.M. Allchin, A Rapture of Praise: Hymns of John and Charles Wesley (Hodder and Stoughton, 1966). The following hymns: 3, 9, 22, 27, 38, 54, 55, 81, 84, 90, 105, 118, 124, 126, 131. William Law: The Spirit of Prayer: Part 1, ed. S. Spencer (James Clarke, 1969). Aims and Objectives

2007 54 Aims: To enable students to assess the meaning of prayer within the Christian life, both in the past and in the contemporary world.

Objectives: (a) Students who have studied for this paper will have reflected critically upon the significance of prayer in its theological, psychological and historical aspects. (b) They will have given particular consideration to contemplation and mystical prayer. (c) They will have worked in detail upon two out of four groups of prescribed texts. These four groups are taken from the following areas: 1) Patristics 2) English Fourteenth-century Mysticism 3) Spanish Mysticism 4) The Wesleys and William Law

Course Delivery Lectures: 8 given in Hilary Term: ‘Christian Spirituality’

Assessment is by one 3 hour written examination, requiring candidates to answer one ‘gobbet’ question and two essay questions

2007 55 Paper 37. The Sociology of Religion

Course Description The paper will consist of two parts. Candidates will be expected to answer at least one question from each part. (a) Texts Candidates will be expected to know at least one of the following in detail: (i) K. Marx, Marx on Religion, ed. J. Raines, Temple University Press, 2002, together with Capital, chapters 1 and 13 (Penguin Books, 1990) (ii) E. Durkheim, The Elementary Forms of the Religious Life (Allen and Unwin, 1976). (iii) M. Weber, The Protestant Ethic and the Spirit of Capitalism (Harper Collins, 1991). (iv) E. Troeltsch, The Social Teaching of the Christian Churches (2 vols., J. Knox, 1992). (v) Talcott Parsons, Action Theory and the Human Condition (New York, 1978).

(b) Themes Candidates will be expected to show an understanding of some of the following issues in sociology of religion: secularization, fundamentalism, church and sect, new religious movements, civil religion. Questions will also be set on issues relating to class, race, legitimation, power and violence in religion and religious organization; and sociological readings of other parts of the Theology syllabus, including Biblical Studies, Doctrine and Church History. Familiarity with contemporary sociological discussion will be assumed.

Aims and Objectives Aims: To enable candidates to acquire an understanding of the major figures in the development of the sociology of religion together with a detailed knowledge of texts, and to develop a critical understanding of some of the major debates in contemporary sociology of religion and how these are related to the study of theology.

Objectives: Students who take this paper will: a) have achieved an understanding of the major figures in the development of the sociology of religion. b) have read and studied in detail a number of the prescribed texts. c) have become familiar with contemporary sociological discussion and will have acquired a critical understanding of the major debates in contemporary sociology of religion and how these relate to the issues listed in the course description. d) be able to relate their understanding of the sociology of religion to other aspects of the Theology syllabus.

Course Delivery

2007 56 Lectures: 8 in Hilary Term: ‘Sociology of Religion’

Assessment is by one 3 hour written examination in which candidates answer three questions including at least one question from both parts.

Paper 38. Psychology of Religion

Course Description Psychology of religion is concerned with human experience and behaviour associated with religion in general. Psychological explanations of religion are based on empirical research of human behaviour (cognitive, emotional and social) through lifespan and across different cultures. The paper will cover theories about aspects of behaviour or experiences relevant to religion and the empirical evidence on these theories; psychological research of different aspects of religion such as conversion, prayer, mysticism; cognitive and affective (i.e. psychoanalytic) accounts of religion; origin and development of religious concepts; normal and abnormal religious experience and behaviour; religious and secular moral behaviour; applications of psychology to religious education and health.

Aims and Objectives Aims: The course aims to provide an overview of the main issues in psychological study of religion that reflects contemporary developments in psychological theory and research. It also aims to stimulate an interest in psychological findings about religion and encourage the perception of scientific psychology as relevant to explaining religious experience/behaviour.

Objectives: On completion of the course of lectures and tutorials, students will have: (a) been introduced to the main psychological accounts of human religious behaviour as distinct from those offered by other disciplines. (b) become aware of the main methodological developments in modern scientific psychology and of their relevance to critical appraisal of the early and non-psychological accounts of human religious experience. (c) acquired a more complete understanding of specific religious phenomena and critically examined the usefulness of the empirical approach to religion. (d) enriched their transferable skills by handling information from a variety of sources.

