Studiehåndbog for BA-uddannelsen i teologi 2011

Transcription

Studiehåndbog
for BA-uddannelsen
i teologi
2011-studieordningen
August 2011
Forord
Menighedsfakultet byder de nye studerende velkommen til bacheloruddannelsen i teologi
Det er mit håb, at de studerende ved MFs bacheloruddannelse her kan finde svar på det meste
omkring deres uddannelse. Men husk: I er altid velkomne til at spørge. Både studiekoordinatoren,
studielederen, underviserne og andre ansatte vil gerne bistå jer på jeres vej gennem studiet.
Jeg ønsker alle god fornøjelse ved læsningen. Forslag til rettelser og forbedringer modtages gerne.
22. august
Per Kolstrup
Studiekoordinator
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Indhold
Del 1 – Praktisk information
7
Formålet med studiehåndbogen....................................................................................................7
Information om Menighedsfakultetet...........................................................................................7
Kristent studiemiljø
7
Et uddannelsessted i udvikling
8
Kandidater med tilknytning til MF
8
BA-uddannelsen i teologi
8
Information om University of Wales ............................................................................................8
Pligter og rettigheder
9
Optagelse på studiet
9
Praktisk .........................................................................................................................................10
Egen-evaluering
10
Nøglekort/kopikort
10
eMF: e-læring MF
10
Biblioteket .....................................................................................................................................10
Regler for benyttelse
11
Førstehjælp ...................................................................................................................................12
Brand
12
Bil- og cykelparkering..................................................................................................................12
Studiemiljøet .................................................................................................................................12
MFU-ere
13
Andagter
13
Rundstykker
13
Frokost
13
Rusaftener
13
Mentorordning
13
Klagemuligheder ..........................................................................................................................14
Del 2 - fagbeskrivelser
15
BAT401 Theological Intro Course..............................................................................................16
BAT402 New Testament Greek I ................................................................................................19
BAT403 Introduction to the Bible A (OT) .................................................................................22
BAT404 History of Philosophy....................................................................................................26
BAT405 Introduction to the Bible B (NT) .................................................................................29
BAT406 History of Theology.......................................................................................................32
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BAT407 DiaKonia & ecclesiology ...............................................................................................35
BAT408 Biblical Hebrew .............................................................................................................38
BAT409 Latin ...............................................................................................................................40
BAT501 New Testament Greek II (advanced)...........................................................................43
BAT502-1 Church and Mission History I ..................................................................................46
BAT502-2 Church AND Mission History II ..............................................................................48
BAT503-1 Ethics and Philosophy of Religion I .........................................................................50
BAT503-2 Ethics and Philosophy of Religion II........................................................................53
BAT504-1 New Testament Exegesis I (Synoptic Gospels) ........................................................57
BAT504-2 New Testament Exegesis II (Gospel of John) ..........................................................61
BAT505 Practical Theology.........................................................................................................64
BAT506 Genesis............................................................................................................................71
BAT507 Hermeneutics .................................................................................................................74
BAT601 New Testament LETTERS...........................................................................................76
BAT602 psalms & prophets.........................................................................................................80
BAT603-1 Dogmatics I.................................................................................................................84
BAT603-2 Dogmatics II ...............................................................................................................87
BAT604 homiletics and Pastoral care ........................................................................................90
BAT605 Biblical Theology...........................................................................................................93
BAT606 Epistle to the Romans ...................................................................................................96
BAT607 Contemporary Religion ................................................................................................99
BAT608 Dissertation ..................................................................................................................101
Del 3 – Eksamen mm.
103
Eksamensprocedure ...................................................................................................................105
MF
105
AU
105
Eksamensinformation ................................................................................................................105
Semester:
106
Fag:
106
Vægt:
106
Niveau:
106
Eksamensform:
106
Tilladte hjælpemidler
107
Bedømmelse:
107
Eksamenstidspunkt:
107
Andel af slutkarakteren:
107
Sprog:
107
Eksamensformer.........................................................................................................................107
Skriftlige hjemmeopgaver
107
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Skriftlige eksaminer
108
Skriftlige eksaminer med ingen eller kun få tilladte hjælpemidler
109
Mundtlig eksamen
109
Selvstændige opgaver
109
Semesteropgaver
110
Bedømmelse ................................................................................................................................110
Karaktergivning
110
Hvordan opnår du bachelorgraden BA Honours in Theology ?
111
Hvordan består du faget?
111
Ikke bestået
111
Utilfreds med bedømmelsen? ....................................................................................................111
Plagiat og snyd ............................................................................................................................112
Sygeeksamen ...............................................................................................................................112
Meritoverførsel ...........................................................................................................................113
Særlige forhold ...........................................................................................................................113
Udvalg og nævn med relation til din uddannelse ....................................................................114
Studenterrådet (SR)
114
Bachelorudvalget (BA-U)
114
Examining Board
114
Dine muligheder for uddannelse efter bestået eksamen .........................................................115
Økonomiske og sociale forhold .................................................................................................115
Udgifter i forbindelse med studiet
115
Støttemuligheder
115
Ledige boliger og ledige stillinger
115
Bilag A: Uddannelsens opbygning (2011-studieordningen) ...................................................117
Bilag B: Eksamensordning for Menighedsfakultetets bachelorstudium...............................118
Bilag C: Regler for understregninger og tilføjelser i det materiale, som er tilladt at
medbringe til skriftlig eksamen på MF.................................................................................124
Bilag D: Omregningstabel for 12-skalaen til britisk karakterskala ......................................125
Bilag E: Studere i udlandet........................................................................................................126
Bilag F: The Unfair Practice Procedure...................................................................................128
Bilag G: The Interim Verification and Appeals Procedure ...................................................148
Bilag H: The Verification and Appeals Procedure..................................................................156
Bilag I: The Student Complaints Procedure............................................................................169
Bilag J: The Fitness to Practice Procedure ..............................................................................179
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Del 1 – Praktisk information
Formålet med studiehåndbogen
Studiehåndbogen kan anvendes som et opslagsværk undervejs i studiet og især i starten af studiet til
at besvare de spørgsmål, der måtte være for nye studerende på uddannelsen.
Studiehåndbogen giver dels et fagligt indblik i studiet, men også indsigt i de muligheder,
rettigheder, forpligtelser og ansvar, du har som studerende på Menighedsfakultetets
bacheloruddannelse i teologi.
Det forventes, at du ved studiestart læser studiehåndbogen igennem og stiller spørgsmål, hvis der er
afsnit, som du har spørgsmål til.
Kvaliteten af studiehåndbogen afhænger bl.a. af brugernes tilbagemeldinger. Derfor må du gerne
kontakte studiekoordinatoren med ønsker og forslag til forbedringer.
Det er hensigten, at studiehåndbogen løbende opdateres. Når der kommer tilføjelser eller rettelser til
studiehåndbogen, vil de nye sider blive udleveret til de studerende. Den nyeste version af
studiehåndbogen kan altid findes på E-læringsplatformen eMF. Du vil blive introduceret til eMF
som noget af det første på uddannelsen
Udover studiehåndbogen findes Læseplanen, der udkommer to gange om året i god tid før
semesterstart. Noget af informationen i studiehåndbogen har du måske allerede læst i læseplanen.
Læseplanen retter sig mod alle studerende med tilknytning til Menighedsfakultetet, hvorimod
Studiehåndbogen er målrettet de studerende på Menighedsfakultetets bacheloruddannelse i teologi.
Information om Menighedsfakultetet
Menighedsfakultetet (MF) i Århus er et teologisk uddannelsessted for fremtidens præster, teologer
og religionslærere. Al forskning og undervisning bygger på kirkens evangelisk-lutherske grundlag i
positiv tillid til, at Bibelen er Guds ord. Undervisningen på MF sigter på at uddanne forkyndere, der
selv brænder for evangeliet.
Drivkraften bag MF er en vision om en levende kirke, hvor Guds ord bliver forkyndt sandt og klart.
En vision om åbne og ægte menighedsfællesskaber, der beder og arbejder for at nå mennesker med
evangeliet. Med denne vision som drivkraft blev ”Sammenslutning til Oprettelse og Drift af et
Menighedsfakultet i Danmark” stiftet i 1967.
Kristent studiemiljø
MF ønsker at drive fuldt videnskabelig forskning og undervisning på Bibelens og bekendelsens
grundlag. Samtidig ser vi det som en hovedopgave at tilbyde et kristent studiemiljø, hvor studier og
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kristenliv udgør en helhed. Det kommer bl. a. til udtryk ved daglige andagter og tilbud om sjælesorg
til de studerende. På denne måde ønsker vi at fremme kommende præsters og forkynderes
personlige trosliv.
Et uddannelsessted i udvikling
Siden de første undervisningstimer i 1972 er udviklingen på MF gået stærkt. Antallet af studenter
og udbuddet af undervisning er vokset kraftigt. I løbet af et år bruger knap 100 studerende de
attraktive faciliteter nær Aarhus Universitet. MF har pt. (2011) 8 fastansatte lærere, heraf 6 med
teologiske doktorgrader, til at forestå undervisning og forskning. Derudover en stipendiat.
Kandidater med tilknytning til MF
Ca. 280 kandidater med tilknytning til MF har afsluttet deres uddannelse. Omkring halvdelen er nu
præster i den danske folkekirke. Andre er engageret i ydre missions tjeneste. Atter andre arbejder
med forskning og undervisning, eller er ansat i kirkelige organisationer.
Forbindelse til menighederne
MF er menighedernes fakultet og finansieres udelukkende af gaver fra private.
Ca. 6.500 husstande landet over modtager hver måned MF-Bladet, der informerer om institutionens
arbejde og behandler aktuelle kirkelige emner. Bladet er gratis. En anden livline til menighederne er
MFs omfattende møde- og kursusvirksomhed. Desuden har vi undervisningstilbud, der også retter
sig mod lægfolk og uddannede teologer. Der bliver opkrævet et deltagergebyr ved disse
undervisningstilbud, men som studerende på bacheloruddannelsen kan du deltage gratis.
BA-uddannelsen i teologi
BA-uddannelsen kvalificerer til at søge optagelse på et kandidatstudium i teologi eller giver
kvalifikationer til erhvervsarbejde i en kirkelig og /eller undervisningskontekst.
Succesfuld gennemførelse af uddannelsen giver ret til at bære betegnelsen ”Bachelor i Teologi”
(BA in Theology (with honours)).
Information om University of Wales
MFs bacheloruddannelse i teologi bliver akkrediteret af University of Wales. Uddannelsen følger de
regler og retningslinjer, som udstikkes af University of Wales.
University of Wales ikke er et decentralt organiseret universitet med seks afdelinger i Wales. Der er
afdelinger i Aberystwyth, Bangor, Lampeter, Swansea, Cardiff og Newport. Processen med at skabe
et University of Wales begyndte tilbage i 1893, og i tidens løb er de forskellige institutioner blevet
medlemmer. Med i sammenslutningen er derudover fire andre højere læreanstalter i Wales.
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Universitet har et organ, Validation Unit, som har til opgave at akkreditere akademiske skoler og
uddannelser over hele verden. Akkrediteringen betyder ikke blot, at man får et blåt stempel.
Universitetet fører løbende tilsyn med uddannelserne, og det udpeger en akademisk fagperson
(Moderator) som tilsynsførende for den enkelte uddannelse, som er blevet godkendt.
En lang række institutioner og colleges i Storbritannien, i Europa og over hele verden er blevet
akkrediteret af University of Wales. Flere evangelikale, bibeltro teologiske institutioner i Europa,
Asien og Afrika modtager akkreditering. I alt har University of Wales og dets tilknyttede
institutioner ca. 80.000 studerende. MFs studenter er en del af dette verdensompændende
fællesskab.
Nærmere oplysninger om University of Wales kan findes på www.wales.ac.uk samt i brochuren
”Validation Services” fra University of Wales, som du kan få udleveret af studiekoordinatoren.
Pligter og rettigheder
Som studerende på Menighedsfakultetets bacheloruddannelse i teologi er du samtidigt også
studerende ved University of Wales. Du har i den forbindelse såvel pligter som rettigheder. Du har
pligt til at følge de procedurer og retningslinier, som University of Wales stiller til deres studerende.
Derfor er eksamensprocedurer, klagemuligheder på din uddannelse forskellig fra praksis på
universiteretne i eksempelvis Aarhus. Dine rettigheder indbefatter bl.a., at du via internettet har
adgang til faciliteter, der udbydes af University of Wales bla. University of Wales’ On-line Library.
Hvis du ikke ønsker eller har mulighed for at færdiggøre hele den 4-årige uddannelse, har du
mulighed for at erhverve enten et certifikat (Undergraduate Certificate of Higher Education), hvis
du har gennemført godt et år af studiet, eller et diplom (Undergraduate Diploma of Higher
Education), hvis du har gennemført omkring to år af studiet. Kontakt studiekoordinator for
yderligere information om dette, hvis det bliver aktuelt for dig at forlade uddannelsen før du har
gennemført hele forløbet.
Dit endelige eksamensbevis udstedes af University of Wales. Du vil sammen med eksamensbeviset
få et ”Diploma Supplement,” som er et dokument, der beskriver dit studium og eksaminer, og som
kan anerkendes i hele Europa som dokumentation ved f.eks. ansøgning om optagelse ved
videregående uddannelser.
Optagelse på studiet
Der optages studerende på teologistudiet hvert andet år i ulige årstal.
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Praktisk
Egen-evaluering
Hvert kursus evalueres af både de studerende og kursuslederen. Denne evaluering har høj prioritet.
Det er derfor vigtigt, at alle studerende afser tid til evalueringen. Kun på den måde kan der skabes
mulighed for forbedringer dels af det pågældende kursus, inden det skal afvikles igen for et nyt hold
studerende; dels for at bruge erfaringerne til de næste kurser, du selv skal følge videre på din
uddannelse.
Nøglekort/kopikort
Studerende på bachelorudannelsen og andre studerende med fast tilknytning til MF kan mod et
depositum på 200 kr. få et nøglekort til MF Henvendelse på kontoret i åbningstiden 9.00 – 12.00 og
13.00 – 15.00. Samme kort anvendes, når man skal bruge kopimaskinen.
eMF: e-læring MF
På internetadressen emf.teologi.dk får du adgang til eMF, som er MFs e-læringsportal. Her kan du
finde oplysninger vedr. undervisning og arrangementer, downloade noter udleveret i forbindelse
med undervisning, deltage i diskussionsgrupper vedr. teologiske emner og finde aktuel information
fra studiekoordinatoren.
Hold jævnligt øje med, hvad der sker på eMF, da det bla. er her, du kan forvente at få meddelelser
om aktuelle ændringer i forbindelse med undervisningen. Ændringer skal være lagt ud på eMF
senest kl. 15.00 dagen forinden for at være gældende.
På eMF kan du under punktet ”SKO – Studiekoordinatorens opslagstavle” finde aktuel information
fra studiekoordinatoren, den gældende studie- og eksamensordning og den gældende studiehåndbog
mm.
Biblioteket
Menighedsfakultetets Bibliotek er et centralt omdrejningspunkt på MF. Mange former for studier og
læring tilstræbes understøttet her, og du er velkommen til at gå i klinch med teologien og benytte
materialer, ressourcer og faciliteter på den måde, som bedst fremmer din udvikling, din erkendelse,
din læring og dine innovative evner.
Det er også væsentligt, at du for hvert ”projekt” så at sige udvikler din egen biblioteksmetodologi,
hvor du får sammensat dit eget hyperbibliotek, for biblioteket er både fysisk og virtuelt, og brug
gerne bibliotekar og lærere i den proces.
Vores fysiske bibliotek udgør vel 25.000 titler, hvor vi kan nævne, at vi har gode opslagsværker, et
godt udsnit at væsentlige kildeskrifter, og er en stor ressource mht. evangelikal teologisk litteratur,
hvilket vi bl.a. har stor glæde af, når det gælder kommentarer til de bibelske skrifter.
På www.teologi.dk/klik.html kan man klikke sig ind i bibliotekssystematikken og se, hvad der står i
de enkelte faggrupper på biblioteket. Men her får man også virtuelle ressourcer, som emnemæssigt
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hører sammen med de fysiske materialer i grupperne, fx lydoptagelser af gæsteforelæsninger på
MF, E-bøger, elektroniske afhandlinger, specialer o.l.
Husk også, at vi har en stor ressource i Statsbiblioteket, hvor der bl.a. er adgang til mange flere
elektroniske tidsskrifter og E-bøger. Ellers er ATLA, som vi har adgang til gennem University of
Wales Online Library, nok den væsentligste kilde til artikler i teologiske tidsskrifter og bøger – se
www.teologi.dk/bibliotek. Det er ikke tilladt at downloade hele baser eller større dele heraf fra
University of Wales’ Online Library.
Biblioteket er et præsensbibliotek, hvilket vil sige, at bøgerne ikke er til hjemlån. Dog kan specialestuderende efter aftale hjemlåne bøger. Vores opbyggelige afdeling er placeret i kældergangen, og
her kan man låne bøgerne i en måned. Tidsskrifterne er bortset fra løbende årgang + et år, placeret i
kompaktreoler i kælderen.
Regler for benyttelse
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•
•
Bibliotekets bøger udlånes kun til brug på bibliotek og læsesale.
Bøger i Opbyggeligt Bibliotek i kælderen kan hjemlånes (lånetid 1 måned).
Bånd og CDer i lydbiblioteket kan hjemlånes (lånetid 14 dage).
Udfyld selv låneseddel omhyggeligt og sæt den i en fane (de røde plastlommer) på
bogens/materialets plads.
Når bogen sættes på plads igen, fjernes fanen, og lånesedlen rives i stykker.
Specialestuderende kan efter aftale hjemlåne bøger i en aftalt periode.
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Førstehjælp
Der er ved rengøringsrummet i stueetagen opsat et førstehjælpsskab med det mest nødvendige
førstehjælpsudstyr. Her kan du finde plaster, udstyr til øjenskylning og lign. samt nogle få
smertestillende tabletter. Yd selv førstehjælp eller tilkald hjælp ved større skade. Husinspektør
Henning Maagaard er instrueret i førstehjælp. Kontaktnumre til ambulance, politi og brand findes
på indersiden af lågen på førstehjælpsskabet.
Brand
I tilfælde af brand, bevar roen og følg følgende instruks:
1. Tilkald brandvæsenet - RING 112 - oplys:
• Hvad der er sket
• Om der er der tilskadekomne og hvor mange
• Adressen og telefonnummeret der ringes fra
2. Foretag varsling af det brandtruede område.
3. Evakuer bygningen.
4. Iværksæt rednings- og slukningsarbejde hvis det er muligt og forsvarligt
Hvis det ikke er muligt at slukke branden - forsøg at begrænse den ved lukning af døre og
vinduer
5. Modtag brandvæsenet oplys:
• Om der er tilskadekomne eller personer, der ikke er kommet i sikkerhed
• Hvor det brænder
• Brandens omfang
• Hvor adgangsvejene er
Bil- og cykelparkering
På MFs egen parkeringsplads er der plads til ca. 36 parkerede biler. Der er gode muligheder for
parkering på Jens Baggesens Vej, lige ved MF.
Til cykler er der i MF udendørs cykelstativer plads til 66 cykler.
Studiemiljøet
For at danne baggrund for et godt, fælles studiemiljø, foregår der andet end den almindelige
undervisning på MF. Disse arrangementer skulle gerne være med til at styrke fællesskabet mellem
BA-studerende, TF-studerende og ansatte, der alle opfordres til at deltage i det omfang det er
muligt.