Course Delivery Lectures: 8 given in Michaelmas Term: ‘Introduction to the Psychology of Religion’ Number of tutorials: 8. Students are advised not to take tutorials for this paper prior to attending the course of core lectures.

Assessment is by one 3 hour written examination in which in which candidates will be required to write three essays.

2007 57 Paper 39. The Bible: Its Use and Influence

Course Description Candidates for this paper will be expected to have an understanding of the authority and role of the Bible in theological and ethical discussion and in Christian practice and liturgy. There will also be an opportunity to consider theories of interpretation, the use of the Bible in non-academic as well as academic contexts, and visual, dramatic and musical, as well as literary explorations of the Bible. A wide range of questions will be set, allowing candidates to concentrate on particular periods and issues. The Board (through the Handbook for Students in the Final Honour School of Theology) may prescribe for more detailed study the interpretation of one or more biblical texts. The paper will be examined by three hour written examination and short essay of not more than 3,000 words.

The provisions of clauses 2-4 and clause 6 of the regulations concerning essays will apply to the submission of the short essay, save that in clause 2, approval must be sought not later than Friday in the fourth week of Michaelmas Term in the year of the examination.

Aims and Objectives Aims: to enable participants to acquire knowledge of the ways in which the Bible has been used and has exercised an influence as an authoritative text, within the Christian Churches and as a major contribution to wider culture, and to develop critical understanding by introducing them to the basic principles of biblical hermeneutics.

Objectives: (a) That candidates who complete this course will have achieved a sense of the variety of the uses and influences of the Bible. (b) That they will have compared biblical study in the academy with other approaches to the Bible. (c) That they will have reflected upon the criteria employed in assessing interpretations, and the possibility and desirability of achieving consensus concerning them. (d) That they will have a more detailed knowledge of the interpretation of one or both of the biblical books set for more detailed study (currently Job and Revelation).

Course Delivery Lectures: 8 given in Hilary Term: ‘The Bible: Its Use and Influence’

Assessment is by one 3 hour written examination (75% of marks), and one essay of not more than 3,000 words (25% of marks).

2007 58 Paper 40. English Church and Mission 597-754

Course Description Candidates will be expected to study the main lines of the history of the English Church in this period, and some aspects of its theology. There will also be an opportunity to study works of art. Candidates will be expected to have studied the texts in Group I, on which alone gobbets will be set, and in at least one of sections (a), (b), (c) in Group II.

Group I (a) Bede, Ecclesiastical History of the English People, Preface, Bks I, 23-24; II; III; IV; V, 9-10, 19. (trans. L. Sherley-Price, revised R.E. Latham, with introduction and notes by D.H. Farmer, Penguin Classics, 1990) pp. 41-43, 72-265, 278-82, 300-06. (b) Bede's Letter to Egbert, trans D.H. Farmer, ibid., pp. 337-51. (c) Bede, On the Temple, trans. S. Connolly, in J. O’Reilly (Liverpool University Press: Translated Texts for Historians 21, 1995), Prologue and Book I to I, 8.4, pp. 1-33; Book II, 18.8 to 20.9, pp. 76- 100. (d) Eddius Stephanus, Life of Wilfrid in The Age of Bede, (ed. D.H. Farmer, trans. J. Webb, Penguin Classics 1988) pp. 105-82. (e) `The Dream of the Rood', in A Choice of Anglo-Saxon Verse, ed. and trans. R. Hamer (Faber, 1970), pp. 161-71.

Group II (a) Adomnan of Iona, Life of St Columba, ed. and trans. R. Sharpe, (Penguin Classics, 1995) (b) Bede, Life of Cuthbert, in The Age of Bede (Penguin Classics, 1988), pp. 41-102. Bede, Lives of the Abbots of Wearmouth and Jarrow, ibid., pp. 185-208 Bede's Homily on the Gospel for the Feast of St Benedict Biscop, in Bede, Homilies on the Gospels, trans. L.T. Martin and D. Hurst, Preface by B. Ward, (Cistercian Studies Series, 110, 1991), pp. 125- 32. Letters of Aldhelm, in Aldhelm, The Prose Works, trans. M. Lapidge and M. Herren (Boydell and Brewer, 1979), pp. 152-70. (c) Willibald's Life of St Boniface and The Correspondence of St Boniface, in C.H. Talbot, The Anglo- Saxon Missionaries in Germany, (Stead and Ward, 1954), pp. 25-62, 65-149.