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MFU-ere
Udover de andre studerende på BA-uddannelsen, vil du også kunne møde andre studerende på MF i
det daglige liv. De fleste vil være studerende, der læser teologi (eller religionsvidenskab) på Aarhus
Universitet. Der vil dog også være studerende fra andre studieretninger, f.eks. psykologi. Det er
studerende, der har valgt at have en læseplads på MF og dermed være en del af fællesskabet.
Tilsammen kalder vi disse studerende MFU-ere (MF-ere, der læser på Universitetet)
Andagter
Andagterne hører med til selve pulsslaget på MF, og det er vigtigt at pulsslaget bliver regelmæssigt!
Du finder information om andagterne i læseplanen. Her kan du også læse om arrangementerne
Speakers Lounge og PULS, som Studenterrådet arrangerer
Rundstykker
Om fredagen er der ingen organiseret andagt. De tilstedeværende mødes kl. 10 og spiser
rundstykker sammen. Husinspektøren sørger for at købe rundstykker til alle dem, der har skrevet sig
på ”rundstykkelisten” inden fredag kl. 9. Denne liste ligger på skranken på kontoret.
Frokost
Ofte vil såvel dine medstuderende, andre studerende og ansatte vælge at spise deres frokost i
tidsrummet 12 – 13 i frokoststuen. Det giver god mulighed for uformel snak på tværs af grupperne.
Rusaftener
Der er tradition for, at de nye studerende besøger et par af underviserne i løbet af det første
semester.
Mentorordning
På MF tilbyder vi en mentorordning, hvor de studerende, der ønsker det, kan få tilknyttet en
underviser som vejleder. Man mødes efter behov, typisk to gange i semestrets løb, til en fortrolig
samtale om livet som studerende.
Overgangen til et universitetsstudium kan opleves hård fagligt og menneskeligt. Ofte flytter man til
byen fra et andet sted i landet og skal finde sig til rette med et nyt studium, ny omgangskreds, ny
bolig og en ny dagligdag.
Oven i dette, kan teologistudiet rokke ved tidligere opfattelser og udfordre ens verdensbillede. I den
situation kan det være godt med en at tale med.
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Klagemuligheder
Der kan som en hovedregel ikke klages over karaktergivningen ved eksaminer. Men herudover har
man som studerende på MF, hvis man finder det påkrævet, mulighed for at rette en klage til
University of Wales. Det kan f.eks dreje sig om forhold som:
•
•
•
•
Klage over andre uddannelsesmæssige forhold end eksamen og anden bedømmelse
Klage over dårlig eller mangelfuld videnskabelig og administrativ støtte til den studerende
Klage over, at det videnskabelige og administrative personale chikanerer den studerende
Klage over, at det videnskabelige og administrative personale diskriminerer den studerende i
forhold til køn, race, handicap, sexuel orientering eller andet
Diverse bestemmelser om klage University of Wales er forklaret i bilagene bagerst i
studiehåndbogen.
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Del 2 - fagbeskrivelser
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BAT401 Theological Intro Course
Credit
10 credits, level 4
Pre-requisites/co-requisites
None
Aims
•
To give the student a first introduction to central theological problems within theology's main disciplines;
•
To introduce to academic method.
Overview
It may rightly be claimed that theology has always been problem-oriented. Definite problems and controversial
questions have resulted in theological reflection and clarification. Further, from a pedagogic point of view, it may be
adduced that exactly experiencing the problems will create the best incentive for engaging oneself in a given subject
area.
The purpose of the Theological Intro Course is to give students a first exposure to current theological problems, firstly,
by pinning down the relevance and consequences of these topics; secondly by suggesting how the working tools and
disciplines of theology may deal with them. Thus an incipient ‘theological problem catalogue’ is produced, giving
purpose, direction, and motivation for working with the theological basic subject(s).
Course process
Starting from a number of theological problems chosen in advance, each lesson will present the problem from the
perspective of two theological disciplines at least. From this follows discussion and consideration. The purpose is not so
much to ‘solve’ the problem as to sharpen the students' appetite for theology and to let the presentation act as a catalyst
for theological reflection. The instruction seeks to make use of group discussion, minor presentations from students, and
debate on class. In addition, subject teachers, of whom at least two will participate in each lesson, will give lectures.
The course takes a natural progression, so that problems that the subject teachers have chosen on beforehand will be
dealt with in the beginning. This leads subsequently to the treating of problems that the students have as their own
themes. It is a shared characteristic that all themes/problems have modern experience as their point of departure (for
example different pictures of God in preaching; pollution and steward responsibility; the relationship to other religions).
Academic method will be introduced separately in one of the lessons, and continuously the students will be introduced
to common tools for academic theological study (for example works of reference, information retrieval).
Learning Outcomes
On completion of the course the student will be able to:
•
Identify and describe actual theological problems, taking contemporary real questions as his/her point of departure;
•
Promote an outline of the basic subject areas within theology (Old Testament, New Testament, Church & Mission
History, Dogmatics, Ethics & Philosophy of Religion, Practical Theology1, Mission & Ecumenical Theology);
•
Apply common academic working methods and methods of reasoning on a preliminary level;
1
In this document the term “Practical Theology” stands for the study of and reflection on the Church’s practice.
16
•
Display basic proficiencies in problem identification, problem handling, group work, presentation techniques,
information retrieval, techniques of reasoning, etc.
Methods of teaching
Each session includes two introductory lectures of about 30 minutes each. The lectures are followed by group
discussions, case studies, and plenary discussion. At the end of each session the students are given 15 minutes to write
their own learning log book. Project work in groups forms a vital part of the teaching method.
Content
Course reading: textbook material of approximately 250 pages + 50-100 pages for the exam project itself.
Examples of modern theological problems:
•
Leadership in the Church;
•
Consumption, pollution, and ethics;
•
Pictures of God in preaching;
•
Justification by faith;
•
Confessions and Ecumenics;
•
The Kingdom of God then and/or in the future;
•
Christianity and other religions;
•
The Bible and creation;
•
The Bible – History or myth?
Required reading list
The content of the required reading depends on the topics to be chosen. A compendium of shorter texts will be provided
at the beginning of the course aiming at covering the various topics for the module.
Recommended reading list
Towards a Missiological outline of a theological synoptic
Hall, Douglas John. 2002. The End of Christendom and the Future of Christianity. Eugene, OR: Wipf and Stock
Nikolajsen, Jeppe Bach. 2010. “Missiology as Integrative Focus for Theological Research and Education.” Unpubl.
paper. 10 pages
Wright, Christopher J. H. 2006. The Mission of God: Unlocking the Bible’s Grand Narrative. Downers Grove, IL: IVP
Academic. Pages 29-32, 501-530
Towards academic presentation
Fibiger, Johannes & Søren Søgaard. 2009. Genvejstaster – til opgaveskrivning og faglig formidling på
bacheloruddannelserne. Aarhus: Academica [Keyboard Shortcuts – For the Writing of Assignments and Academic
Presentation on Bachelor's Degree Programmes]
Faculty
PhD Morten Hørning Jensen, Course Leader, and faculty members.
Assessment
The examination consists in the presentation of a self-elected actual theological problem and is held in groups of two to
four persons. The examination is three-partite: Firstly, a concrete product shall be compiled, thematising the problem
and indicating a proposal for a solution. This product may assume many different shapes, such as a feature article, an
17
article, a web-based item, a design for an event, etc. Secondly, a project report should be submitted three days before
the exam itself. Thirdly, the material should be presented in an oral examination of 30 minutes' duration.
The course mark will contribute 0% to the final programme mark.
Total word count: 2,000 words.
Expected learning hours
Instruction
Private study
Project work
Exam
Total hours of study
24
16
50
10
100
18
BAT402 New Testament Greek I
Credit
45 Credits, Level 4
None
Aims
•
To enable the student to acquire a basic working knowledge of New Testament Greek vocabulary, morphology and
syntax;
•
To enable the student to provide an accurate translation of the offered text into current Danish;
•
To enable the student to read the New Testament in the Greek original and carry out a basic morphological,
syntactical and semantical analysis of the text.
Overview
This course comprises a two-semester language course in New Testament Greek and will be delivered throughout the
first year of the programme.
Even the best and most modern translations cannot bring out the full potential of meanings inherent in the source texts.
And on the other hand, a translation will through its choice of wording often introduce connotations and potential
meanings that the biblical author did not intend. An absolutely necessary part of the scholarly occupation with the
interpretation of the New Testament therefore is to gain the ability to read the text in the original, and to profit as much
as possible from the linguistic information and arguments given in the scholarly literature.
The course aims to give the student a thorough grounding in New Testament Greek, its vocabulary, morphology,
syntax, and semantics.
The course consists of two components: learning the basics of the New Testament language as a part of the basis for
studying the New Testament in Greek; and acquiring some skills in translation and linguistic analysis of the Greek text.
The language will be learned through an intense study of one of the standard textbooks and grammars, and through a
reading of 10 pages in the Septuagint and 55 pages in the New Testament.
Course process
The course will be delivered through tutorials (six each week in two semesters) combined with active student
involvement in the form of reading aloud, translation, grammatical analysis and short written tests. Study in groups of
two to four persons is an essential component of the course.
Learning outcomes
On the completion of the course, the student will be able to:
•
Demonstrate a fundamental knowledge of the vocabulary of the texts and of Greek grammar;
•
Analyse a New Testament text morphologically, syntactically, and semantically – with some routine;
Content
Texts to be read in this course will comprise: 10 pages from the Septuagint (Old Testament in Greek) and 55 pages from
the Greek New Testament.
•
Greek letters and language;
•
Greek morphology of nouns and nominals;
19
•
Greek morphology of verbs and verbals;
•
Basic Greek vocabulary;
•
Greek syntax of nouns and nominals;
•
Greek syntax of verbs and verbals;
•
Greek syntax of the clause.
Nestle-Aland. 1993. Novum Testamentum Graece. 27th ed. Stuttgart: Deutsche Bibelgesellschaft. 55 pages
Either
Ralphs, Alfred. 1979. Septuaginta I-II. Stuttgart: Deutsche Bibelgesellschaft. 10 pages
Or
Hanhart, Robert & Alfred Rahlfs. 2006. Septuaginta. Das Alte Testament griechisch: Verkleinerte Ausgabe in einem
Band. Stuttgart: Deutsche Bibelgesellschaf. 10 pages [The Septuagint. The Old Testament in Greek: A Shortened
Edition in One Volume]
Text book
Jensen, Svend Fodgaard. 2010. Themelion: Indføring i nytestamentlig græsk. Frederiksberg: Aros [Themelion: A Basic
Course in New Testament Greek]
Lexicon
Bauer, Walter; Frederick W. Danker; William F. Arndt & F. W. Gingrich. 2001. A Greek-English Lexicon of the New
Testament and Other Early Christian Literature. Chicago: University of Chicago Press
Grammars
Nielsen, Helge Kjær. 2003. Nytestamentlig græsk: Formlære og syntax. Frederiksberg: Aros (19741) [New Testament
Greek: Morphology and Syntax]
Text books
Duff, Jeremy. 2005. The Elements of New Testament Greek. 3rd ed. Cambridge: Cambridge University Press
Mounce, William D. 2003. The Basics of Biblical Greek: Grammar. Grand Rapids: Zondervan (19931)
Mounce, William D. 2003. The Basics of Biblical Greek: Workbook. Grand Rapids: Zondervan (19931)
Sandvei, Bjørn Helge. 2001. Øvingshefte for begynnere i koine-gresk. Oslo: Det teologiske Menighetsfakultet [Practice
Book for Beginners in Koine Greek]
Lexicons
Berg, Carl. 2003. Oldgræsk-Dansk Ordbog. Copenhagen: Gyldendal [Old Greek-Danish Dictionary]
Liddell, H. G.; R. Scott & H. S. Jones. 1990. A Greek-English Lexicon. Oxford: Clarendon
Louw, J. P. & E. A. Nida (eds.). 1989. Greek-English Lexicon of the New Testament: Based on Semantic Domains. Vol.
1-2. New York: United Bible Societies
Lust, J.; E. Eynikel; K. Hauspie & G. Chamberlain. 1992/1996. A Greek-English Lexicon of the Septuagint. Part I-II.
Stuttgart: Deutsche Bibelgesellschaft
Grammars
Blass, Friedrich; A. Debrunner & F. Rehkopf. 2001. Grammatik des neutestamentlichen Griechisch. 18th ed. Göttingen:
Vandenhoeck & Ruprecht [A Grammar of New Testament Greek]
Blomqvist, Jerker & Poul Ole Jastrup. 1998. Grekisk/Græsk Grammatik. Copenhagen: Akademisk Forlag [Greek
Grammar]
Conybeare, F. C. & George Stock. 2001. Grammar of Septuagint Greek: With Selected Readings From the Septuagint,
Vocabularies, and Updated Indexes. Updated Version. Reprint: Peabody MA: Hendrickson. 1st ed.: Boston: Ginn
and Company, 1905
Fanning, B. M. 1991. Verbal Aspect in New Testament Greek. Oxford Theological Monographs. Oxford: Clarendon
20
Wallace, Daniel B. 1996. Greek Grammar beyond the Basics: An Exegetical Syntax of the New Testament. Grand
Rapids: Zondervan
Other resources
BibleWorks for Windows, version 8. 2009 BibleWorks, LLC.
Stuttgarter Elektronische Studienbibel – SESB 2.0. 2006. Ed. Christof Hardmeier, Eep Talstra and Alan Groves.
Stuttgart: Deutsche Bibelgesellschaft. Libronix Computer Software with Add-Ons.
Logos Bible Software, version 3 (Original Languages). 2006.
Faculty
MTh Klaus Vibe, Course Leader.
Assessment
The assessment has two parts: a) A 48 hours' written assignment at the end of the first semester. b) Oral examination at
the end of the second semester. The word count for written assignments includes words in footnotes and endnotes, but
does not include the bibliography. The course mark will not contribute to the final programme mark.
Instruction
Private study
Exam
156
234
60
450
21
BAT403 Introduction to the Bible A (OT)
Credit
15 Credits, Level 4
None
Aims
•
To give the student a basic knowledge of the Old Testament literature, its compositional structure and major
themes;
•
To give an insight in the contents, historical context and genesis of the Old Testament literature;
•
To introduce the student to the history of Israel and the religion of Israel;
•
To introduce students to the critical reconstruction of the Old Testament literature, history of Israel, and religion of
Israel.
Overview
The Old Testament is significant from several aspects: it is a witness of Israel’s literature, history and religion; it forms
the first part of the Christian canon, and it is an indispensable background for the ministry of Jesus and for the theology
of the New Testament. Many of the most important Biblical themes get their main unfolding in the Old Testament, for
example, the notion of the creation, the harmatology, the eschatology; and all substantial New Testament topics have a
solid footing in the Old Testament.
The course aims to provide the student with a thorough grounding in Old Testament literature, its background, structure
and genesis – as well as enabling the student to attain a solid grasp of the main contours of Israel’s history as recounted
in the Old Testament. The course will introduce the student to influential historical-critical interpretations and outline
some scholarly historical-biblical models.
In addition to the central text book selected paragraphs from the Old Testament will be studied in Danish. The Old
Testament reading will contain important narrative segments from the Pentateuch and the Deuteronomistic History,
selected representative Psalms and excerpts from the prophetic literature, approximately 250 pages in all. Selected, nonbiblical texts read in translation will provide a historical context for the Old Testament.
Course process
The course will be delivered through lectures, tutorials and private study.
Learning outcomes
•
Present an overview of the background, origin and content of the main parts of the Old Testament literature
(Pentateuch; Deuteronomistic History; the Chronical history; Prophetical Books; Psalms; Daniel);
•
Give an outline of the history of Israel as presented in the Old Testament;
•
Present a substantiated outline of current positions in historical-critical reconstruction and their arguments;
•
Communicate subject knowledge effectively (weight: 10%).
Content
A textbook account of 300-325 pages. Selections from the Old Testament in Danish approximately 200 pages.
Additional non-biblical texts approximately 25 pages.
22
•
Geography of the Bible;
•
Biblical archaeology: its prospects and its pitfalls;
•
The history of Israel sources and method: Patriarchal period, exodus and conquest, formation of state, exile and
return;
•
Deuteronomistic history;
•
Chronicler's history;
•
Book of Psalms;
•
Prophetic literature;
•
Wisdom literature;
•
Old Testament Canon.
Text editions
Bibelen. Den hellige Skrifts kanoniske Bøger. 1992/1998. Copenhagen: Det Danske Bibelselskab [The Bible: The
Canonical Books of the Holy Scripture]
Booklet with Ancient Near Eastern Texts in Danish Translation, collated by Carsten Vang (2011)
Text books
Michael D. Coogan. 2009. A Brief Introduction to the Old Testament: The Hebrew Bible in Its Context. Oxford: Oxford
University Press
Vang, Carsten. 2009. “Exodus – teologisk myte eller historisk begivenhed?” Dansk Tidsskrift for Teologi og Kirke 36/3:
46-68 [“Exodus – Theological Myth or Historical Event?”]
Winther-Nielsen, Nicolai. 2009. “Israels bosættelse – om generobring af en historisk forpost.” Dansk Tidsskrift for
Teologi og Kirke 36/3: 69-89 [“The Settlement of Israel – On Recapturing a Historical Outpost”]
General
Dreytza, Manfred; Walter Hilbrands & Hartmut Schmid. 2002. Das Studium des Alten Testaments. Wuppertal:
Brockhaus [The Study of the Old Testament]
Text editions
The New American Standard Bible. Anaheim: Foundation Publications, 1995
Introductions
Childs, Brevard S. 1979. Introduction to the Old Testament as Scripture. London: SCM
Craigie, Peter C. 2000. The Old Testament: Its Background, Growth, & Content. Nashville: Abingdon
Longman, Tremper III & Raymond B. Dillard. 2006. An Introduction to the Old Testament. Leicester: Apollos
Holt, Else Kragelund & Kirsten Nielsen (eds.). 1999. Bibelkundskab. Introduktion til Det Gamle Testamente. Aarhus:
Aarhus Universitetsforlag [Bible Introduction: An Introduction to the Old Testament]
Hvalvik, Reidar & Terje Stordalen. 1999. Den store fortellingen. Om Bibelens tilblivelse, innhold, bruk og betydning.
Oslo: Det Norske Bibelselskab. Pages 17-175 [The Great Story: On the Origin, the Content, the Use, and the
Significance of the Bible]
Lucas, Ernest. 2003. Exploring the Old Testament: A Guide to the Psalms & Wisdom Literature. Exploring the Bible 3.
Downers Grove: InterVarsity
McConville, J. G. 2003. Exploring the Old Testament: A Guide to the Prophets. Exploring the Old Testament 4.
McKenzie, Steven L. & John Kaltner. 2007. The Old Testament: Its Background, Growth, & Content. Nashville:
Abingdon
Satterthwaite, Philip E. & J. G. McConville. 2005. Exploring the Old Testament: A Guide to the Historical Books.
Exploring the Old Testament 2. Downers Grove: InterVarsity
23
Schmidt, Werner H. 1995. Einführung in das Alte Testament. Berlin: de Gruyter (19791) [Introduction to the Old
Testament]
Soggin, J. Alberto. 1980. Introduction to the Old Testament: From Its Origins to the Closing of the Alexandrinian
Canon. London: SCM. Transl. from Introduzione all'Antico Testamento (Brescia 19742)
Wenham, Gordon. 2003. Exploring the Old Testament: A Guide to the Pentateuch. Exploring the Old Testament 1.