Aims and Objectives Aims: To achieve a rounded understanding of the creation of a Christian society in a culture which had different religious assumptions, and to see how particular political and social structures interacted with this newly unifying ideological force.

Objectives:

2007 59 (a) Students will study the main lines of the history of the English Church in the period, and some aspects of its theology.

(b) Students will have the opportunity to study works of art produced in the cultural setting of middle Anglo-Saxon England, and assess the cultural contacts with the rest of Europe which these illuminate. (c) Students will be required to study texts from the period, comprising a compulsory core and a choice of further biographical texts and collections of letters.

Course Delivery Lectures: 8 given in Trinity Term: Lectures covering this paper will be available in the History Faculty in Michaelmas Term, under ‘History of the British Isles 300-1087’ Dr. J Blair and Others

Assessment is by one 3 hour written examination, requiring candidates to answer two essay questions and one ‘gobbet’ question which is based on texts in Group I.

Optional translation papers (2 hours each)

The translation component of paper (25), The Hebrew of the Old Testament may be offered as an optional extra paper by candidates who are not taking the full paper. Paper (29), The New Testament in Greek, may also be offered as an optional extra translation paper.

2007 60 IV ADDITIONAL INFORMATION

Aims and Objectives of the Faculty of Theology

A. Aims

The Faculty of Theology shares the University’s general aims as found in its Mission Statement. In providing teaching in Theology, it aims: 1. To provide undergraduate and graduate education of high quality through the strengths of the University and its constituent Colleges, the Permanent Private Halls and the Theological Colleges. 2. To attract good quality applications for both undergraduate and graduate study, in the context of the University’s policy on equal opportunities. 3. To provide a challenging and supportive learning environment that encourages students to achieve their academic and personal potential. 4. To foster intellectual qualities and the development of certain key (transferable) skills. 5. To equip students for transition to further study or vocational training, or in other ways help prepare them for many different careers, and to contribute to ministerial training, whether full- time or part-time. 6. To provide access to the knowledge and skills of research-active staff. 7. To maintain and enhance the quality of the courses through consultation, feedback, continuing review and ongoing revision.

B. Objectives

All courses share the objectives that students will  experience a challenging education in Theology that exploits the strengths of the Faculty and the benefits of the collegiate and tutorial systems that operate in Oxford

 pursue coherent but flexible programmes of study, combining breadth and depth

 enjoy access to excellent library collections and a good range of IT facilities, and learn to use libraries effectively

 have the opportunity to participate in a wide range of extra curricular activities to stimulate personal development

 receive academic and pastoral support from tutors and others, and have the opportunity to receive appropriate careers advice.

Aims and Objectives for the undergraduate courses On completion students will have:

1. Gained knowledge and understanding of the Christian tradition, through study of the Bible, the development of Christian doctrine in its historical context, and the thought of modern theologians, and been given the opportunity to study another world religion.

2. Been enabled to form their own judgement on the main themes of Theology, drawing upon insights from the various sub-disciplines in which they have been engaged.

2007 61 3. Been enabled to make connections between Christian Theology and modern intellectual developments. 4. Developed critical and analytical skills, and the ability to combine insights from such disciplines as history, the reading of texts in their cultural contexts, and the examination of the coherence of truth claims in religion. 5. Become familiar with key concepts and principles. 6. Developed independence of learning and of approach, and a faculty for critical thinking. 7. Developed the ability to read with sensitivity texts from different ages and/or traditions, through following a structured programme of regular reading assignments. 8. Developed and presented (usually in writing) to their tutors their own critical understanding of the issues studied, acquiring good written communication skills, the ability to formulate arguments clearly, and good organizational skills. 9. Received regular tutorials (and/or seminars) with specialist tutors. 10. Received regular oral or written feedback on written work. 11. Had the opportunity to attend lectures designed to complement their other teaching on their chosen core and specialist papers.

In addition, within the Theology BA students will have:

• taken an active role in planning a path through their programme, selecting subjects both within the core and within the three tracks

• developed some specialization by ‘clustering’ options within distinct tracks, with a particular emphasis on the Bible, or history and doctrine, or the study of religion

• acquired knowledge of at least one of the biblical languages, and been given the opportunity to develop the skill of reading a biblical text in the original language and of commenting on it critically.

2007 62 Grade Descriptors used to award marks to examination paper answers

This statement is intended to help examiners mark fairly and consistently, and to assist students to learn what the examiners are seeking in their work.