History of Israel
Bright, J. 2000. A History of Israel: Fourth Edition. Louisville: Westminster John Knox (19591)
Dever, William G. 2003. Who Were the Early Israelites and Where Did they Come From? Grand Rapids: Eerdmans
Kitchen, Kenneth A. 2003. On the Reliability of the Old Testament. Grand Rapids: Eerdmans
Long, V. Philips; David W. Baker & Gordon J. Wenham (eds.). 2002. Windows in Old Testament History: Evidence,
Argument, and the Crisis of ‘Biblical Israel’. Grand Rapids: Eerdmans
Merrill, Eugene H. 2008. Kingdom of Priests: A History of Old Testament Israel. 2nd ed. Grand Rapids: Baker
Academic (19871)
Miller, J. Maxwell & John H. Hayes. 1986. A History of Ancient Israel and Judah. Philadelphia: Westminster
Provan, Iain W.; V. Philips Long & Tremper Longman, III. 2003. A Biblical History of Israel. Louisville: Westminster
John Knox
Shanks, H. (ed.). 1988. Ancient Israel: A Short History from Abraham to the Roman Destruction of the Temple.
Englewood Cliffs, N.J.: Prentice-Hall
Ancient Near Eastern source texts
Arnold, Bill T. & Bryan Beyer. 2002. Readings from the Ancient Near East: Primary Sources for Old Testament Study
Encountering Biblical Studies. Grand Rapids: Baker
Hallo, William W. & K. Lawson Younger (eds.). 2003. The Context of Scripture. Vol. I: Canonical Compositions from
the Biblical World. Leiden: Brill
Hallo, William W. & K. Lawson Younger (eds.). 2003. The Context of Scripture. Vol. II: Monumental Inscriptions from
the Biblical World. Leiden: Brill
Hallo, William W. & K. Lawson Younger (eds.). 2003. The Context of Scripture. Vol. III: Archival Documents from the
Biblical World. Leiden: Brill
Pritchard, James B. (ed.). 1969. Ancient Near Eastern Texts Relating to the Old Testament: Third Edition with
Supplement. Princeton: Princeton University Press
Other resources
A scholarly Bible atlas, for example
Bibelatlas. Udarbejdet af John Strange. Copenhagen: Det danske Bibelselskab, 1998 [Bible Atlas, Composed by John
Strange]
Dowley, Tim (ed.). 2003. Atlas over Bibelen og Kirkehistorien. Fredericia: Lohse. Transl. into Danish from The Atlas
of the Bible and the History of Christianity (London 1997)
Lawrence, Paul. 2008. Atlas over Bibelens fortællinger. Højbjerg: Hovedland. Transl. into Danish from Atlas of Bible
History (Oxford 2006)
Faculty
Carsten Vang, Course Leader.
Assessment
Written assignment (examined through timed examination). The word count for written assignments includes words in
footnotes and endnotes, but does not include the bibliography. The course mark will not contribute to the final
programme mark.
Instruction
39
24
Private study
Exam
75
36
150
25
BAT404 History of Philosophy
Credits
10 Credits, Level 4
None
Aims
•
To introduce the student to theologically relevant key positions and traditions of thought in the history of
philosophy.
Overview
A comprehensive grasp of the history of philosophy is a pre-requisite for a number of the theological subject areas of
the programme, including BAT406, BAT503-1, BAT503-2 and BAT507.
The history of philosophy that is relevant to theology is studied in broad outline with special attention being given to the
relationship between philosophy and Christian Revelation. Most of the allocated time will be devoted to the philosophy
of antiquity and to that of the modern period to the present day.
Course process
The course will be delivered through lectures and private study and will include the reading of key primary texts.
Learning outcomes
On completion of the course, the student will be able to:
•
Account for the main lines of thought within those areas of the history of philosophy that are relevant to theology;
•
Account for important changes as well as central lines of continuity in the history of philosophy;
•
Display having a general insight in the most important philosophical sources for the western culture of today.
Content
A text book account of 300-325 pages.
•
What is philosophy?
•
Ancient Greek philosophers: (Socrates), Plato, Aristotle and Stoicism;
•
Medieval philosophy;
•
Aurelius Augustine, Anselm of Canterbury, Thomas Aquinas (Duns Scotus and William Ockham);
•
Renaissance philosophy;
•
Nichilas of Cusa and Pico della Mirandola;
•
Modern philosophy;
•
René Descartes, David Hume, Jean-Jacques Rousseau, Immanuel Kant, G. W. F. Hegel, Søren Kierkegaard, Karl
Marx, Friedrich Nietzsche;
•
Philosophy in the Twentieth Century;
26
•
Pragmatism (William James, Richard Rorty);
•
Epistemology (foundationalism, non-foundationalism, postfoundationalism);
•
Hermeneutics (F. D. E. Schleiermacher, Wilhelm Dilthey, Hans-Georg Gadamer, Jürgen Habermas, Paul Ricoeur);
•
Philosophy of language (Ferdinand de Saussure, A. J. Ayer, Ludwig Wittgenstein, Martin Heidegger);
•
Philosophy of science (Auguste Comte, Karl R. Popper, Thomas S. Kuhn, Willard V.O. Quine);
•
Existentialism (Martin Heidegger, Jean-Paul Sartre);
•
“Post-modern” philosophy (Jean-Francois Lyotard, Jacques Derrida, Michel Foucault, Richard Rorty);
Contemporary philosophical trends.
Either
Stigen, Anfinn. 1993. Tenkningens historie 1 og 2. Oslo: Ad Notam Gyldendal (19831) [The History of Thinking 1-2]
or
Svare, Helge. 1997. I Sokrates' fotspor. Filosofi- og vitenskapshistorie. Oslo: Pax [In the Footsteps of Socrates: A
History of Philosophy and Science]
Favrholdt, David. 1999. Filosofisk Codex. Om begrundelsen af den menneskelige erkendelse. Copenhagen: Gyldendal
[Philosophical Codex: On the Basis of Human Cognition]
Føllesdal, Dagfinn; Lars Walløe & Jon Elster. 1997. Politikens bog om moderne videnskabsteori. Copenhagen:
Politiken. Transl. from the Norwegian (Oslo 1990) [Politiken's Book on Modern Science Theory]
Hartnack, Justus. 1994. Filosofiens historie. Copenhagen: C. A. Reitzel [The History of Philosophy]
Kuhn, Thomas S. 1996. Vitenskapelige revolutioners struktur. Oslo: Spartacus; Norwegian transl. of The Structure of
Scientific Revolutions (Chicago 1962/1970)
Lübcke, Poul (ed.). 2005. Fransk filosofi. Engagement og struktur. Copenhagen: Politiken/Gyldendals Bogklubber
[French Philosophy: Commitment and Structure]
Lübcke, Poul (ed.). 2004. Engelsk og amerikansk filosofi. Videnskab og sprog. Copenhagen: Politiken/Gyldendals
Bogklubber) [English and American Philosophy: Science and Language]
McErlean, Jennifer. 2000. Philosophies of Science: From Foundations to Contemporary Issues. Wadsworth: Thomson
Learning
Skirbekk, Gunnar & Nils Gilje. 1992. Filosofihistorie 1-2. Oslo: Universitetsforlaget [History of Philosophy 1-2]
Thurén, Torsten. 1992. Videnskabsteori for begyndere. Copenhagen: Rosinante/Munksgaard [Theory of Science for
Beginners]
Valen-Sendstad, Aksel. 2003. Tenkningens fundamenter. Vitenskapsteori. Paradigmer i filosofi, teologi og andre
vitenskaper Menighedsfakultetets Videnskabelige Serie 8. Aarhus: Kolon [The Foundations of Thinking. A Theory
of Science: Paradigms in Philosophy, Theology, and Other Branches of Scholarship]
Faculty
Dr Kurt Christensen, Course Leader.
Assessment
Written assignment (examined through course work and timed examination). The word count for written assignments
includes words in footnotes and endnotes, but does not include the bibliography. The course mark will not contribute to
the final programme mark.
27
Instruction
Private study
Course work
Exam
24
40
20
16
100
28
BAT405 Introduction to the Bible B (NT)
Credit
15 Credits, Level 4
None
Aims
•
To help the student to acquire a basic knowledge about the structure, major themes and purpose of all the books of
the New Testament (isagogics);
•
To help the student to acquire a basic knowledge of the main themes in New Testament times and history (period
history);
•
To help the student to acquire the necessary foundation for employing the New Testament in Biblical, Systematic
and Practical Theology, including homiletics, catechesis, and Mission Theology.
Overview
The New Testament is important to all theological studies for several reasons. It reflects upon the fulfilment of the Old
Testament promises and the development of Old Testament and Jewish religion. It is fundamental for the understanding
of the history of theology and for the history of the church/churches and its/their relations to its/their surroundings. It is,
together with the Old Testament, the central source for Christian doctrine/theology. It contains the content and norms
for Christian preaching, catechesis, etc.
This course consists of a survey of the content and purpose of all the New Testament writings and a basic introduction
to New Testament history and the most significant historical people and powers, social and religious institutions, and
religious movements that are important for a proper interpretation of the New Testament.
Course process
The course consists of lectures which outline the structure and major themes of each New Testament book and discuss
the possible purposes of these books, thus corroborating the student’s private study of the New Testament. The basic
knowledge of the period which the student acquires through private study will be summarised and integrated into the
course in the form of minor student presentations, lectures from Faculty and class discussions. The written assignment
will enable the student to acquire, use, integrate and demonstrate the skills and knowledge gained in relation to one of
the latter themes covered in the study of one of the New Testament writings or group of writings.
Learning outcomes
•
Outline the structure of all of the New Testament books;
•
Give an account of the major theological themes of each New Testament book;
•
Discuss the purpose of each book in the light of its structure, its major themes and its historical context;
•
Demonstrate a basic knowledge of the New Testament's historical background and link it to the major events in the
religious, cultural and philosophical contexts of Ancient Judaism and the Greco-Roman world.
Content
A textbook account of New Testament times of 250 pages. Additional sources texts especially the Acts of the Apostles
read in Danish (approximately 50 pages), in conjunction with the study of isagogics whose syllabus comprises a 100
page textbook account. Additionally, the New Testament read in Danish.
•
Structure, major themes and purpose of the Gospels and the Acts of the Apostles;
29
•
Structure, major themes and the paraenetic purposes of the New Testament epistles;
•
Structure, major themes and the purpose of the Book of Revelation;
•
Early Christian history (30 AD-100 AD);
•
Political history of the Jews (586 BC-135 AD);
•
Hellenistic and Jewish philosophy;
•
Major themes in Ancient Jewish religion, including: images of God; covenant and law; Jewish apocalypticism and
wisdom traditions; Jewish festivals; Jews in the Diaspora; Essenes and Qumran; Pharisees; Sadducees.
Text editions
Bibelen. Den hellige Skrifts kanoniske Bøger og Det Gamle Testamentes apokryfe Bøger. 1998. Copenhagen: Det
Danske Bibelselskab [The Bible: The Canonical Books of the Holy Scripture and the Old Testament Apocrypha]
Madsen, Iver K. 1979. Evangelierne synoptisk sammenstillede. 3rd ed. Copenhagen: Det danske Bibelselskab (19511)
[The Gospels: A Synoptic Juxtaposition]
Text Books
Hjort, Birgitte G. 2003. Det Nye Testamentes omverden. Om politiske, religiøse og filosofiske forhold på Det Nye
Testamentes tid. Aarhus: Aarhus Universitetsforlag [The Surrounding World of the New Testament: On Political,
Religious, and Philosophical Conditions in the New Testament Period]
Legarth, Peter V. 2001. Kompendium til nytestamentlig isagogik. Semikolon 3. Aarhus: Kolon [Notes to New Testament
Isagogics]
Text editions
The New American Standard Bible. 1995. Anaheim: Foundation Publications
New Testament Times
Evans, C. A. & S. E. Porter (eds.). 2000. Dictionary of New Testament Background: A Compendium of Contemporary
Biblical Scholarship. Downers Grove: Leicester
Kvalbein, Hans (ed.). 1984. Blant skriftlærde og fariseere. Jødedommen i oldtiden. Oslo: Verbum [Among Scribes and
Pharisees: Ancient Judaism]
Pedersen, S. (ed.). 1994. Den nytestamentlige tids historie. Dansk kommentar til Det Nye Testamente 2. Aarhus:
Aarhus Universitetsforlag [The History of New Testament Times]
Wagner, Hartvig. 2001. Nytestamentlig Tidshistorie. En oversigt. 3rd ed. Herning: Wagner (19931) [New Testament
Times: An Overview]
Isagogics
Brown, Raymond E. 1997. An Introduction to the New Testament. The Anchor Bible Reference Library. New York:
Doubleday
Carson, Donald A.; Douglas J. Moo & Leon Morris. 1994. An Introduction to the New Testament. Nottingham: Apollos
Hvalvik, Reidar & Terje Stordalen. 1999. Den store fortellingen. Om Bibelens tilblivelse, innhold, bruk og betydning.
Oslo: Det Norske Bibelselskab. Pages 176-480 [The Great Story: On the Origin, Content, Use, and Significance of
the Bible]
Marshall, I. Howard. 2004. New Testament Theology: Many Witnesses, One Gospel. Downers Grove: InterVarsity
New Testament background source texts
Ejrnæs, Bodil; Søren Holst & Mogens Müller (eds.). 2003. Dødehavsskrifterne og de antikke kilder om essææerne i ny
oversættelse. Copenhagen: Anis (19981) [A New Translation of the Dead Sea Scrolls and the Ancient Sources
Concerning the Essenes]
Josephus, Flavius. 1966-69. Jewish Antiquities. Books I-XIV. Trans. by H. St. J. Thackeray, Louis H. Feldman & Ralph
Marcus. Loeb Classical Library [1930]. Reprint London: William Heinemann
Philo in Ten Volumes (and Two Supplementary Volumes). 1971. Trans. by F. H. Colson, G. H. Whitaker & Ralph H.
Marcus. Loeb Classical Library [1929-1962]. Reprint London: William Heinemann
30
Other resources
A scholarly Bible atlas, for example
Bibelatlas. Udarbejdet af John Strange. Copenhagen: Det danske Bibelselskab, 1998 [Bible Atlas, Composed by John
Strange]
Lawrence, Paul. 2008. Atlas over Bibelens fortællinger. Højbjerg: Hovedland. Transl. into Danish from Atlas of Bible
History (Oxford 2006)
Faculty
Dr Peter V. Legarth, Course Leader
Assessment
footnotes and endnotes, but does not include the bibliography. The course mark will not contribute to the final
programme mark.
Instruction
Private study
Exam
39
75
36
150
31
BAT406 History of Theology
Credit
15 Credits, Level 4
None
Aims
•
To give the student a preliminary knowledge of the major theologians, the key theological debates, and the
important theological schools in the history of Christian doctrine and in modern systematic theology;
•
To introduce the student to central terms and vocabulary in Christian doctrine.
Overview
Dogmatics, being the reflection on Christian doctrine with a focus on the challenges of contemporary issues, is for a
great deal done in relation to and discussion with central insights from the history of Christian doctrine. This applies,
within a Lutheran setting, especially to the development of Christology and the Trinitarian faith in general in the
Ancient Church, and the development of anthropology, soteriology and ecclesiology in the time of the Reformation.
Before the systematic reflection on these questions in BAT603, this course will provide an introduction to the historical
setting and content of these doctrines.
Another important element in the dogmatic endeavour since the time of the Enlightenment is the challenges from the
modern world-view. A good deal of dogmatic reflexion during the last 200 years has taken place in discussion or
dialogue with the ontology and epistemology of Western philosophy going back to Emanuel Kant and G.F.W. Hegel.
This course will provide the historical setting and content of this development, focussing especially on the different
theological schools and major theologians since F. Schleiermacher and the rise of the Liberal theological tradition until
the latest post-modern and post-liberal theologies.
Course process
The course will be delivered through lectures and private study. The lectures will include teaching from Faculty, textanalyses and discussions. In the lectures an overview of the different periods, theologians and trends will be provided.
The text-analyses will, apart from giving examples of doctrines and ways of thinking in the different periods, engage
the students in a preliminary reflection on the doctrinal content of what is read.
Learning outcomes
•
Give an account of the major lines of thought in the position of the Early Church on God and Creation, and the
major lines of thought in the different positions within the Early Church in relation to the Trinity and Christology;
•
Identify Augustine’s doctrine on sin and justification;
•
Explain Luther’s doctrine on, for example sin, justification, and the sacraments in relation to Medieval, Reformed,
and Anabaptist theology;
•
Explain the ways Schleiermacher and Liberal theologians met the challenge from the enlightenment world-view,
and Karl Barth’s critique of the Liberal theology;
•
Identify major lines of argument and main figures in devising the task of theology today.
Content
The reading syllabus covers approximately 425 pages of introduction to and texts from the Early Church, the
Reformation and the Theology from the last 200 years (about 275 pages of introduction and 150 pages of texts).
32
•
The Christological and Trinitarian faith in the Early Church until Chalcedon 451 AD;
•
The Alexandrian and Antiocene schools of theology and the debates on Nestorianism;
•
Augustine and his theological concern in relation to Pelagianism;
•
Medieval theology on philosophy, man, and salvation;
•
The theological concern of the Lutheran reformation in relation to Medieval Catholicism and the Zwinglian
reformation;
•
The shape and concern of Lutheran Orthodoxy;
•
G. E. Lessing and the encounter between Enlightenment and the Christian faith;
•
F. D. E. Schleiermacher and Liberal theology;
•
Karl Barth and Dialectical theology;
•
Rudolph Bultmann's theology;
•
Wolfhart Pannenberg on theology and history;
•
Post-liberalism.
McGrath, Alister E. 1998. Historical Theology. Oxford: Blackwell. Pages 17-139, 146-270, 297-305, 320-327, 333-341
Teologiske tekster. Udvalg af klassiske dogmatiske tekster. 1994. Edited and commented on by The Institute of
Dogmatics at the Aarhus University. Aarhus: Aarhus Universitetsforlag (19891). Pages 14-17, 22-23, 27-29, 6881, 138-168, 290-291, 296-308, 310-322 [Theological Texts: Selection of Classical Dogmatic Texts]
Barth, Karl. 1936. Vi tror: Dogmatikkens hovedproblemer fremstillet i tilslutning til den apostolske trosbekendelse.
Copenhagen: Nyt Nordisk forlag Arnold Busck. Pages 9-24 [Credo: Main Issues in Dogmatics Presented in
Concurrence with the Apostolic Creed]
Bultmann, Rudolf. 1967. Jesus Kristus og mytologien. Copenhagen: Munksgaard. Pages 11-22, 37-47, 64-70, 90-92
[Jesus Christ and the Mythology]
Wolfhart Pannenberg. 1991. Den apostolske trosbekendelse. Copenhagen: Anis. Pages 26-48 [The Apostolic Creed]
Barth, Karl. 1994. Die protestantische Theologie im 19. Jahrhundert. 6th ed. Zurich: TVZ Theologischer Verlag
(19461); ET: 2002. Protestant Theology in the Nineteenth Century: Its Background and History. Grand Rapids:
Eerdmans
Ford, David F. (ed.). 1997. The Modern Theologians: An Introduction to Christian Theology in the Twentieth Century.