100 to 70 First Class: Work displaying analytical and argumentational power, with good command of the facts and/or arguments relevant to the questions and evidence of ability to organise them with clarity, insight and efficiency. When these qualities are evident throughout, the mark should be 74 or above.

69 to 60 Upper Second Class: Work displaying analytical power and argumentation of the quality associated with a First, but with less comprehensive and thorough command of evidence; or work showing considerable thoroughness but less analytical skill or less clarity in organization.

59 to 50 Lower Second Class: Competent work with no major defects, but giving an incomplete account of the question, or marred by inaccuracies; or work which demonstrates lapses in (but does not lack) analytical and argumentational skills.

49 to 40 Third Class: Work that is generally weak with muddled argumentation, but containing some evidence of knowledge of facts and analytical skill; or work that, while competent and knowledgeable in itself, does not address the question asked by the examiners.

39 to 30 Pass: Very poor quality work, showing only slight evidence of having studied.

29 to 0 Fail: Work of such a low standard that it cannot be given a Pass mark

2007 63 Marking Conventions for the Final Honour School of Theology

See the Grade Descriptors above for equivalents of marks to classification (first, 2:1, 2:2 etc). The Theology Faculty Board agreed the following marking conventions for the Final Honour School of Theology for use in 2006. They provide a guideline for students. However, students should note that these are subject to annual review and modification and may be different for examination in 2007. Students will be notified of any changes during Trinity Term 2007.

First: Either: (i) Average mark of 68.5 or greater. At least two marks of 70 or above. No mark below 50

(ii) Average mark of 65 or greater. At least three marks of 75 or above. No mark below 50.

Upper Second: Average mark of 59 or greater. At least two marks of 60 or above. No mark below 40.

Lower Second: Average mark of 49.5 or greater. At least two marks of 50 or above. No mark below 30.

Third: Average mark of 40 or greater. Not more than one mark below 30.

Pass: Average mark of 30 or greater. Not more than two marks below 30.

A “non-satis” on the Greek/Hebrew requirement for a NT/OT paper results in the mark for that paper being reduced by one class (i.e. normally 10 marks).

Viva voce examinations will only be held under exceptional circumstances which might include cases of suspected plagiarism or cheating but also any other cases in which the board of examiners feels that a viva would be of serious value in determining the result.

2007 64 Optional Translation Papers

The final mark for the paper is to be determined as an assessment of its overall quality in relation to the general conventions about the relationship between numerical marks and classes noted above.

(a) No candidate will be penalised in any way by a low – even a fail – mark on these papers.

(b) If a candidate is in line for a first, a final mark of 78+ on a translation paper counts as one of 70 in adding up possible qualifying marks in the criteria.

(c) (i) If a candidate is in line for a 2.1, a final mark of 70+ on a translation paper could count as one of 60 in adding up possible qualifying marks in the criteria.

(ii) If the candidate would do better by the averaging route, the mark is halved, and the average calculated as over 8.5 papers. For other purposes the mark is ignored.

(d) If a candidate is in line for a 2.2, a final mark of 60+ on a translation paper could count as one of 50 in adding up possible qualifying marks in the criteria.

(e) If a candidate is in line for a 3, a final mark of 50+ on a translation paper would count as one of 40 in adding up possible qualifying marks in the criteria.

(f) In borderline cases a good mark on a translation paper could count for righteousness.

Optional Extended Essay

(a) Candidates who choose to submit an extended essay as an extra element (in addition to 8 written papers) may count the mark for their essay as one of their qualifying marks to be considered for a particular class.

(b) No candidate will be penalised in any way by a low mark – or even a fail – on the extended essay if this is submitted in addition to 8 written papers.

2007 65 Advice on Tutorial Essay Writing

Tutors will offer advice on tutorial essay writing. The following is offered as a general guide to common expectations.

1. Do not begin writing your essay until you have:

(a) carefully examined the wording of the question;

(b) reviewed and mentally selected those parts of your reading that are relevant to answering the question directly;

(c) ordered your material into a logically-structured sequence;

(d) re-read the question to check the relevance of your answer.

2. The opening paragraph should set out the approach you are going to take and, to some extent, raise the central issues.

3. Succeeding paragraphs should expand upon your key theme. The opening sentence of each paragraph might be a ‘topic’ sentence, designed to carry your overall argument further. The rest of the paragraph might then develop and illustrate the idea(s) presented in that topic sentence.

4. Concluding paragraphs might well be used to express the limits of the question, and you may wish to discuss the points of view which cannot be resolved. The final paragraph should normally restate your argument and express your final conclusion.

5. Some general rules:

(a) Your essay should answer the question as analytically and clearly as possible. (b) Your essay must be structured around an argument. (c) You should assess the primary evidence (biblical, historical, etc., as appropriate) carefully, and include some discussion of the nature of that evidence. (d) You should always provide examples to support your argument. (e) You should assess the ways in which scholars have approached the question and, when appropriate, place your own argument in relation to such scholarly discussions.

6. The usual length of a tutorial essay is between 2000 and 3000 words. A shorter, tightly argued and well-illustrated essay is better than a long and rambling essay with little or no structure.

7. Planning your time: Tutors will advise on the appropriate balance between reading and writing time. An important factor is to start writing soon enough to produce a good essay.

2007 66 Guidelines for Theology Long Essays

BEFORE YOU BEGIN

Read ‘Regulations concerning essays’ in the latest Examination Regulations (available for reference in the Faculty Office and Faculty Library) on the timing of your proposal, the length of the essay, and the final date for its submission. You should note that approval for your title must be sought by the end of the 4th week of the Trinity Term in the year preceding your examination. Requests for approval need to be submitted to the Secretary of the Faculty Board, who is based at the Humanities Divisional Office, 34 St. Giles. These are also printed on page 3- 4 of this book.

1. Choosing a Title

Avoid titles which are too lengthy or unfocussed. The title you submit for your proposal (see below) requires much careful thought. A general topic will be much less helpful to you than one which is specific and which shows you have selected a particular subject and know how to handle it.

Make sure your title allows you enough scope for a full term’s work (equivalent of, say, 8 tutorial essays).

But on the other hand, don’t be too ambitious. Remember there is a word limit and that the amount of work expected of you will be the equivalent of one paper. However outstanding the dissertation it can only count for one eighth of your marks. Students invariably find that the dissertation is a good test of their research skills, but it is no soft option: so don’t embark on the long essay unless there is a particular subject which can sustain your interest.

If you have written a tutorial essay for any particular paper, and you want to explore this further, make sure you take further advice from the relevant tutor. It may be that such a choice would create too much overlap with other topics in the paper as a whole: your tutor’s advice is crucial in this respect.

Titles which connect together two different theological disciplines are permissible: but again you ought to consult your relevant tutors to make sure this will work.

2. Submitting an essay proposal to the Examinations Committee

Your proposal should include:

 The essay title;  A outline, in about 100 words, of the substance of the essay: this would detail your aims and methods, with brief chapter outlines and what you expect the argument of the essay to be and why you think the topic is theologically significant;  A bibliography of about 20 relevant items (you do not need to have read them all at this stage, and your eventual bibliography will be about twice as long as this;  A letter of support from your college tutor, indicating who will be your supervisor.  A letter from your supervisor for the essay stating their approval for the subject.

2007 67 3. Organising your time

Start by breaking down your ‘abstract’ (the paragraph you supply with your essay proposal) into manageable sections, creating a detailed table of contents before you begin.

Some supervisors will advise you to start with the introduction, but it is likely that the introduction will change as you begin your research on the body of the work. So don’t spend too long on it to start with: one week (one tutorial-essay worth) at the most. But working on an introduction might help you to fill out your essay proposal: it should therefore cover your aims, your methods of research and why you feel the topic is theologically significant.

Aim to divide your work into weekly units: research it, draw up a rough plan. Write your first draft on each unit week by week. If you don’t, you’ll end up trying to write up everything in the last week of term.

4. Using resources

If your essay involves field work, plan this for the vacation.

Start with the bibliography you presented with your proposal. In addition you ought to look up other articles as you go – but avoid reading too much for too long. Always try and integrate reading with writing, working through section by section in the draft versions.

Make use of your supervisor. You ought to see them once for consultation about the title, and your proposed field of study. You should seek their advice on further sources available; they could also give guidance after each major section in a draft version. When you have finished your whole essay, it is in your own interest to see your supervisor once more with your full version. (The amount of supervisor’s time could be as much as, say, four hours overall.)

5. Getting the technical details right

You must learn to present your material in research style. The obvious way to do this is by using a model article: look for how it presents books and articles in your subject area.

You must acknowledge sources quoted in footnotes (or endnotes if your computer cannot create footnotes). If you have any doubt, ask your supervisor about the number and length of footnotes in your own subject area.