Oxford: Blackwell
Grane, Leif. 1983. Evangeliet for folket. Drøm og virkelighed i Martin Luthers liv. Copenhagen: G.E.C. Gad [The
Gospel for the People: Dream and Reality in the Life of Martin Luther]
Hägglund, Bengt. 1981. Teologins Historia. En dogmhistorisk översikt. Lund: LiberLäromedel (19651) [The History of
Theology: An Outline of the History of Dogma]
Kelly, J. N. D. 1977. Early Christian Doctrines. London: Adam & Charles Black
McGrath, Alister E. 1993. Reformation Thought: An Introduction. Oxford: Blackwell
McGrath, Alister E. 2007. Christian Theology: An Introduction. 4th ed. Oxford: Blackwell. Pages 5-97
McGrath, Alister E. (ed.). 2001. The Christian Theology Reader. Oxford: Blackwell
Pelikan, Jaroslav. 1971-1989. The Christian Tradition. Vol. 1-5. Chicago / London: The University of Chicago Press
Persson, Per Erik. 1992. Att tolka Gud i dag. Debattlinjer i aktuell teologi. Stockholm: Gleerup (19701) [Interpreting
God To-day: Lines of Debate in Current Theology]
Skarsaune, Oskar. 1986. Inkarnationen – myte eller faktum. Aarhus: Menighedsfakultetet (= 1988. Inkarnasjonen –
myte eller faktum. Oslo: Luther) [The Incarnation – Myth or Fact]
33
Skarsaune, Oskar. 1996/1998. Kristendommens jødiske rødder. I-II. Copenhagen: Credo [The Jewish Roots of
Christianity: I-II]
Teologiske tekster. Udvalg af klassiske dogmatiske tekster. 1994. Edited and commented on by The Institute of
Dogmatics at the Aarhus University. Aarhus: Aarhus Universitetsforlag [Theological Texts: Selection of Classical
Dogmatic Texts]
Thielicke, Helmuth. 1983. Glauben und Denken in der Neuzeit. Die Grossen Systeme der Theologie und
Religionsphilosophie. Tubingen: J. C. B. Mohr (Paul Siebeck) [Faith and Thinking in Recent Times: The Big
Systems of Theology and Philosophy of Religion]
Wisløff, Carl Fredrik. 1983. Martin Luthers teologi. En innføring. Oslo: Lunde [The Theology of Martin Luther: An
Introduction]
Faculty
Dr Asger Højlund, Course Leader.
Assessment
footnotes and endnotes, but does not include the bibliography. The course mark will contribute 0% to the final
programme mark.
Instruction
Private study
Exam
36
86
28
150
34
BAT407 DiaKonia & ecclesiology
Credit
10 Credits, Level 4
None
Aims
•
To train the student to reflect on the nature of Christian ministry as to Diakonia and Ecclesiology;
•
To teach the student to apply these reflections to his/her personal praxis of ministry;
•
To give the student a basic knowledge of New Testament Ecclesiology;
•
To give the student a preliminary understanding of the various congregational interpretations being current in
contemporary Danish church life and train him/her in evaluating these interpretations in the light of the Bible and
the traditions of the Church.
Overview
The presupposition of the course is that Practical Theology2 is not an optional appendage to theology as such, but rather
its very purpose. Therefore, firstly, the other disciplines will be constantly aware of the practical and contemporary
implications of their subjects. Secondly, the applications of theology in practical church life will be discussed and
taught in particular disciplines concerning worship, preaching, instruction, pastoral care, Diakoni, mission and parish
life. These classic pastoral disciplines also benefit from secular and modern disciplines such as cultural analysis,
sociology, rhetoric, leadership and psychology.
The course consists of two separate disciplines: Diakonia and Ecclesiology.
Diakonia concerns itself with the physical and practical help from the Church, from the local congregation and from
individual Christians to people in different kinds of needs.
Ecclesiology concerns itself with the various ways life and practices of Christian communities' have been thought over
in theory, and how the communities have been designed in practice.
Course process
The course will be delivered through lectures, seminars and tutorials with debate, practice and discussions in groups,
and private study. In addition, excursions to congregations and diaconal institutions including personal interviews with
pastors, church leaders and leaders of diaconal institutions.
Learning outcomes
•
Present his/her reflection on issues in Practical Theology and engage in a discussion of these issues;
•
Demonstrate a basic knowledge of diakonia and ecclesiology in the Bible and in the traditions of the Christian
Church;
•
Present his/her reflection on current issues concerning diakonia in the Church, the congregations and the thinking
and practice of individual Christians;
•
Present his/her reflection on current issues pertaining to Ecclesiology.
2
In this document the term “Practical Theology” stands for the study of and reflection on the Church’s practice.
35
Content
Course reading: a text book account of approximately 325 pages.
•
Diakonia: biblical background; diakonia in different periods of the history of the Christian Church; diakonia and
modern theological trends; diakonia in the Danish welfare society; diakonia and social reforms.
•
Ecclesiology: biblical background; different ecclesiologies in church history, especially in Denmark since the 19th
Century; theological considerations about ecclesiology in the secular post-modern society.
Diakonia
Foss, Ø. 1992. Kirkens diakoni i bibelteologisk, historisk og etisk belysning. Aarhus: Aarhus Universitetsforlag. Pages
12-68 & 142-197 [The Diakonia of the Church from the Perspectice of Biblical Theology, History, and Ethics]
Ecclesiology
Harbsmeier, Eberhard & Hans Raun Iversen. 1995. Praktisk Teologi. Frederiksberg: Anis. Pages 31-65 & 97-118
[Practical Theology]
Skjevesland, Olav. 1993. Huset av levende steiner. En teologi for menighetsoppbyggning. Oslo: Verbum. Pages 149214 [The House Made of Living Stones: A Theology of Building a Congregation]
Diakonia
Dietrich, Stephanie; Kari Karsrud Korslien & Kjell Nordstokke (eds.). 2011. Diakonen – kall og profesjon. Trondheim:
Tapir Akademisk Forlag [The Deacon: Vocation and Profession]
Harbsmeier, Eberhard & Hans Raun Iversen. 1995. Praktisk Teologi. Frederiksberg: Anis [Practical Theology]
Larsen, Kurt E. 2007. Fra Christensen til Krarup. Dansk kirkeliv i det 20. århundrede. Fredericia: Kolon. Chapter 12
[From Christensen to Krarup: Danish Church Life in the 20th Century]
Mogensen, Mogens S. (ed.). 2007. Diakoni og udvikling i kirke og mission. Ny Mission nr. 12. Frederiksberg: Anis
[Diakonia and Development in Church and Mission]
Nielsen, Helge Kjær. 1994. Han elskede os først. Om den bibelske begrundelse for diakoni. Aarhus: Aarhus
Universitetsforlag [He Loved Us First: On the Biblical Reason for Diakonia]
Nissen, Johannes. 2008. Diakoni og menneskesyn. Frederiksberg: Aros [Diakonia and View of Human Nature]
Ecclesiology
Aagaard, Anna Marie. 1991. Identifikation af kirken. Frederiksberg: Anis [Identifying the Church]
Engen, Charles Van. 1991. God’s Missionary People: Rethinking the Purpose of the Local Church. Grand Rapids:
Baker
Gelder, Craig Van. 2000. The Essence of the Church. Grand Rapids: Baker
Hegstad, Harald. 2009. Den virkelige kirke. Bidrag til ekklesiologien. KIFO perspektiv 19. Trondheim: Tapir
Akademisk Forlag [The Real Church: Contributions to Ecclesiology]
Iversen, Hans Raun (ed.). 1995. Vinduer til Guds rige – seksten forelæsninger om kirken. Frederiksberg: Anis
[Windows to the Kingdom of God: Sixteen Papers on the Church]
Iversen, Hans Raun 1995. “Den kirkeløse kristendom i Danmark. Dens baggrund og konsekvenser.” Pages 13-31 in
Hans Raun Iversen. Vinduer til Guds rige – seksten forelæsninger om kirken. Frederiksberg: Anis [“Churchless
Christianity in Denmark: Its background and Consequences”]
Iversen, Hans Raun. 2008. “Kirkeordning og menighedsforståelse i Danmark” (1998). Pages 117-31 in Hans Raun
Iversen (ed.). Grundtvig, folkekirke og mission. Praktisk teologiske vekselvirkninger. Frederiksberg: Anis [“Chruch
Ordinance and Congregational Understanding in Denmark”]
Iversen, Hans Raun. 2008. “Kulturkristendom, kirkekristendom og karismatisk kristendom” (1999). Pages 185-215 in
Hans Raun Iversen (ed.). Grundtvig, folkekirke og mission. Praktisk teologiske vekselvirkninger. Frederiksberg:
Anis [“Cultural Christianity, Church Christianity, and Charismatic Christianity”]
Iversen, Hans Raun. 2008. “De kirkelige retningers kirkelige retning” (2004). Pages 133-45 in Hans Raun Iversen (ed.).
Grundtvig, folkekirke og mission. Praktisk teologiske vekselvirkninger. Frederiksberg: Anis [“The Church
Orientation of the Church Movements”]
Larsen, Kurt E. 2007. Fra Christensen til Krarup. Dansk kirkeliv i det 20. århundrede. Fredericia: Kolon [From
Christensen to Krarup: Danish Church Life in the 20th Century]
Skjevesland, Olav. 1976. Kirken i det Nye Testamente. En innføring. Oslo: Andaktsboksselskapet [The Church in the
New Testament: An Introduction]
36
Skjevesland, Olav. 1993. Huset av levende steiner. En teologi for menighetsoppbyggning. Oslo: Verbum [The House
Made of Living Stones: A Theology of Building a Congregation]
Faculty
PhD Kurt Larsen, Course Leader, and visiting teachers.
Assessment
programme mark.
Instruction
Private study
Exam
24
40
36
100
37
BAT408 Biblical Hebrew
Credit
25 Credits, Level 4
None
Delivery of course
This language course is to be taken at the Faculty of Arts (Department of Culture and Society) at the Aarhus University
in the 3rd and 4th semesters. Credit transfer.
Excerpt from Aarhus University course descriptions (2007 BA-programme in Theology)3:
Hebrew 1. semester
Aim:
The student shall achieve qualifications in the form of knowledge, understanding and skills within these areas:
•
Reading and translation of more easy Biblical-Hebrew prose texts;
•
Elementary Biblical-Hebrew vocabulary, morphology and syntax.
Through working with the subject-related substance, the student shall achieve scholarly competencies, enabling him/her
to:
•
Translate a more easy Biblical-Hebrew prose text;
•
Account for central topics within Hebrew vocabulary, morphology and syntax on an elementary level.
Teaching method: Team teaching
Language of instruction: Danish
Syllabus: Core syllabus: A Hebrew primer and grammar and also 7-10 pages Biblical-Hebrew prose.
Course description: The discipline Hebrew 1 is the first part of a subject related course, promoting linguistic proficiency
and knowledge of the Biblical-Hebrew language tradition and its significance for theology.
Modes of assessment:
Candidate
Product
Product
limits
Duration
Preparation
Materials
permitted
Basis
Individual
Attendance
Remarks
Mode of assessment is an active, satisfactory attendance of classes, incl. writing
one or several smaller assignments during the semester.
Hebrew 2. semester
Aim:
3
Danish version may be found at http://studieordning.au.dk/studieordningHTML/146_04-042011_Bacheloruddannelse%20i%20teologi.html, par. 3.7 and 3.13 (assessed 10. May 2011).
38
•
Reading aloud and translation of Biblical-Hebrew texts, both prose and poetry;
•
Biblical-Hebrew vocabulary, morphology and syntax;
•
Text critique as is found in Biblia Hebraica Stuttgartensia.
Through working with the subject-related substance the student shall achieve scholarly competencies, enabling him/her
to:
•
Translate a Biblical-Hebrew text;
•
Account for topics within Hebrew vocabulary, morphology and syntax;
•
Account for text critical problems in a Biblical-Hebrew text and argue for their relevance in translating the text.
Syllabus: Core syllabus: 20-23 pages Biblical-Hebrew text, both prose and poetry.
Course description: The discipline Hebrew 2 is the final part of a subject related course, promoting linguistic
proficiency and knowledge of the Biblical-Hebrew language tradition and its significance for theology.
Subject-related pre-requisites: Hebrew 2 presupposes that Hebrew 1 has been passed.
Candidate
Product
Product
limits
Individual
Oral
Set exam
question
Duration
20 min.
Preparati
on
Materials
permitted
Basis
20 min.
All
customary
Attendance
Remarks
Aids:
During the preparation: dictionaries and grammar
During the examination: personal notes from the preparation.
Text editions
Ca. 30 pages from Biblica Hebraica Stuttgartensia (Stuttgart: Deutsche Bibelgesellschaft, 19975)
Primer
Sørensen, Dan Enok. 2009. Hebraisk begynderbog. Booklet. Faculty of Arts, Aarhus University [Hebrew for
Beginners]
Lexicon
Gesenius, W. & Fr. Buhl. 1962. Hebräisches und aramäisches Handwörterbuch über das Alte Testament. Photogr.
reprint of the 17th ed. (Berlin: Springer, 1915) [Hebrew and Aramaic Hand Lexicon on the Old Testament]
Grammars
Sørensen, Dan Enok. 2003. Bibelsk-hebraisk grammatik. Aarhus: Hovedland [Biblical-Hebrew Grammar]
39
BAT409 Latin
Credit
40 Credits, Level 4
Pre-requisite: None
Delivery of course
This language course is to be taken at the Faculty of Arts (Department of Cuture and Society) at the University of
Aarhus in the 5th and 6th semesters. Credit transfer.
Excerpt from University of Aarhus course descriptions (2007 BA-programme in Theology)4:
Latin 1. semester
Aim:
•
Translation of more easy Latin texts;
•
Knowledge of Latin vocabulary, morphology and syntax.
to:
•
Translate an elementary subject-related Latin text;
•
Account for central topics within Latin vocabulary, morphology and syntax on an elementary level.
Syllabus: Core syllabus: A Latin primer and grammar and also 15 pages classical Latin.
Course description: The discipline Latin 1 is the first part of a subject-related course, promoting linguistic proficiency in
classical Latin and later language forms and also knowledge of the significance of Latin language tradition for European
culture, including Theology in the particular.
Candidate
Product
Product
limits
Duration
Preparation
Materials
permitted
Basis
Individual
Attendance
Remarks
Mode of assessment is an active, satisfactory attendance of classes, incl. writing
one or several smaller assignments during the semester. A slightly bigger
assignment is submitted at the closing of the instruction. In case of non-active,
non-satisfactory attendance of classes (less than 75% of the offered lessons), a
written piece of homework will be set (2 days, max 5 pages).
Latin 2. semester
4
Danish version may be found at http://studieordning.au.dk/studieordningHTML/146_04-042011_Bacheloruddannelse%20i%20teologi.html, par. 3.17 and 3.22 (assessed 10. May 2011).
40
Aim:
•
Reading, analysis and translation of subject-related Latin texts;
•
Latin vocabulary, morphology and syntax ;
•
The significance of Latin for European culture, especially Theology.
to:
•
read and translate subject-related Latin texts;
•
Account for the morphology and syntax of the texts;
•
Consider the theological significance of a Latin text.
Syllabus: Core syllabus, 60 pages of classical and later Latin texts.
Course description: The discipline Latin 2 is the final part of a subject-related course, promoting linguistic proficiency
in classical Latin and later language forms and also knowledge of the significance of Latin language tradition for
European culture, including Theology in the particular.
Subject-related pre-requisites: Latin 2 presupposes that Latin 1 has been passed.
Candidate
Product
Product
limits
Individual
Oral
Set exam
question
Duration
20 min.
Preparati
on
Materials
permitted
Basis
20 min.
Selected
Presentation
Remarks
Syllabus:
By active attendance in 75% of the classes at the least, a reduction of syllabus of 1/3
of the texts may be given
Aids:
During the preparation: dictionaries and grammar
During the examination: personal notes from the preparation.
Indicative bibliography for the study of Latin
Text editions
Die Bekenntnisschriften der evangelisch-lutherischen Kirche. Göttingen: Vandenhoeck & Ruprecht, 1999 (19301) [The
Symbolic Books of the Evangelical-Lutheran Church]
Biblia Sacra iuxta Vulgatam versionem. Vol. I-II. Stuttgart: Württembergische Bibelanstalt, 1975 [The Holy Bible
According to the Vulgate Version]
41
Text books
Christensen, Bent & Morten Stenbæk. 1987. Vita Romana - Latinsk Grundbog 1. Copenhagen: Gyldendal [Vita Romana
– Latin Primer 1]
Christensen, Bent & Morten Stenbæk. 1989. Vita Romana - Latinsk Grundbog 2. Copenhagen: Gyldendal) [Vita
Romana – Latin Primer 2]
Christensen, Bent & Chr. Gorm Tortzen. 1999. Ludus: Introduktion til Latin. Latinitas. Copenhagen: Gyldendal [Ludus:
Introduction to Latin]
Grammars and dictionaries
Christensen, Bent & Chr. Gorm Tortzen. 1998. Ars maior: Latinsk Grammatik. Latinitas. Copenhagen: Munksgaard
[Ars maior: A Latin Grammar]
Christensen, Bent & Chr. Gorm Tortzen. 2000. Ars minor: latinsk grammatik for begyndere. Latinitas. Copenhagen:
Gyldendal [Ars minor: A Latin Grammar for Beginners]
Georges, Karl Ernst. 2002. Lateinisch-Deutsch: Ausführliches Handwörterbuch. Digitale Bibliothek 69. Electronic ed.
of the 8th printed ed.1918; repr. Berlin: Directmedia [Latin-German: A Comprehensive Handbook Dictionary]
Habel, E. & F. Gröbel. 1999. Mittellateinisches Glossar. Repr. of the 2nd ed. (1959). Paderborn: Ferdinand Schöningh
(19311) [Medieval Latin Glossary]
Hastrup, Thure. 2003. Latin-Dansk Ordbog. Gyldendals Røde Ordbøger. Repr. of the 7th ed. (1983); Copenhagen:
Gyldendal (19591) [Latin-Danish Dictionary]
Hermann, Jo. 2001. Latinsk Grammatik på Dansk. Copenhagen: Akademisk Forlag [Latin Grammar in Danish]
Hyllested, Povl & Ulf Østergaard. 1998. Latinsk grammatik: Håndbog for gymnasiet. Copenhagen: Gyldendal (19661)
[Latin Grammar: Manual for the Upper Secondary School]
Jensen, J. Th. & M. J. Goldschmidt. 2001. Latinsk-dansk Ordbog. Copenhagen: Gyldendal. 2nd augmented and
improved ed. [Latin-Danish Dictionary]
Lewis, Charlton T. & Charles Short. 1984. A Latin Dictionary: Founded on Andrews' Edition of Freund's Latin
Dictionary. Revised, Enlarged, and in Great Part Rewritten. Repr. Oxford: Clarendon Press (18791)
Other resources
Cawley, Kevin. Latin Dictionary and Grammar Aid: http://www.nd.edu/~archives/latgramm.htm
Crane, Gregory R. (ed.). Perseus Digital Library: http://www.perseus.tufts.edu
Christensen, Bent & Chr. Gorm Tortzen. 1997. Vade mecum: 400 spørgsmål og svar i den latinske grammatik.
Latinitas. Copenhagen: Munksgaard [Vade mecum: 400 Questions and Answers of Latin Grammar]
Kennedy, George A. 1980. Classical Rethoric and Its Christian and Secular Tradition From Ancient to Modern Times.
Chapel Hill: University of North Carolina
Mantello, F. A. C. & A. G. Rigg. 1996. Medieval Latin: An Introduction and Bibliographical Guide. Washington D.C.:
Catholic University of America
Schilling, Johannes. 1998. “Latinistische Hilfsmittel zum Lutherstudium.” Lutherjahrbuch 55: 83-101 [“Latin Aids for
the Study of Luther”]
Strecker, Karl. 1971. Introduction to Medieval Latin. Trans. by Robert B. Palmer from Einführung in das Mittellatein
(Berlin: Weidmann, 1929). Berlin: Weidmannsche Verlagsbuchhandlung
42
BAT501 New Testament Greek II (advanced)
Credit
10 Credits, Level 5
Pre-requisite: Successful completion of BAT402.
Aims
•
To teach the student to understand and interpret the New Testament in the original language independently and
critically, using standard reference works;
•
To train the student in understanding and explaining text-critical problems;
•
To enable the student to understand and take a critical stand on the linguistic aspects of scholarly exegetical
literature.
Overview
Building on BAT402, this course will help the student to work through selected texts from the Gospel of St. Matthew
and Paul's First letter to the Corinthians. The focus is on linguistic analysis, but elementary exegetical problems will
also be involved during the course, in order to prepare the student for the exegetical study of the Greek New Testament.
The course will give special attention to the use of standard scholarly reference works and will enable the student to use
a standard scholarly dictionary and grammar and to substantiate their translation and examination by references to
scholarly aids.
Course process
The course will be delivered through tutorials and private study. The set texts will be translated and analysed
linguistically by the student, tutored by Faculty. Basic problems of syntax, semantics, translation issues, text-critical
issues, and the use of scholarly reference works will be covered in lectures.
Learning outcomes
•
Make an accurate translation into current Danish from a text in the syllabus;
•
Make an accurate linguistic analysis (syntactically and semantically) of the text;
•
Give an account of the deliberations which have been made by the student in the translation process;
•
Discuss the linguistic problems in the text;
•
Analyse possible text-critical problems;
•
Substantiate translation and analysis by critical references to standard scholarly aids.
Content
20 pages from the Greek New Testament, selected from the Gospel of St. Matthew and Paul's First letter to the
Corinthians.
•
Greek morphology;
•
Greek syntax;
•
Greek semantics;
43
•
Knowledge of basic translation principles;
•
Knowledge of narrative and epistolary texts of the Greek New Testament;
•
Competence in translating a Greek New Testament text into current Danish;
•
Knowledge of linguistic and philological principles inherent in standard scholarly aids;
•
Competence in using standard scholarly aids systematically and critically;
•
Text-critical tools and principles.
Text editions
20 chapters from Nestle-Aland, Novum Testamentum Graece. 27th ed. Stuttgart: Deutsche Bibelgesellschaft,1993
Primer
Jensen, Svend Fodgaard. 2010. Themelion: Indføring i nytestamentlig græsk. Frederiksberg: Aros [Themelion: A Basic
Course in New Testament Greek]
Lexicons
Bauer, Walter; Frederick W. Danker; William F. Arndt & F.W. Gingrich. 2000. A Greek-English Lexicon of the New
Testament and Other Early Christian Literature. Chicago: University of Chicago Press
Grammars
Nielsen, Helge Kjær. 2003. Nytestamentlig græsk: Formlære og syntax. Frederiksberg: Aros (19741) [New Testament
Greek: Morphology and Syntax]
Text editions
Ralphs, Alfred. 1979. Septuaginta I-II. Stuttgart: Deutsche Bibelgesellschaft
or
Hanhart Robert & Alfred Rahlfs. 2006. Septuaginta. Das Alte Testament griechisch: Verkleinerte Ausgabe in einem
Band. Stuttgart: Deutsche Bibelgesellschaft [The Septuagint. The Old Testament in Greek: A Shortened Edition in
One Volume]
Text books
Duff, Jeremy. 2005. The Elements of New Testament Greek. 3rd ed. Cambridge. Cambridge University Press
Mounce, William D. 2003. The Basics of Biblical Greek: Grammar. Grand Rapids: Zondervan (19931)
Mounce, William D. 2003. The Basics of Biblical Greek: Workbook. Grand Rapids: Zondervan (19931)
Sandvei, Bjørn Helge. 2001. Øvingshefte for begynnere i koine-gresk. Oslo: Det teologiske Menighetsfakultet [Practice
Book for Beginners in Koine Greek]
Lexicons
Berg, Carl. 2003. Oldgræsk-Dansk Ordbog. Copenhagen: Gyldendal [Old Greek-Danish Dictionary]
Liddell, H. G.; R. Scott & H. S. Jones. 1990. A Greek-English Lexicon. Oxford: Clarendon
Louw, J. P. & E. A. Nida (eds.). 1989. Greek-English Lexicon of the New Testament: Based on Semantic Domains. Vol.
1-2. New York: United Bible Societies
Lust, J.; E. Eynikel; K. Hauspie & G. Chamberlain. 1992/1996. A Greek-English Lexicon of the Septuagint. Part I-II.
Grammars
Blass, Friedrich; A. Debrunner & F. Rehkopf. 2001. Grammatik des neutestamentlichen Griechisch. Göttingen:
Vandenhoeck & Ruprecht [A Grammar of New Testament Greek]
Blomqvist, Jerker & Poul Ole Jastrup. 1998. Grekisk/Græsk Grammatik. Copenhagen: Akademisk Forlag [Greek
Grammar]
44
Conybeare, F. C. & George Stock. 2001. Grammar of Septuagint Greek: With Selected Readings From the Septuagint,
Vocabularies, and Updated Indexes. Updated Version (Boston: Ginn and Company 1905) Reprint: Peabody MA:
Hendrickson
Fanning, B. M. 1991. Verbal Aspect in New Testament Greek. Oxford Theological Monographs. Oxford: Clarendon
Mounce, William D. 1994. The Morphology of Biblical Greek. Grand Rapids: Zondervan
Wallace, Daniel B. 1996. Greek Grammar beyond the Basics: An Exegetical Syntax of the New Testament. Grand
Rapids: Zondervan
Text critique
Aland, Kurt & Barbara Aland. 1989. Der Text des Neuen Testaments: Einführung in die wissenschaftlichen Ausgaben
sowie in Theorie und Praxis der modernen Textkritik. Stuttgart: Deutsche Bibelgesellschaft [Text of the New
Testament: Introduction to the Critical Editions and the Theory and Practice of Modern Textual Criticism]
Greenlee, J. Harold. 1996. Introduction to New Testament Textual Criticism. Carlisle: Paternoster
Metzger, Bruce M. 1992. The Text of the New Testament: Its Transmission, Corruption, and Restoration. New York:
Oxford University Press
Metzger, Bruce M. 1994. A Textual Commentary on the Greek New Testament. Stuttgart: Deutsche Bibelgesellschaft
Other resources
Stuttgarter Elektronische Studienbibel – SESB 2.0. 2006. Eds. Christof Hardmeier, Eep Talstra and Alan Groves.
Faculty
PhD Morten Hørning Jensen and Dr Peter V. Legarth, Course Leaders
Assessment
programme mark.
Instruction
Private study
Exam
24
56
20
100
45
BAT502-1 Church and Mission History I
Credit
15 Credits, Level 5
None
Aims
•
To provide the student with an outline of the history of the Church and its mission from New Testament times until
1500 AD;
•
To help the student to realise the inter-relationships between the historical development of the Church and its
mission and the social, cultural and political context of that development;
•
To introduce the student to a critical understanding of the Early Church and Medieval Church as a part of the
presuppositions of present-day Christianity and the different church traditions today;
•
To help the student to evaluate critically the history of the Early and Medieval Church and its mission from a
biblical and systematic theological perspective in order to make this heritage fruitful in his/her own ministry and in
the ministry and mission of the Church today;
•
To give the student an ability, when studying the other theological disciplines, to realise how assumptions have
informed and still do inform the reading of the Bible.
Overview
This course is concerned with the outward expansion of Christianity as well as its internal development in the different
churches and movements from New Testament times until 1500 AD. It provides the preliminary survey of this period,
as seen in the light of the social, cultural and political development in general.
The course also focuses on the question of how changing social and intellectual realities have impinged upon the
interpretation of the Bible and how the Church with its interpretation of the Bible has influenced the social and
intellectual life in society.
Course process
The course will be delivered through lectures and private study. Students will prepare suggestions for a critical appraisal
of historical documents from the Early Church and Medieval Church.
Learning outcomes
•
Describe the most important theologians and theological discussions in the Early and Medieval Church;
•
Describe the different churches and Christian movements in the Early and Medieval Church;
•
Give an outline of the most important aspects of the life and development of the Church;
•
Describe the mission, establishing and history of the Church in Denmark from its beginning until 1500 AD;
•
Take up further individual studies in the history of the Church before 1500 AD.
Content
A textbook of 500-550 pages. As examples, historical sources from the Early and Medieval Church and its mission will
be studied.
46
•
The History of the Church from New Testament Times until 1500 AD;
•
The expansion of the churches and the various Christian movements;
•
The self-understanding, praxis-patterns and internal struggles of the churches and Christian movements;
•
The History of the Church in Denmark (mission and establishing) from its beginning until 1500 AD.
Holmquist, Hjalmar & Jens Nørregaard. 1997. Kirkehistorie 1: Oldtid og Middelalder. Copenhagen: Akademisk
Forlag. Photogr. repr. of the 1946 edition. Copenhagen: Schultz [Church History. 1: Antiquity and Middle Ages]
Irwin, Dale T. & Scott W. Sunquist. 2009. History of the World Christian Movement. Vol. 1: Earliest Christianity to
1453. Maryknoll, NY: Orbis
Lausten, Martin Schwarz. 1983. Danmarks kirkehistorie. Copenhagen: Gyldendal. Pages 5-98 [The Church History of
Denmark]
Bosch, David J. 1991. Transforming Mission: Paradigm Shifts in Theology of Mission. American Society of Mission
Series 16. Maryknoll NY: Orbis
Hägglund, Bengt. 1981. Teologins Historia. En dogmhistorisk översikt. 5th ed. Lund: LiberLäromedel (19561). Pages 1184 [The History of Theology: An Outline of the History of Dogma]
Jenkins, Philip. 2002. The Next Christendom: The Coming of Global Christianity. Oxford: Oxford University Press
Lausten, Martin Schwarz. 1997. Kirkehistorie. Frederiksberg: Anis. Pages 5-154 [Church History]
Other resources
A historical atlas, for example
Putzger, F. W. 2002. Historischer Weltatlas (ed. by E. Bruckmüller) Berlin: Cornelsen (1954) [Historical World Atlas]
Faculty
PhD Kurt Larsen, Course Leader.
Assessment
includes words in footnotes and endnotes, but does not include the bibliography. The course mark will contribute 4% to
Instruction
Private study
Course work
Exam
36
60
30
24
150
47
BAT502-2 Church AND Mission History II
Credit
20 Credits, Level 5
Pre-requisite: Successfully completion of BAT502-1.
Aims
•
To provide the student with an outline of the history of the Church and its global mission from 1500 AD;
•
To help the student to realise the inter-relationships between the historical development of the Church and its
mission and the social, cultural and political context of that development;
•
To introduce the student to a critical understanding of the Reformation and Modern Church as a part of the
presuppositions of present-day Christianity and the different Church traditions today;
•
To help the student to evaluate critically the history of the Reformation and Modern Church and its Mission from a
biblical and systematic theological perspective in order to make this heritage fruitful in his/her own ministry and in
the ministry and mission of the Church today;
•
To give the student an ability, when studying the other theological disciplines, to realise how assumptions have
informed and still do inform the reading of the Bible.
Overview
This course is concerned with the outward expansion of Christianity to the whole world as well as its internal
development in the different Churches and movements since approximately 1500 AD. It provides the preliminary
survey of this period, as seen in the light of the social, cultural and political development in general.
The course also focuses on the question of how changing social and intellectual realities have impinged upon the
interpretation of the Bible and how the Church worldwide with its interpretation of the Bible have influenced the social
and intellectual life in society.
Course process
The course will be delivered through lectures and private study. Students will prepare suggestions for a critical appraisal
of historical documents from the Reformation and modern times.
Learning outcomes
•
Describe the most important theologians and theological discussions from the Reformation period until present
time;
•
Describe the different churches and Christian movements from the time of the Reformation until the present time,
incl. the growth of Christianity as a world religion;
•
Describe in outline the most important things in the life and development of the Church;
•
Outline the history of the Church in Denmark from the Reformation period until the present time;
•
Take up further individual studies in the history of the Church since 1500 AD;
•
Present the material in an effective manner with relevant information and through efficient use of information
technology.
48
Content
A textbook of 700-750 pages. As examples, historical sources regarding the Church and its mission from the
Reformation and from Modern time will be read.
•
The History of the Church since c 1500 AD;
•
The expansion of the churches and the various Christian movements into a global church;
•
The self-understanding, praxis-patterns and internal struggles of the churches and Christian movements;
•
The History of the Church in Denmark and the Danish Christian movements from the Reformation period until
today.
Christensen, Torben & Sven Göransson. 1976. Kirkehistorie 3. Stockholm: Esselte Studium [The History of the Church
3]
Grane, Leif. 1982. Kirken i det 19. århundrede. Copenhagen: G.E.C. Gad [The Church in the 19th Century]
Holmquist, Hjalmar & Jens Nørregaard. 2001. Kirkehistorie 2: Den nyere tid. Copenhagen: Akademisk Forlag.
Photogr. reprint of Copenhagen: Schultz (1949) [The History of the Church 2: Modern Time]
Holmquist, Hjalmar & Jens Nørregaard. 1997. Kirkehistorie 3: Det nittende århundrede. Copenhagen: Akademisk
Forlag. Photogr. reprint of Copenhagen: Schultz (1951) [The History of the Church 3: The 19th Century]
Larsen, Kurt E. 1998. Fra kirkens historie 1500-1700. Aarhus: Kolon [From the History of the Church 1500-1700]
Lausten, Martin Schwarz. 1983. Danmarks kirkehistorie. Copenhagen: Gyldendal. Pages 99-352 [The Church History
of Denmark]
Bosch, David J. 1991. Transforming Mission: Paradigm Shifts in Theology of Mission. American Society of Mission
Series 16. Maryknoll NY: Orbis
Hägglund, Bengt. 1981. Teologins Historia. En dogmhistorisk översikt. 5th ed. Lund: LiberLäromedel (19561). Pages
185-431 [The History of Theology: An Outline of the History of Dogma]
Jenkins, Philip. 2002. The Next Christendom: The Coming of Global Christianity. Oxford: Oxford University Press
Larsen, Kurt E. 2007. Fra Christensen til Krarup. Dansk kirkeliv i det 20. århundrede. Fredericia: Kolon [From
Christensen to Krarup: Danish Church Life in the 20th Century]
Lausten, Martin Schwarz. 1997. Kirkehistorie. Frederiksberg: Anis. Pages 155-303 [Church History]
Other resources
A historical atlas, for example
Putzger, F. W. 2002. Historischer Weltatlas (ed. by E. Bruckmüller) Berlin: Cornelsen (1954) [Historical World Atlas]
Faculty
PhD Kurt Larsen, Course Leader.
Assessment
Instruction
Private study
Course work
Exam
48
80
40
32
200
49
BAT503-1 Ethics and Philosophy of Religion I
Credit
20 Credits, Level 5
Pre-requisites: Successful completion of BAT404.
Aims
•
To give the student a comprehensive knowledge of the history of Ethics and the history of Philosophy of Religion;
•
To provide the skills of mastering the central concepts, themes and issues that characterise the disciplines.
Overview
The course will provide a basic introduction to the biblically-based, traditional Christian understanding of existence
with special emphasis on the elements of that understanding that properly belong to ethics and the philosophy of
religion. The course will focus on the history of ethics, introducing the student to key philosophical and theological
contributions to ethics viewed historically and thematically. In addition the emphasis will be on providing an
introduction to the philosophy of religion viewed historically and thematically.
The course will form the background for a reflection on how a Christian theologian may work towards a well-grounded
position on ethics, and how he/she should meet contemporary theological challenges to Christian faith. Such reflections
will from a part of the content of BAT503-2.
Course process
The course will be delivered through lectures, seminars and private study.
Learning Outcomes
•
Demonstrate a comprehensive knowledge of the history of ethics and the history of the philosophy of religion;
•
Master the central concepts, themes and issues that characterise both disciplines;
•
Describe the affinities and mutually opposing tendencies inherent in the course content;
•
Search and evaluate subject relevant information by the aid of information technology in order to present relevant
material for discussion.
Content
Course reading: a textbook on ethics of 200-250 pages; and a textbook on the philosophy of religion of 200-250 pages.
Ethics
• What is Ethics? Descriptive and normative ethics; Deontological and teleological ethics; Philosophical and
theological ethics;
•
Antique Greek ethics: Plato, Aristotle and Stoicism;
•
Biblical ethics in the Old and New Testament;
•
Medieval ethics: Aurelius Augustine, Thomas Aquinas;
•
The ethics of Martin Luther;
50
•
Modern ethics: social contract theories; David Hume (moral sense); Immanuel Kant; Stuart Mill (utilitarianism);
Søren Kierkegaard; Ethics in the Twentieth Century;
•
Philosophical ethics: Jürgen Habermas, John Rawls, Alasdair MacIntyre;
•
Theological ethics: Paul Althaus, Karl Barth, Emil Brunner, K.E. Løgstrup, Stanley Hauerwas;
•
Contemporary ethical tendencies. Post-modern ethics;
•
Affinities and opposing tendencies in the history of ethics.
Philosophy of religion
• What is religion?
•
What is Philosophy of Religion?
•
The concept of God: the divine attributes
•
Arguments in favour of the existence of God: Theistic arguments;
•
Contemporary arguments in favour of the existence of God: K. A. Løgstrup, Richard Swinburne, Alvin Plantinga,
etc.;
•
Arguments against the existence of God: the problem of evil, challenges to theism;
•
Religion as a mistake, projection, illusion and neuroses: David Hume, L. Feuerbach, Emile Durkheim, Friedrich
Nietzsche, Sigmund Freud;
•
Religion and Science;
•
Religious language;
•
Religious plurality;
•
Religion and ethics;
•
Tendencies in the actual philosophy of religion: Revisionary accounts of God: Don Cupitt, Gianni Vattimo, etc.
Ethics
Andersen, Svend. 2003. Som dig selv. En indføring i etik. Aarhus: Aarhus Universitetsforlag (19931) [Like Yourself: An
Introduction to Ethics]
Philosophy of Religion
Andersen, Svend; Niels Grønkjærs & Troels Nørager. 2002. Religionsfilosofi. Kristendom og tænkning. Copenhagen:
Gad [Philosophy of Religion: Christianity and Thinking]
Ethics
Clark, David K. & Robert V. Rakestraw (eds.). 1994. Readings in Christian Ethics. Vol 1: Theory and Method. Baker
Academic. Grand Rapids: Baker
MacIntyre, Alasdair. 1996. Moralfilosofiens historie. Etikkens udvikling fra Homer til vore dage. Danish from a
Norwegian transl. of A short History of Ethics (Old Trappan NJ, 1966]. Frederiksberg: Det lille Forlag [The
History of Moral Philosophy: The Development of Ethics from Homer until Today]
51
Singer, Peter. 1993. Praktisk etik. Danish transl. of Practical Ethics (Cambridge 1980). Copenhagen: Hans Reitzel
[Practical Ethics]
Smith, Axel (ed.). 1988. På Skaperens jord. En innføring i kristen etikk. Oslo: Universitetsforlaget (19841) [On the
Creator's Earth: An Introduction to Christian Ethics]
Thorbjørnsen, Svein Olaf (ed.). 1994. Utfordringer og Ansvar. Områdeetikk. Teologisk Etikk 2. Oslo:
Universitetsforlaget [Challenges and Responsibility: Area Ethics]
Valen-Sendstad, Aksel. 1984. Innføring i kristen etikk. Oslo: Luther [Introduction to Christian Ethics]
Wind, H. C. (ed.). 1980. Religionen i krise. Etiske og religionsfilosofiske problemer. Vol. I-II. Berlingske studie.