When writing footnotes or endnotes, you should be specific in giving relevant pages from the book or article. In general, avoid conducting an argument in a footnote. Since these words will be counted in the limit imposed on you, you might as well weave argument into the text. This makes for a tighter and neater way of writing than moving between one argument in the text and another in the footnote. Try to confine footnotes to a bibliographical reference, though it is a good idea sometimes to include a one sentence summary of an author’s point [with page number] if it is relevant to the argument. There are several different footnoting and reference styles available for use. The more usual style in the humanities is what is often called the ‘short title’ form. When making the first reference in your long essay to a book or article, use the following form of footnote:

Books:

2007 68 John Macquarrie, In Search of Humanity. A Theological and Philosophical Approach [SCM Press, London 1982], pp. 66-9 (alternatively title could be underlined rather than italicised).

Academic Journal Articles: Stephen W. Sykes, ‘The Role of Story in the Christian Religion: A Hypothesis’, Literature and Theology, 1 [1987], pp. 19-26, esp. p. 21

Magazine/newspaper articles: Geoffrey Parkinson, ‘I give them money’, New Society, 5 Feb. 1970

Articles in Edited Volumes David A Scott, ‘Creation as Christ: A Problematic Theme in Some Feminist Theology’, in Speaking the Christian God. The Holy Trinity and the Challenge of Feminism, ed. Alvin F. Kimmel Jr. [Eerdmans, Grand Rapids, Michigan, 1992], pp. 237-257, esp. pp. 240-1.

After the first reference, further references simply consist of the author’s surname and title, or, where appropriate, a shortening of it, e.g. Macquarrie, In Search of Humanity, p. 56. You should avoid the use of ‘op cit.’ (e.g. Macquarrie, op cit.), as this is confusing when there are several works by the same author referred to.

Alternatively, you could consult Style Book: Notes for Authors, Editors and Writers of Dissertations, published by the Modern Humanities Research Association, obtainable from academic booksellers and available for reference in the Theology Faculty Library. It is vital in an essay of this nature that you write in clear, grammatical English and conform to acceptable research standards.

For submission, your essay should be bound or held firmly within a stiff cover, with the title page visible. A sample title page follows (you may either photocopy the sample or produce your own in the same format). The essay should be accompanied by a sealed declaration that it is all your own work, as stated in the Examination Regulations. A standard note for this is included on the next page – copies can also be obtained in the Faculty Office. You will find information on presentation of your essay in the Examination Regulations.

2007 69 DISSERTATION DECLARATION PROFORMA

FACULTY OF THEOLOGY

FHS DISSERTATION

College:

Candidate Number:

Year of Examination:

Dear Chair of Examiners,

I ………………………………………….., declare that the accompanying dissertation is all my own work and that no part of it has been submitted for any other degree - either from the University of Oxford or another institution.

Yours sincerely,

(Signature of Candidate)

Name of College Tutor:

Name of Supervisor:

College of Supervisor:

2007 70 EXAMPLE OF COVER SHEET FOR LONG ESSAY

Candidate Number:

Paper 9967 (Extended Essay)

Essay Title:

Word Count:

I enclose with this essay the signed dissertation declaration (see previous page) in a separate sealed envelope.

2007 71 IV SUMMARY OF THE SYLLABUS AND ITS VARIOUS TRACKS IN THE FINAL HONOUR SCHOOL OF THEOLOGY To be examined in June 2007

Below is a summary of the three tracks for examination in 2007. Students may find it useful to use this when deciding on their particular track and their options within that track, but must consult the main body of the Handbook for full details.

All candidates must offer eight subjects, as specified below, from the Schedule of Papers.

TRACK I (i) Paper (1) or Paper (2) (ii) Paper (3) (iii) Paper (4) (iv) Paper (5) (v) Paper (6) (vi) EITHER Paper (1) or Paper (2) (whichever paper is not offered under (i) above) OR one paper chosen from Papers (23), (24), (25), (26), (27), or (30). (vii) One further paper. (viii) One further paper.

TRACK II (i) Paper (1) or Paper (2) (ii) Paper (3) (iii) Paper (5) (iv) Paper (6) (v) One paper chosen from Papers (8), (9), or (10). (vi) Paper (11). (vii) EITHER Paper (12) or Paper (13) OR a further option from Paper (11) (viii) One further paper.

TRACK III (i) Paper (1) or Paper (2) (ii) Paper (3) (iii) Paper (5) (iv) Paper (6) (v) Paper (14) (vi) and (vii) EITHER Papers (15) and (16) OR Papers (17) and (18) OR Papers (19) and (20) OR Papers (21) and (22). (viii) One further paper.

2007 72