Copenhagen: Berlingske [Religion in Crisis: Ethical and Religion Philosophical Problems]
Hick, John. 1975. Religionsfilosofi. Stockholm: AWE/Gebers. Trans. from Philosophy of Religion (Englewood Cliffs
1965)
Hygen, Johan B. 1977. Trekk av religionsfilosofien. Oslo: Land og Kirke/Gyldendal Norsk Forlag [Features in the
Philosophy of Religion]
Peterson, Michael; William Hasker; Bruce Reichenbach & David Basinger. 1991. Reason & Religious Belief: An
Introduction to the Philosophy of Religion. Oxford: Oxford University Press
Peterson, Michael; William Hasker; Bruce Reichenbach & David Basinger. 1996. Philosophy of Religion. Selected
Readings. Oxford: Oxford University Press
Quinn, Philip L. & Charles Taliaferros (eds.). 2002. A Companion to Philosophy of Religion. Cambridge MA:
Blackwell
Valen-Sendstad, Aksel. 1992. Religionsfilosofi. En innføring i forholdet mellom filosofisk og teologisk
virkelighetsforståelse. Menighedsfakultetets Videnskabelige Serie 2. Aarhus: Kolon [Philosophy of Religion: An
Introduction to the Relationship Between a Philosophical and a Theological Understanding of Reality]
Wigen, Tore. 1993. Religionsfilosofi. En bok om tro og fornuft og livets mening. Oslo: Luther [Philosophy of Religion:
A Book on Belief, Reason, and Meaning of Life]
Wind, H. C. (ed.). 1980. Religionen i krise. Etiske og religionsfilosofiske problemer I-II. Copenhagen: Berlingske
[Religion in Crisis: Ethical and Religion Philosophical Problems I-II]
Faculty
Dr Kurt Christensen, Course Leader.
Assessment
Instruction
Private study
Course work
Exam
48
80
40
32
200
52
BAT503-2 Ethics and Philosophy of Religion II
Credit
10 Credits, Level 5
Pre-requisites: Successful completion of BAT403, BAT404, BAT405, and BAT503-1.
Aims
•
To provide the theoretical background for responding to concrete contemporary ethical issues as well as religiousphilosophical challenges to Christian faith;
•
To train the student to demonstrate this competence on concrete ethical and religious-philosophical cases.
Overview
Ethics and the philosophy of religion are those subject areas in the study of theology which, on a Biblical basis, probe in
depth the ethical and philosophical implications of Christian belief. In this discipline the issue of Christianity’s response
to contemporary culture is addressed as well. This latter area presupposes a degree of prior reflection on the very
possibility of normative ethical and religious-philosophical thinking. In fulfilling this remit BAT503-2 contributes both
to the disciplines of Practical Theology and the Theology of Mission.
The course seeks to fulfil this goal by providing an introduction to models for normative ethical thinking and to the
treatment of concrete ethical issues, and through focusing on contemporary religious-philosophical challenges to
Christian faith and the resources which we command in seeking to meet them. In this context, either certain themes may
be spotlighted or one or more (or parts of) pivotal works may be read. The theme(s) to be covered in the Philosophy of
Religion part of the course will vary from course to course.
A certain focus in the course will be on searching and evaluating subject-related information by the aid of information
technology.
Course process
The course will be delivered through lectures, reading of key texts, submission of papers from students, seminars, and
private study.
Learning outcomes
•
Demonstrate a comprehensive knowledge of the concepts and methods applied within ethics and the philosophy of
religion;
•
Display an intimate knowledge of the theme(s) represented in the course content;
•
Situate those themes into broader philosophical and/or theological contexts;
•
Discuss and evaluate independently the tenability of the various viewpoints in relation to Christian faith;
•
Search and evaluate subject relevant information by the aid of information technology in order to present relevant
material for discussion.
Content
Course reading: 400 pages in total, approximately 200 pages in relation to ethics, and approximately 200 pages in
relation to philosophy of religion.
Ethics
• The contemporary ethical situation;
53
•
Is there a specific Christian/theological ethics?
•
Models for a normative theological ethics: deontological ethics, teleological ethics; epistemological and
hermeneutical perspectives;
•
Consideration of concrete ethical topics or reading of one or more pivotal works;
Philosophy of religion
• Survey on contemporary issues in the philosophy of religion: epistemological and hermeneutical perspectives;
•
Theological and philosophical resources facing the present-day challenges to the Christian faith;
•
Treatment of one or more concrete issues or reading of one or more pivotal works.
Ethics
Asheim, Ivar. 1984. “Innlednings- og grunnlagsspørsmål.” Pages 11-59 in Axel Smith (ed.). På Skaperens jord. En
innføring i kristen etikk. Oslo: Luther [“Introductional and basical questions”]
Nissen, Johannes. 2003. Bibel og Etik. Konkrete og principielle problemstillinger. Aarhus: Aarhus Universitetsforlag
[Bible and Ethics: Definite and Principled Problems]
The content of the required reading depends on the topics to be chosen.
Ethics
Althaus, Paul. 1965. Die Ethik Martin Luthers. Gütersloh: Gütersloher Verlagshaus Gerd Mohn [Martin Luther’s
Ethics]
Bexell, Göran. 1988. Etiken, bibeln och samlevnaden. Stockholm: Verbum [Ethics, the Bible, and Living Together]
Bloomquist, Karen L. & John R. Stumme. 1998. The Promise of Lutheran Ethics. Minneapolis: Fortress
Bonhoeffer, Dietrich. 1975. Ethik. Zusammengestellt und herausgegeben von Eberhard Bethge. Munich: Chr. Kaiser
[Ethics: Compiled and edited by Eberhard Bethge]
Brunner, Emil. 1978. Das Gebot und die Ordnungen. Entwurf einer protestantisch-theologischen Ethik. 4th ed. Zurich:
TVZ Verlag (Tubingen 19321) [The Command and the Institutes: A Draft of a Protestant-Theological Ethics]
Jensen, Karsten Klint & Svend Andersen (eds.). 1999. Bioetik. Copenhagen: Rosinante [Bioethics]
Jonas, Hans. 1999. Ansvarets princip. Udkast til en etik for den teknologiske civilisation. Copenhagen: Hans Reitzel.
Danish transl. of Das Prinzip Verantwortung. Versuch einer Ethik für die technologische Zivilisation (Frankfurt
am Main, 1979) [The Principle of Responsibity: An Attempt to Make an Ethics for theTechnological Civilization]
Kierkegaard, Søren. 1963. Kjerlighedens Gjerninger. Complete Works Vol. 12. Copenhagen: Gyldendal [The Deeds of
Love]
Küng, Hans. 1994. Etikk for verdens fremtid. Oslo: Land og Kirke/Gyldendal Norsk Forlag. Danish transl. of Projekt
Weltethos (Munich 1990) [Ethics for the Future of the World]
Lévinas, Emmanuel. 2002. Fænomenologi og etik. Moderne tænkere. Gyldendals Bogklubber. Copenhagen: Gyldendal
[Phenomenology and Ethics: Modern Thinkers]
Løgstrup, K. E. 2008. Den etiske fordring. 3rd ed. Copenhagen: Gyldendal (19561) [ET: The Ethical Demand
(University of Notre Dame Press, 1997)]
Luther, Martin. 1964. Om lydighed mod statsmagten. Luthers Skrifter i Udvalg bd. IV. Copenhagen: G.E.C. Gad.
Danish transl. of Von Weltlicher Obrigkeit, wie weit man ihr Gehorsam schuldig sei (1523). Pages 158-210 [On
Obedience to the State]
MacIntyre, Alasdair. 1985. After Virtue: A Study in Moral Theory. London: Duckworth
Moreland, J. P. & William Lane Craig. 2003. Philosophical Foundations for a Christian Wordview. Downers Grove,
IL: IVP Academic
O’Donovan, Oliver. 1986. Resurrection and Moral Order: An Outline for Evangelical Ethics. Leicester: Inter-Varsity
Press
Rendtorff, Jacob Dahl. 1999. Bioetik og ret. Kroppen mellem person og ting. Copenhagen: Gyldendal [Bioethics and
Right: The Body between Person and Object]
54
Schrey, Heinz-Horst (ed.). 1969. Reich Gottes und Welt. Die Lehre Luthers von den zwei Reichen. Wege der Forschung
107. Darmstadt: Wissenschaftliche Buchgesellschaft [The Kingdom of God and the World: Martin Luther’s
Doctrine on the Two Kingdoms]
Taylor, Charles. 2002. Modernitetens Ubehag. Autenticitetens Etik. Aarhus: Philosophia. Danish transl. of The Malaise
of Modernity (1991)
Wendland, H.-D. 1971. Einführung in die Sozialethik. Berlin: de Gruyter [An Introduction to Social Ethics]
Buber, Martin. 1964. Jeg og du. Munksgaard-serien 5. Copenhagen: Munksgaard. Danish transl. of Ich und Du (Berlin
1936) [I and You]
Clayton, Philip. 1995. God and Contemporary Science. Edinburgh: Edinburgh University Press
Cupitt, Don. 2000. Efter Gud. Gudernes komme, gudernes bortgang og religionen efter guderne. Frederiksberg: Anis.
Danish transl. of After God: The Future of Religion (London 1997)
Frank, Erich. 1968. Philosophical Understanding and Religious Truth. Galaxy Book 174. Oxford: Oxford University
Press (19451)
Gregersen, Niels Henrik (ed.). 1993. Naturvidenskab og livssyn. Copenhagen: Munksgaard [Natural Science and
Philosophy of Life]
Grenz, Stanley J. 1996. A Primer on Postmodernism. Grand Rapids: Eerdmans
Helm Paul. 1997. Faith and Understanding. Edinburgh: Edinburgh University Press
Hick, John. 1982. God Has Many Names. Philadelphia: Westminster (19801)
Hygen, Johan B. 1974. Guds allmakt og det ondes problem. Oslo: Universitetsforlaget [God’s Omnipotence and the
Problem of Evil]
Knitter, Paul F. 2000. No Other Name? A Critical Survey of Christian Attitudes Toward the World Religions.
Maryknoll, NY: Orbis (19851)
Lyon, David. 1995. Postmodernitet. En introduction. Frederiksberg: Det lille Forlag. Danish transl. of Postmodernity
(London, 1994)
Løgstrup, K. E. 1978. Skabelse og tilintetgørelse. Metafysik IV. Copenhagen: Gyldendal [Creation and Annihilation:
Metaphysics IV]
Löwith, Karl. 1949. Meaning in History. Phoenix Books. Chicago: The University of Chicago Press
McGrath, Alister E. 1999. Science & Religion: An Introduction. Oxford: Blackwell
Netland, Harold. 2001. Encountering Religious Pluralism: The Challenge to Christian Faith & Mission. Leicester:
Apollos
Newbigin, Lesslie. 1989. The Gospel in a Pluralist Society. Grand Rapids: Eerdmans/Geneva: WCC Publications
Otto, Rudolf. 2004. Das Heilige. Über das Irrationale in der Idee des Göttlichen und sein Verhältnis zum Rationalen
Munich: Verlag C. H. Beck. Reprint of the 1979-edition (19192) [The Idea of the Holy: An Inquiry Into the NonRational Factor in the Idea of the Divine and Its Relation to the Rational]
Pedersen, Sigfred (ed.). 1985. Gudsbegrebet. Copenhagen: G.E.C. Gad [The Concept of God]
Sampson, Philip; Vinay Samuel & Chris Sugden (eds.). 1994. Faith and Modernity. Oxford: Regnum Lynx
Schrag, Calvin O. 2000. Selvet efter postmoderniteten. Frederiksberg: Det lille Forlag. Danish transl. of The Self after
Postmodernity (New Haven, 1997)
Sløk, Johannes. 1999. Guds fortælling. Menneskets historie. Viby J.: Centrum [God’s Story: Man’s History]
Tillich, Paul. 1995. Mod til livet. Frederiksberg: Anis. Danish transl. of The Courage to Be (London, 1952)
Tillich, Paul. 1988. Systematic Theology. Vol 1-2. London: SCM
Vattimo, Gianni. 1999. Jeg tror, at jeg tror. Frederiksberg: Anis. Danish transl. of Credere di credere (Milan, 1996) [I
Believe that I Believe]
Whitehead, Alfred North. 1995. Religionens tilblivelse. Frederiksberg: Anis. Danish transl. of Religion in the Making
(New York, 1926)
Faculty
Dr. Kurt Christensen, Course Leader.
Assessment
programme mark.
55
Instruction
Private study
Exam
24
46
30
100
56
BAT504-1 New Testament Exegesis I (Synoptic Gospels)
Credit
15 Credits, Level 5
Pre-requisites: Successful completion of courses BAT405 and BAT501.
Aims
•
To train the student to interpret selected texts from the synoptic Gospels in Greek with a focus on the meaning of
the Greek texts in their textual and historical contexts as well as on their theological intent;
•
To provide the necessary exegetical knowledge and competence for studying Biblical theology critically and
independently.
Overview
The Gospels narrate the story of Jesus Christ: who he was, what he did and what happened to him for the sake of the
salvation of mankind. Because the Gospels play an important doctrinal role and the lectionaries consist mainly of
Gospel texts, it is essential for theologians to be well trained in interpreting these texts and to become familiar with the
major themes of the Gospels. The synoptic Gospels are the topic for this module because they contain the basic
narrative about the historical Jesus.
Course process
The course will be delivered through lectures and private study.
The course introduces the student to the hermeneutic and methods of New Testament exegesis including text criticism.
Moreover the course discusses the synoptic problem and trains the student in using electronic Bible software. The
students are offered the possibility to write an exegetical essay in which the student translates and interprets a suitable
paragraph, puts forward a coherent argument for their translation and interpretation.
The course provides detailed instruction for this exegetical work. Major parts of the selected Gospel is analysed in detail
by Faculty, thus providing a model for the student’s exegetical work. The structure and major themes of the texts are
analysed and summarised by the lecturers. The students will be required to take an active part in the exegetical analyses
in the form of discussions and dialogues.
Learning outcomes
•
Translate a suitable paragraph from the syllabus accurately into an idiomatic and readily understandable Danish;
•
Engage critically with text-critical issues presented by the paragraph;
•
Interpret the Greek text, arguing coherently for the interpretation by making full and accurate use of the textual and
historical context, and of the text’s information properly selected and structured, thus providing a concise account
of the burden of the text;
•
Use an electronic Bible programme and evaluate the information obtained herein in order to exegete Biblical texts.
Content
Course reading includes the following alternatives:
Either
• selected paragraphs from the Gospel of Matthew (70-75 pages read in Greek)
•
or
57
•
the Gospel of Mark combined with selected texts peculiar to Matthew or Luke (70-75 pages read in Greek)
•
or
•
selected paragraphs of the Gospel of Luke (70-75 pages read in Greek).
•
The student is required to have worked closely with one or more scholarly commentaries of his/her own choosing.
•
Basic hermeneutics;
•
The literary, narrative structure of the selected Gospel;
•
The purpose of the selected Gospel;
•
The synoptic problem;
•
The kingdom of God
•
Christology in the selected Gospel;
•
The Gospel’s use of the Old Testament;
•
John the Baptist and the baptism of Jesus Christ;
•
The speeches/teachings of Jesus;
•
The parables of Jesus;
•
The wonders of Jesus;
•
The passion of Jesus;
•
The Jewish opponents of Jesus;
•
The mission of Jesus and of the disciples;
•
The office of the keys, baptism, and the Lord’s Supper;
•
Ethics in the selected Gospel(s);
•
Eschatology in the selected Gospel(s).
70-75 pages from one or several of the Synoptic Gospels in Nestle-Aland. 1993. Novum Testamentum Graece. 27th
edition. Stuttgart: Deutsche Bibelgesellschaft
Or
The Greek New Testament. 4th edition. United Bible Society, 1993
A scholarly commentary on the gospel(s) in question
General
Green, Joel B.; Scot McKnight & I. Howard Marshall (eds.). 1992. Dictionary of Jesus and the Gospels: A
Compendium of Contemporary Biblical Scholarship. Leicester: InterVarsity
58
Exegetical method
Synnes, Martin. 2008. Hvordan arbeide med nytestamentlige tekster: innføring i bibelfaglig metode. Høvik: Kolofon
[How to Work with New Testament Texts: Introduction to Biblical Method]
Gospel of Matthew
Carson, Donald A. 1984. Matthew. Pages 3-599 in Fr. Gaebelin (ed.). Matthew, Mark, Luke. Expositer's Bible
Commentary 8. Grand Rapids: Zondervan
Davies, W. D. & Dale C. Allison, Jr. 1988-1997. A Critical and Exegetical Commentary on the Gospel According to
Saint Matthew. Vol. I-III. International Critical Commentary. Edinburgh: T & T Clark
Fornberg, Tord. 1989-1999. Matteusevangeliet. Kommentar till Nya Testamentet 1 A-B. Uppsala: EFS-förlaget [The
Gospel of Matthew]
Hagner, D. 1993-1995. Matthew. Vol. 1-2. Word Biblical Commentaries 33 A-B. Dallas: Word
Keener, Craig S. 1999. A Commentary on the Gospel of Matthew. Grand Rapids: Eerdmans
Turner, David L. 2008. Matthew. Baker Exegetical Commentary on the New Testament. Grand Rapids: Baker
Academic
Gospel of Mark
Collins, A. Y. Mark. 2007. A Commentary. Hermeneia. Minneapolis: Fortress
Cranfield, C. E. B. 1977. The Gospel according to Saint Mark: An Introduction and Commentary. The Cambridge
Greek Testament Commentary. Cambridge: Cambridge University Press
Hartman, Lars. 2004-2005. Markusevangeliet. Kommentar till Nya Testamentet 2A-B. Stockholm: EFS-förlaget [The
Gospel of Mark]
Kjær, Torben. 1991. Markus-Evangeliet. Credo kommentaren. Copenhagen: Credo [The Gospel of Mark]
Pilgaard, Aage. 2008. Kommentar til Markusevangeliet. Aarhus: Aarhus Universitetsforlag [Commentary on the Gospel
of Mark]
Stein, Robert H. 2008. Mark. Baker Exegetical Commentary on the New Testament. Grand Rapids: Baker Academic
Witherington III, Ben. 2001. The Gospel of Mark: A Socio-Rhetorical Commentary. Grand Rapids: Eerdmans
Gospel of Luke
Marshall, I. Howard. 1992. The Gospel of Luke: A Commentary on the Greek Text. The New International Greek
Testament Commentary 3. Exeter: Paternoster
Nolland, John. 1989-1993. Luke. Word Biblical Commentary 35 A-C. Waco: Word
Fitzmyer, Joseph A. 1981-1985. The Gospel according to Luke: Introduction, Translation, and Notes. The Anchor
Bible 28 + 28A: Garden City, NY: Doubleday
Other resources
Faculty
Dr Peter V. Legarth and PhD Morten Hørning Jensen.
Assessment
59
Instruction
Private study
Course work
Exam
48
60
24
18
150
60
BAT504-2 New Testament Exegesis II (Gospel of John)
Credit
15 Credits, Level 5
Pre-requisites: Successful completion of BAT405 and BAT501.
Aims
•
To train the student to interpret the Gospel of John in Greek with a focus on the meaning of the Greek text in its
textual and historical context as well as on its theological intent;
•
independently.
Overview
The Gospels narrate the story of Jesus Christ: who he was, what he did and what happened to him for the sake of the
salvation of mankind. Because the Gospels play an important doctrinal role and the lectionaries consist mainly of
Gospel texts, it is essential for theologians to be well trained in interpreting these texts and to become familiar with the
major themes of the Gospels. The Gospel of John is the topic of this module because of its characteristic interpretation
of the words and deeds of Jesus, and because it contains a large amount of more specifically didactic sermons and
teachings of Jesus.
Course process
The course will be delivered through lectures and private study.
Major parts of the Gospel of John are analysed in detail by Faculty, thus providing a model for the student’s exegetical
work. The structure and major themes of the text are analysed and summarised by the lecturers. The students will be
required to take an active part in the exegetical analyses in the form of discussions and dialogues.
Learning outcomes
•
Translate a suitable paragraph from the Gospel of John accurately into an idiomatic and readily understandable
Danish;
•
•
•
Use an electronic Bible programme and evaluate the information obtained herein in order to exegete Biblical texts.
Content
Course reading comprises the Gospel of John read in Greek.
The student is required to have worked closely with one or more scholarly commentaries of his/her own choosing.
•
The literary, narrative structure of the Gospel of John;
•
The purpose of the Gospel of John;
•
Johannine Christology;
61
•
The Gospel’s use of the Old Testament;
•
The speeches/teachings of Jesus;
•
The Johannine signs and Christology;
•
The wonders of Jesus;
•
The passion of Jesus;
•
The Jewish opponents of Jesus;
•
The mission of Jesus and of the disciples;
•
Ethics in the Gospel of John;
•
Eschatology in the Gospel of John.
The Gospel of John in Nestle-Aland. 1993. Novum Testamentum Graece. 27th edition. Stuttgart: Deutsche
Bibelgesellschaft
Or
A scholarly commentary on the Gospel of John
General
Green, Joel B.; Scot McKnight & I. Howard Marshall (eds.). 1992. Dictionary of Jesus and the Gospels: A
Compendium of Contemporary Biblical Scholarship. Leicester: InterVarsity
Exegetical Method
Synnes, Martin. 2008. Hvordan arbeide med nytestamentlige tekster: innføring i bibelfaglig metode. Høvik: Kolofon
[How to Work with New Testament Texts: Introduction to Biblical Method]
Gospel of John
Ashton, John. 2008. Understanding the Fourth Gospel. Oxford: Oxford University Press
Barrett, C. K. 1985. The Gospel According to St. John: An Introduction with Commentary and Notes on the Greek Text.
London: SPCK
Beasley-Murray, George R. 1987. John. Word Biblical Commentaries 36 Waco: Word
Carson, D. A. 1994. The Gospel according to John. Leicester: Inter-Varsity
Kieffer, René. 1987-1988. Johannesevangeliet. Kommentar till Nya Testamentet 4A-B. Uppsala: EFS-förlaget [The
Gospel of John]
Legarth, Peter V. 1999. Kompendium til Johannesevangeliet. Semikolon 1. Aarhus: Kolon [Compendium to the Godpel
of John]
Morris, Leon. 1995. The Gospel according to John. The New International Commentary on the New Testament. Grand
Rapids: Eerdmans
Nielsen, Helge Kjær. 1986. Sproglige kommentarer til Johannesevangeliet. Aarhus: Teoltryk [Linguistic Notes to the
Gospel of John]
Other resources
Faculty
Dr Peter V. Legarth and PhD Morten Hørning Jensen.
62
Assessment
Oral examination. The course mark will contribute 4% to the final programme mark.
Instruction
Private study
Exam
36
84
30
150
63
BAT505 Practical Theology
Credit
15 Credits, Level 5
Pre-requisite: Successful completion of BAT407.
Aims
•
To train the student to reflect on the relationship between church and culture;
•
•
To train the student to reflect on contemporary issues in church and culture.
•
Dependent on the student's choice of optional module:
•
To give the student some competencies in instructing children, youth groups and confirmation classes;
•
To give the student some competencies in Christian leadership;
•
To give the student insight in the history of liturgy and in liturgical issues;
•
To give the student an introduction to Christian spirituality and Spiritual formation.
Overview
Compare BAT407 “Overview”, 1st section. The course consists of two separate disciplines: Contemporary Studies on
Church and Culture (mandatory; 20 lessons), and one out of four optional modules: Christian education, Christian
leadership, Liturgy, or Spiritual Formation/Christian Spirituality (16 lessons).
Contemporary Studies on Church and Culture concerns itself with the specificity of today’s church and culture, for
example the particular possibilities and difficulties in today’s meeting of church and society, the characteristics of
modern and post-modern mind, the changed conditions for missions and church life, the tension between the biblical
view of man and the individual’s self-image and self-understanding, as well as the historical and present development
of church institution and church life.
The optional module Christian education concerns itself primarily with the preparation of confirmation candidates and
teaching of pre-confirmation age children, as well as current developments in adult courses in Christian faith. The issue
of suitable religious-pedagogical materials for the transmission of the content of the faith will be discussed.
Christian leadership concerns itself with aspects of leadership in primarily pastoral work, for example, in guiding a
congregation in spiritual affairs, but also in matters of practice, that is how to collaborate with the parochial church
council and other church committees. Christian leadership should be seen as closely connected to leadership in general,
as well as based upon a Biblical understanding of man and Biblical leadership models as its distinctive feature.
Liturgy concerns itself with the different types of worship and liturgy in the life of the congregation and of individual
Christians. Worship and liturgy should be seen as closely connected to Contemporary Studies on Church and Culture as
well as based upon a Biblical understanding of liturgy and upon patterns of worship and liturgy in the biblical material
and in the history of the different church traditions.
Christian spirituality/Spiritual formation in the Late Modernity circles crucial elements in identity creation and
character formation, the relation between the yearning faith and the faith in rest, the meditative/contemplative life, the
relation between body and spirit – personally and collectively, ‘incorporated knowledge’ in the space of rituals, disciple
training, discipleship and faith practise (among others, prayer, meditation, confession, iconography, retreat, and
pilgrimage), and mentoring/guidance in the liminal zones of life and service.
64
Course process
and private study.
Learning outcomes
•
Present his/her reflection on issues in contemporary church and culture and engage in a discussion of these issues;
•
Present his/her reflection on issues in the denominational, the global and the local church and engage in a
discussion of these issues.
On choosing the optional module Christian instruction the student will be able to:
•
Prepare a course for a confirmation candidate class;
•
Prepare and initiate adult courses in Christian instruction.
On choosing the optional module Christian leadership the student will be able to:
•
Demonstrate a basic knowledge of theories of leadership and be able to reflect on different ways of leading people
and on one’s own potential as a leader;
•
Prepare substantiated goals for a congregation in a defined condition and context;
•
Deal with situations of conflict within congregation and among staff.
On choosing the optional module Liturgy the student will be able to:
•
Demonstrate a basic knowledge of different types of liturgy and worship and be able to reflect on strengths and
weaknesses of these in today's congregations and in the life of individual Christians.
On choosing the optional module Christian spirituality/Spiritual formation the student will be able to:
•
Demonstrate a basic understanding of a spiritual and formational practice seen from different examples within a
historical perspective and in some of the contemporary spiritual settings.
Content
Course reading: textbooks and articles accounting to approximately 450 pages.
•
Contemporary Studies on Church and Culture: the historic denominations; the post-modern church; church views;
church and parachurch; the times and the self; narcissism and altruism; form and content; truths, doubts and
certainties; religiousness and secularism; kerygma and communications;
•
Christian instruction: training for the provision of education; history of pedagogy of religion; practice of pedagogy
of religion; formation as pedagogical and ecclesiastical paradigm; models and solutions;
•
Christian Leadership: the importance and significance of leadership; the specifics of Christian leadership; how to
lead other people; to lead inwardly and outwardly (the art of self-leadership); effective teambuilding; leadership in
a Danish national church context; the church as a dynamic, flexible organisation; defining goals for a congregation;
handling conflicts;
•
Liturgy: What is a Church service? The Biblical background; the liturgy in the Orthodox, the Roman-Catholic and
especially in the Lutheran tradition; the role of the pastor and of the congregation in the liturgy; the relationship
between word and sacrament, between word and action; the Sunday service as a place of communication;
spirituality and liturgy and ritualization in the devotional life of Christians today.
65
•
Christian spirituality/Spiritual formation: The theology of Spirituality; spiritual discernment with reference to
different formational practices like prayers, meditation, retreat, pilgrimage, etc.
Contemporary studies on church and culture
Andersen, Leif. 2006. Teksten og tiden – en midlertidig bog om forkyndelsen: Bind 1-2. Menighedsfakultetets
Videnskabelige Serie 10. Fredericia: Kolon [The Text and the Times – A Provisional Book on Preaching. Vol. 1-2]
Harbsmeier, Eberhard & Hans Raun Iversen. 1995. Praktisk teologi. Frederiksberg: Anis [Practical Theology]
Christian instruction
Anordning nr. 353 af 9. maj 1994 om indledende konfirmationsforberedelse (dåbsoplæring). 1 page [Decree no. 353 of
9. May 1994 on Preliminary Confirmation Classes]
Anordning nr. 744 af 2. dec. 1989 om confirmation. 2 pages [Decree no. 744 of 2. December 1989 on Confirmation]
Dåbsoplæring i Folkekirken. 2010. Biskoppernes rapport om dåbsoplæring. 92 pages [Baptismal Education in the
Danish National Church: The Bishops' Report]
Buch, Peter; et al. 1996. Ud fra en gudstjenstlig sammenhæng. Håndbog om indledende konfirmandforberedelse.
Frederiksberg: Materialecentralen. Pages 17-26 (“Dåbsoplæring, en livslang proces”) and 153-176 (“Disposition af
stoffet”) [“Baptismal education: A lifelong process” and “Organization of the subject matter”]
Evenshaug, Oddbjørn & Dag Hallen. 1992. Barnet og religionen. Barnets psykologiske forudsetninger for religion. 4th
ed. Oslo: Universitetsforlaget. Pages 24-45 [The Child and Religion: The Child's Psychological Background for
Religion]
Harbsmeier, E. 1994. “Dannelsesbegrebet som pædagogisk og kirkeligt paradigme.” Kritisk Forum for Praktisk Teologi
58: 5-18 [“The Concept of Formation as a Pedagogical and Ecclesiastical Paradigm”]
Kjær, Birgitte. 2009. “Det gælder børnene.” Pages 41-72 in B. H. Andersen; P. Ø. Jensen & C. E. Petersen (eds.).
Troen, teksten og konteksten. Festskrift til Torben Kjær. Copenhagen: Dansk Bibel-Institut [“The Children Are at
Stake”]
Kjær, Birgitte. 2010. Undervisning i kristendom. Hedensted: Kristent Pædagogisk Forlag. Pages 57-67 (“Elevernes
læring”) and a section in pages 136-64 (“Metoder”); 28 pages) [A section in the chapter “Methods” and the chapter
on “The pupils' learning”]
Pedersen, Carsten Hjorth. 2009. Hvordan få det sagt? Fredericia: Lohse. Pages 57-88 [How Get It Told?]
Rosenberg, Finn. 2006. Konfirmationsforberedelse. Formål, fagbeskrivelse, vejledning. Frederiksberg: Aros. Pages 940 [Confirmation Classes: Aims, Course Description, and Instruction]
Photocopies from miscellaneous material for confirmation classes and from adult catechisms (15 pages)
Christian leadership
Eriksen, Henrik Nymann & Sven H. Madsen. 2003. At lede mennesker. Om kristent lederskab. Copenhagen: Credo
[Guiding People: On Christian Leadership]
Liturgy
Brinth, O., H. Christiansen, H. Christiansen & M. Christiansen. 2007. Højmessen i den danske folkekirke. Liturgisk
Håndbog I. 3rd ed. Frederiksberg: Anis [The Morning Service in the Danish National Church: Liturgical Handbook
1]
Christian spirituality/Spiritual formation
Brunstad, Paul Otto. 2003. Seierens melankoli – et kulturanalytisk essay. Oslo: Gyldendal Akademisk. Pages 203-83
[The Melancholy of Victory: An Analytical Essay on Culture]
Kronborg, Uffe. 2008. Kristusmystik – om luthersk spiritualitet og helliggørelse. Fredericia: Credo. Pages 91-155
[Christ Mysticism: On Lutheran Spirituality and Sanctification]
Wikstrøm, Owe. 2005. Det blændende mørke. Frederiksberg: Anis. Pages 115-76. Danish transl. of Det bländande
mörkret (Örebro, 1994) [The Blinding Darkness]
Contemporary studies on church and culture
Bauman, Zygmunt. 2002. Fællesskab – en søgen efter tryghed i en usikker verden. Copenhagen: Hans Reitzel. Danish
transl. of Community: Seeking Safety in an Unsecure World (Cambridge, 2001)
Beaudoin, Tom. 2000. Virtual Faith: the Irreverent Spiritual Quest of Generation X. San Francisco: Jossey-Bass
Carson, Don A. 1996. The Gagging of God. Grand Rapids: Eerdmans
Grenz, Stanley J. 1996. A Primer on Postmodernism. Grand Rapids: Eerdmans
66
Højlund, Asger Chr. 2008. Emerging Churches. Fredericia: Kolon
Hiebert, Paul G. 1999. Missiological Implications of Epistemological Shifts: Affirming Truth in a Modern/Postmodern
World. Harrisburg: Trinity Press International
Huntington, Samuel P. 1998. The Clash of Civilizations and the Remaking of World Order. London: Touchstone
Larsen, Birgitte & Peter Lodberg (eds.). 1998. Kristne kirkesamfund i Danmark. Frederiksberg: Anis [Christian
Communities in Denmark]
Molland, Einar. 1976. Kristne kirker og trossamfund. Copenhagen: G.E.C. Gad [Christian Churches and Communities]
Newbigin, Lesslie. 2004. The Gospel in a Pluralist Society. London: SPCK
Nikolajsen, Jeppe Bach. 2009. “Missional ekklesiologi. En teologihistorisk analyse af en ekklesiologisk tradition.”
Norsk Tidsskrift for Misjonsvitenskab 63/1: 19-34 [“A Missional Ecclesiology: An Analysis of an Ecclesiastical
Tradition from a History of Theology Perspective”]
Schrag, Calvin O. 2000. Selvet efter postmoderniteten. Selvet i tale, handling, fællesskab og transcendens.
Frederiksberg: Det lille Forlag. Danish transl. of The Self After Post-modernity: The Self in Speech, Action,
Community, and Trancendence (New Haven, 1997)
Veith, Gene Edward. 1994. Guide to Contemporary Culture. Wheaton: Crossway
Vigilius, Mikkel. 2005. Kirke i kirke: Luthersk vækkelses-kristendom – fra kirkelig bevægelse over organisation til
kirkeligt opbrud. Hillerød: LogosMedia [Church in the Church: Lutheran Revival Christianity – From Church
Movement via Organisation to Church Change]
Ågård, Erik. 1999. Folkekirken. En Studiebog. Frederiksberg: Religionspædagogisk Forlag [The National Church: A
Study Book]
Christian instruction: general
Birkedal, Erling. 2001. Noen ganger tror jeg på Gud, men –? En undersøkelse av gudstro og erfaringer med religiøs
praksis i tidlig ungdomsalder. KIFO perspektiv 8. Trondheim: Tapir Akademisk Forlag [Sometimes I Believe in
God, But –? An Examination of Faith in God and Experience of Religious Practice in an Early Youth Age]
Dale, Aasmund. 1994. Læring i kirken. En praktisk kirke-didaktikk. Oslo: IKO [Learning in Church: A Practical
Church Didactics]
Harbo, Sigmund. 1989. Barndomserfaringer og voksentro. En religionspsykologisk undersøkelse av forholdet mellom
tidlig påvirkning og seinere holdning til kristendom. Oslo: Universitetsforlaget [Childhood Experience and Adult
Faith: A Religion Psychological Investigation of the Relation between Early Influence and Later Attitude to
Christianity]
Iversen, Hans Raun (ed.). 2000. Dåb og medlemskab i folkekirken. Seksten forelæsninger fra Københavns Universitet.
Frederiksberg: Anis [Baptism and Membership in the Danish National Church: 16 Papers from the University of
Copenhagen]
Jensen, Oddvar Johan. 2004. Katekismens teologi. En innføring i Luthers Katekismer. Oslo: Genesis (19941) [The
Theology of Catechism: An Introduction to Luther's Catechisms]
Kjær, Birgitte. 1999. Kristendomsfaget i folkeskolen. Vejle: Krogh. Pages 15-67 (Part 1) [The Religious Knowledge
Subject in the Primary and Lower Secondary School]
Mogstad, Sverre Dag. 2001. Trostradisjon og livssituasjon. En systematisk-teologisk analyse av hvordan etablere en
korrelasjon mellom fortelling og erfaring med utgangspunkt i Hans Stocks og Georg Baudlers bibeldidaktiske
teorier. KIFO perspektiv 9. Trondheim: Tapir Akademisk Forlag [Belief Tradition and Life Situation: A
Systematic-Theological Analysis of the Problem of Establishing a Correlation between Story and Experience,
Starting from the Bible Didactic Theories of Hans Stock and Georg Baudler]
Pedersen, Carsten Hjorth. 2003. Teser om pædagogik og kristendom. Kristen Pædagogisk Institut (available at
http://www.kpi.dk/download/Red2%20webside%20m.%20ill%20PDF.pdf) [Eng. version: Pedagogy and
Christianity, http://www.kpi.dk/download/Engelsk.pdf]
Pedersen, Carsten Hjorth. 2007. Barnetro og voksentro: hvilken forskel er der på barnets og den voksnes tro – og hvad
betyder det for forkyndelse og oplæring? Hillerød: Kristen Pædagogisk Institut [The Faith of the Child and the
Faith of the Adult: What Difference Is There between the Faith of the Child and the Adult – and What Does that
Imply for Preaching and Education?]
Pedersen, Carsten Hjorth. 2007. Påvirkning med respekt: skoleliv fra intimisering til desertering. Gyldendals
Lærerbibliotek. Copenhagen: Gyldendal [Influence with Respect: School Life from Intimation to Desertion]
Skrunes, Njål. 1997. Fortell dem og lær dem! Bergen: NLA-Forlaget [Tell It to Them and Teach Them!]
Christian instruction: children
Buch, Peter. 1996. Ud fra en gudstjenstlig sammenhæng. Håndbog om indledende konfirmandforberedelse.
Frederiksberg: Materialecentralen [From a Church Service Context: A Manual on Preliminary Confirmation
Classes]
67
Grube, Kirsten & Søren Østergaard. 2008. Betweenagere? Et studie af 3.-5. klasses hverdagsliv. Frederiksberg:
Ungdomsanalyse.nu [Betweenagers? A Study of the Everyday Life of 3. to 5. Grade Pupils]
Harbsmeier, Eberhard; et al. 2003. Gud – det er for os! Valby: Unitas [Jesus – It's for Us!]
Thyssen, Birgitte; Lars Nymark Heilesen & Helle Krogh Madsen (eds.). 1995. Kirke og skole i medgang og modgang
og medgang. Religionspædagogiske skrifter 1. Frederiksberg: Religionspædagogisk Center [Church and School in
Good Times and Bad Times and Good Times]
Thyssen, Birgitte & Henning Fogde (eds.). 1999. Børn, skole og kirke. Løgumkloster: Folkekirkens Pædagogiske
Institut [Children, School, and Church]
Øystese, Ole. 1990. Barna og troen. Forholdet mellom kunnskab og tro hos barn. Oslo: Lunde [Children and Faith:
The Relation between Knowledge and Faith among Children]
Øystese, Ole. 2000. Kristen oppdragelse i hjem, kirke og skole. Bergen: NLA-Forlaget [Christian Education in Home,
Church and School]
Christian instruction: youth
Brunstad, Paul Otto. 1998. Ungdom og livstolkning. En studie av unge menneskers tro og fremtidsforventninger. KIFO
perspektiv 3. Trondheim: Tapir Akademisk Forlag [Youth and Life Interpretation: A Study of the Faith and Future
Expectations of Young People]
Gleerup, J. & Lars Nymark. 2000. Livsfornyelsens sted. Oplæg til samtale med konfirmandforældre. Valby: Unitas [The
Place of Renewal of Life: Introduction to Dialogue with Parents to Candidates for Confirmation]
Lorentzen, Kristin. 2003. “Alt i ett” - En studie av hva som er av betydning for att 17-18-åringer velger at bli i et
kirkeligt miljø over tid. Oslo: KIFO - Stiftelsen Kirkeforskning [“All in One”: a Study of What is Important for 1718 Year Old Youth Choosing to Stay over Time in a Church Milieu]
Lundgaard, Bo & Søren Østergaard. 2000. Teenagere og tro II: Et studie i danske teenageres tro og værdier.
Copenhagen:YouthRessources [Teenagers and Faith II: a Study in the Faith and Values of Danish Teenagers]
Nymark, Lars. 2008. Sammenhæng i undervisningen – Evalueringsredskaber til styrkelse af kvaliteten i
konfirmationsforberedelsen. Frederiksberg: Aros Underviser [Coherence in Instruction – Tools of Appraisal for
Strengthening the Confirmation Classes]
Rosenberg, Finn. 2006. Konfirmationsforberedelse. Formål – fagbeskrivelse – vejledning. Frederiksberg:
Aros/Løgumkloster: Teologisk Pædagogisk Center [Conformation Classes: Aims – Course Description –
Directions]
Willer, Thomas & Søren Østergaard. 2001. Generation Search: et studie i danske unges livsstrategier, værdier og
livstolkning. Copenhagen: YouthRessources [Generation search: a Study in the Strategies, Values, and
Interpretation of Life among Danish Youth]
Willer, Thomas & Søren Østergaard. 2004. Jeg tror på det hele – Gud, skæbnen og de syv bud! et studie i danske unges
forhold til tro, kirken og søgen efter mening. Frederiksberg: Unitas [I Believe in Everything – God, Destiny and the
Seven Commandments! a Study in Danish Youth and their Relation to Faith, Church and the Search for Meaning]
Christian instruction: adults
Arendt, Niels Henrik & Agnete Brink. 2002. En lille bog om kristendommen. Frederiksberg: Anis (19961) [A Little
Book on the Christian Faith]
Harbsmeier, Eberhard; et al. (eds.). 2001. Katekismus. Frederiksberg: Anis [Catechism]
Hjorth Pedersen, Carsten; et al. (eds.). 2006. Katekismus updated. Fredericia: Lohse [Catechism Updated]
Højlund, Henrik. 2008. Katekismus-kursus. Kristent Pædagogisk Institut: Katekismusprojektet (available at:
http://www.katekismusprojekt.dk/?menu='Kristendom for begyndere') [A Course in the Catechism]
Hvas, Søren Lodberg & Kaj Mogensen. 2002. En folkebog om troen. Aalborg: Aalborg Stiftstidendes Forlag (19991) [A
Popular Book on Christian Belief]
Lindhardt, Jan. 2000. Katekismus i kristendom. Børnelærdom for voksne. Copenhagen: Rosinante [Catechism in the
Christian Faith]
Lodberg, Johannes. 1978. Kirkelig voksenundervisning. Undervisningsprogram for voksne i menigheten. Del I: En
utredning. Oslo: Kirkerådet [Church-Related Adult Education: an Educational Program for Adults in the
Congregation. Part One: an Account]
Rosenberg, Finn; Signe Voldby & Bess Serner-Pedersen. 2003. Folk i kirke. Karlslunde: Mediacellen [People in
Church]
Christian leadership
Covey, Stephen R. 2005. 7 gode vaner: Personlig udvikling og livskvalitet. 2nd ed. Copenhagen: Schulz (19921). Danish
transl. of The 7 Habits of Highly Effective People
Huse, Morten (ed.). 2000. Prest og ledelse. Oslo: Verbum [Pastor and Leadership]
68
Hybels, Bill. 2002. Courageous Leadership. Grand Rapids: Zondervan
Jakobsen, Bent. 2003. Tillidsskabende ledelse. Fredericia: Lohse [Confidence-Building Leadership]
Jørgensen, Knud. 1991. Visjon og hverdag. Lederskab i misjon og menighet. Oslo: Verbum [Vision and Everyday Life:
On Leadership in Mission and Congregation]
Malm, Magnus. 2000. Vejviser. En bog om kristent lederskab. Copenhagen: Credo [Road Sign: a Book on Christian
Leadership]
Skjevesland, Olav. 1998. Morgendagens menighet. Ledelse og livsform. Oslo: Verbum [The Congregation of
Tomorrow: Leadership and Life Style]
White, John. 2005. Excellence in Leadership. Downers Grove: Inter Varsity
Wright, Walter C. 2000. Relational Leadership: a Biblical Model for Influence and Service. Exeter: Paternoster
Liturgy
Gudstjenesteordning for den danske Folkekirke. Den danske Alterbog. Ritualbogen. Copenhagen: Det kgl. Vajsenhus’
Forlag 1992 [Service Order for the Danish National Church: The Danish Service Book. The Book of Ritual]
Fæhn, H. 1994. Gudstjenestelivet i Den norske kirke. Fra reformasjonstiden til våre dager. 2nd ed. Oslo:
Universitetsforlaget [Service Life in the Norwegian Church: From the Reformation Period until Our Times]
Jones, C.; et al. (eds.). 1992. The Study of Liturgy. Rev. ed. London: Oxford University Press
Nielsen, Bent Flemming. 2004. Genopførelser. Ritual, kommunikation og kirke. Frederiksberg: Anis [Revivals: Ritual,
Communication, and Church]
Okkels, H. O. 1976. Gudstjenesten. Bibelsk baggrund, liturgisk forkyndelse. Hygum: Hellberg & Elmquist [The
Service: Biblical Background, Liturgical Renewal]
Steven, J. H. S. 2002. Worship in the Spirit: Charismatic Worship in the Church of England. Carlisle: Paternoster
Thinggaard, Kim. 1998. Gudstjenestens liturgi - dens udvikling og mening. Brande: Re-formatio [The Liturgy of the
Service: Its Development and Meaning]
Christian spirituality/Spiritual formation
Brunstad, Paul Otto. 2003. Seierens melankoli – et kulturanalytisk essay. Oslo: Gyldendal Akademisk [The Melancholy
of Victory: An Analytical Essay on Culture]
Brunstad, Paul Otto. 2011. Klog ledelse – mellem dyder og dødssynder. Aarhus: Klim [Prudence in Leadership:
Between Virtues and Mortal Sins]
Grünewald, Karin. 2004. Ørkenfædrene. Frederiksberg: Anis [The Desert Fathers]
Jamison, Christopher. 2008. At finde et helligt rum: Klostervisdom for moderne mennesker. Frederiksværk: Boedal.
Danish transl. of Finding Sanctury: Monastic Steps for Everyday Life (London, 2006)
Kronborg, Uffe. 2008. Kristusmystik – om luthersk spiritualitet og helliggørelse. Fredericia: Credo [Christ Mysticism:
On Lutheran Spirituality and Sanctification]
Malm, Magnus. 2007. Hvisken fra katakomberne. Skitser til en kristen modkultur. Frederiksværk: Boedal. Danish transl.
of Viskningar från katakomberna: skisser för en kristen motkultur (Örebro, 2006) [Whispers from the Catacombs:
Outlines of a Christian Counter Culture]
Nouwen, Henri J. M. 2008. Hjertets enkle vej. Ørkenens spiritualitet i nutidig praksis. Frederiksværk: Boedal. Danish
transl. of The Way of the Heart: Desert Spirituality and Contemporary Ministry (London, 1999)
Ouspensky, Leonid & Vladimir Lossky. 1992. Theology of the Icon. Two Volumes. New York: St. Vladimir's Seminary
Press
Wikstrøm, Owe. 2005. Det blændende mørke. Frederiksberg: Anis. Danish transl. of Det bländande mörkret (Örebro,
1994) [The Blinding Darkness]
Faculty
Leif Andersen (MTh), Course Leader, PhD Kurt Larsen, PhD Jørn Henrik Olsen, and visiting lecturers.
Assessment
Written assignment. The word count for written assignments includes words in footnotes and endnotes, but does not
include the bibliography. The course mark will contribute 4% to the final programme mark.
69
Instruction
Private study
Exam
36
60
54
150
70
BAT506 Genesis
Credit
10 Credits, Level 5
Pre-requisites: Successful completion of BAT403, BAT405, and BAT408.
Aims
•
To train the student to interpret selected texts from Genesis;
•
To introduce the student into the main schools of interpretation;
•
To teach the student to identify and describe the main theological themes in Genesis and to delineate their
relationship to the New Testament.
Overview
This course has a two-fold focus: to acquire the knowledge and the exegetic skills to interpret key Old Testament texts
in the original and in Danish, and to determine the theological relevance of the texts in the syllabus.
The main emphasis of the exegesis will be the historical meaning of the text and its theological purport. In the reading
of Genesis, focus will be on the composition of the book, its setting in the world of that time, its literary forms, its
literary characteristics and its main theological themes.
The course will also introduce the student to principles for making text-critical analysis at a beginner's level.
Course process
The course will be delivered through lectures and private study. The student will be required to prepare translation and
suggestions for the content analysis of the paragraphs.
Learning outcomes
•
Translate a section from the Hebrew text syllabus into current Danish and demonstrate an awareness of different
translation possibilities;
•
Define the inner structure of the offered text, its literary form(s) and its historical and literary context;
•
Apply appropriate exegetical methods to the text in order to exegete the text;
•
Describe and evaluate the simpler yet meaning-determining text-critical issues addressed in Biblia Hebraica
Stuttgartensia;
•
Describe the main theological themes in the section, their relation to Genesis as such, to the Old Testament, and
tentatively to the New Testament;
Content
During the course, roughly 12 chapters from Genesis will be read in Hebrew. In addition, a number of chapters taken
from the Book of Genesis will be read in Danish. In addition to this, a scholarly commentary on Genesis will be studied
by the student.
•
Historical and literary background of the Genesis text(s);
•
History of interpretation;
71
•
Exegetical Methods;
•
Literary analysis of the texts;
•
Tools and methods in textual criticism.
Ca. 12 chapters of Genesis in the Biblia Hebraica Stuttgartensia (Stuttgart: Deutsche Bibelgesellschaft 19975) or Biblia
Hebraica Quinta (Stuttgart: Deutsche Bibelgesellschaft; upcoming)
In addition 10-12 pages from Genesis will be read in Danish translation
A scholarly commentary on Genesis
General
Alexander, T. Desmond & David W. Baker (eds.). 2003. Dictionary of the Old Testament: Pentateuch. Leicester:
InterVarsity
Genesis
Brueggemann, W. 1986. Genesis. Interpretation. Philadelphia: Westminster John Knox
Hamilton, Victor P. 1990-1995. The Book of Genesis. Vol. 1-2. New International Commentary on the Old Testament.
Grand Rapids: Eerdmans
Hartley, John E. 2000. Genesis. New International Biblical Commentary. Carlisle: Paternoster
von Rad, Gerhard. 1987. Das erste Buch Mose. Genesis. Altes Testament Deutsch 2-4. 12th ed. Göttingen: Vandenhoeck
& Ruprecht (19491). ET: Genesis. Rev. ed. The Old Testament Library. Westminster John Knox, 1973
Sarna, Nahum. 1972. Understanding Genesis. The Melton Research Center Series 1. New York: Schocken
Sarna, Nahum. 2003. Genesis. The JPS Torah Commentary. Philadelphia: The Jewish Publication Society
Wenham, Gordon J. 1987-1994. Genesis. Vol. 1-2. Word Biblical Commentary 1-2. Waco: Word/Nashville: Thomas
Nelson
Westermann, Claus. 1999. Genesis 1-11. Biblischer Kommentar Altes Testament 1/1. Neukirchen: Neukirchener. ET:
Genesis 1-11. Continental Commentary. Augsburg Fortress 1994
Textual Criticism
Bartholdy, Henrik. 2003. Håndbog i gammeltestamentlig tekstkritik. Copenhagen: Det danske Bibelselskab [A Manual
on Old Testament Textual Criticism]
Holm-Nielsen, Svend. 1997. Noter til bibeloversættelsen af 1992. Copenhagen: Det Danske Bibelselskab [Notes to the
Danish Bible Translation of 1992]
Tov, Emanuel. 1992. Textual Criticism of the Hebrew Bible. Minneapolis: Fortress/Assen: Van Gorcum
Wolters, Al. 1999. “The Text of the Old Testament.” Pages 19-37 in D. W. Baker & B. T. Arnold (eds.). The Face of
Old Testament Studies: A Survey of Contemporary Approaches. Grand Rapids: Baker
Würtwein, E. 1995. The Text of the Old Testament: An Introduction to the Biblia Hebraica. 2nd ed. Grand Rapids:
Eerdmans. Transl. from German: Der Text des Alten Testaments. 4th ed. Stuttgart: Württembergische Bibelanstalt,
1973
Other resources
Faculty
Carsten Vang, Course Leader.
72
Assessment
Written assignment (examined through timed examination as a group work). The word count for written assignments
Instruction
Private study
Exam
24
40
36
100
73
BAT507 Hermeneutics
Credit
5 Credits, Level 5
None
Aims
•
To introduce the student to current and prominent hermeneutic positions that offer relevant proposals for
theological cognition of today;
•
To help the student to a mature understanding of the Bible as the basis for Christian faith and practice, in relation to
the historical character of the biblical writings and in relation to modern and post-modern epistemology;
•
To give the student tools to interpret particular biblical propositions in relation to the biblical totality;
•
To give the student a fundamental understanding of the relation between the Bible, the historical confessions, and
the faith and practice of the Church today.
Overview
Hermeneutics is here regarded as a systematic discipline, along with Dogmatics, Ethics, and Philosophy of Religion,
and is thus situated between the historical disciplines (Old Testament, New Testament, and Church History) and
Practical Theology. While Dogmatics and Ethics mainly address the content of the Christian faith and practice, and
Philosophy of Religion addresses the philosophical challenges to and implications of the Christian faith, Hermeneutics
narrows the scope by focusing on the Bible as the basis for Christian thinking and formation today, reflecting on the
proper understanding and use of the Bible, with a view to its historical and canonical character, in relation to the
insights and challenges from current theories of text and interpretation.
Course process
The substance of the course will be the joint reading and discussion of a significant recent work on hermeneutics. The
course will be delivered through lectures, delivery of student papers, discussion, and through private study.
Learning outcomes
On completion of the course students will be able to:
•
Give an account of and discuss hermeneutical issues presented in the syllabus, with reference to concrete
examples;
•
Discuss the canonical authority of the Bible in relation to its historical character and to modern and post-modern
epistemologies;
•
Explain the canonical relation between the Old Testament and the New Testament writings;
•
Explain the role of the Bible and historical confessions in relation to current theological cognition and practice.
Content
Course reading: a textbook in hermeneutics, approximately 250 pages.
•
The normativity of the Bible in the light of the current stance in epistemology and hermeneutics;
•
The character of the Bible as a collection of historical writings and authority as well;
•
The scope of the Bible.
74
Meadors, Gary T. (ed). 2009. Four Views on Moving Beyond the Bible to Theology. Grand Rapids: Zondervan
Bray, Gerald. 1996. Biblical Interpretation: Past and Present. Leicester: Apollos
Henriksen, Jan-Olav (ed.). 1994. Tegn, tekst og tolk. Teologisk hermeneutik i fortid og nåtid. Oslo: Universitetsforlaget
[Sign, Text, and Interpreter: Theological Hermeneutics Past and Present]
Silva, Moises (ed.). 1996. Foundations of Contemporary Interpretation: Six Volumes in One. Leicester: Apollos
Thiselton, Anthony C. 1992. New Horizons in Hermeneutics: The Theory and Practice of Transforming Biblical
Reading. Grand Rapids: Zondervan
Vanhoozer, Kevin J. 1998. Is There a Meaning in this Text? The Bible, the Reader and the Morality of Literary
Knowledge. Leicester: Apollos
Vanhoozer, Kevin J. 2002. First Theology: God, Scripture & Hermeneutics. Leicester: Apollos
Vanhoozer, Kevin J. 2005. The Drama of Doctrine: A Canonical Linguistic Approach to Christian Theology.
Louisville: Westminster John Knox
Vanhoozer, Kevin J; James K. A. Smith & Bruce Ellis Benson (eds.). 2006. Hermeneutics at the Crossroads.
Bloomington: Indiana University Press
Faculty
Dr Asger Chr. Højlund, Course Leader.
Assessment
programme mark.
Instruction
Private study
Exam
12
20
18
50
75
BAT601 New Testament LETTERS
Credit
15 Credits, Level 6
Aims
•
To train the student to interpret selected New Testament writings in Greek with a focus on the meaning of the
Greek texts in their textual and historical contexts as well as on their theological intent;
•
independently.
Overview
The course comprises the study of two important writings from the New Testament outside the Gospels. The module
will focus on crucial aspects of the theology of the Early Church.
Course process
This course introduces the student to the hermeneutics and methods of the exegesis of the Epistles or Book of Acts.
Major parts of each scripture are analysed and interpreted in detail by the Faculty, thus providing a model for the
student’s exegetical work. The structure and major themes of each scripture are analysed and summarised through
lectures. The student will be required to take an active part in the translation and exegetical analyses in the form of
discussions and dialogues.
Learning outcomes
•
Translate a suitable paragraph from the syllabus accurately into an idiomatic and readily understandable Danish;
•
•
•
Demonstrate an awareness of different syntactical analyses and translation possibilities.
Content
Course reading includes approx. 15 chapters from two writings of the New Testament read in Greek:
1) Either
Paul's First Letter to the Corinthians or
The Letter to the Hebrews or
Selected paragraphs of Acts
And
2) A maximum of 6 chapters taken from other Epistles of the New Testament.
The student is expected to have worked independently with one or more scholarly commentaries of his or her own
choosing.
76
•
The historical setting of the selected writings;
•
The letter structure of the selected writings;
•
The purpose of selected writings;
•
The typological use of the Old Testament;
•
The major theological themes of the selected writings.
Ca. 15 chapters from the New Testament Epistles in Nestle-Aland. 1993. Novum Testamentum Graece. 27th edition.
Or
The Greek New Testament. 1993. 4th edition. United Bible Society
A scholarly commentary on the writings in question
General
Hawthorne, Gerald F.; Ralph P. Martin & Daniel G. Reid (eds.). 1993. Dictionary of Paul and His Letters. A
Compendium of Contemporary Biblical Scholarship. Leicester: Inter Varsity
Stowers, Stanley Kent. 1986. Letter Writing in Greco-Roman Antiquity. Library of Early Christianity 5. Philadelphia:
Westminster
Acts
Bruce, F. F. 1990. The Book of the Acts. New International Commentary on the New Testament. Grand Rapids:
Eerdmans
Bruce, F. F. 1990. The Acts of the Apostles: The Greek Text with Introduction and Commentary. Grand Rapids:
Eerdmans
Longenecker, Richard N. 1996. Acts. Expositor's Bible Commentary. Grand Rapids: Zondervan
Marshall, I. Howard. 2008. The Acts of the Apostles: An Introduction and Commentary. Tyndale New Testament
Commentaries 5. Leicester: IVP Academic
Larsson, Edvin. 1983-1996. Apostlagärningarna. Kommentar till Nya Testamentet 5A-C. Stockholm: EFS-förlaget
[The Acts of the Apostles]
Lövestam, Evald. 1988. Apostlagärningarna. Tolkning av Nya Testamentet 5. Stockholm: Verbum [The Acts of the
Apostles]
1 Corinthians
Barrett, C. K. 1993. A Commentary on the First Epistle to the Corinthians. Black's New Testament Commentary.
Peabody, MA: Hendrickson (19681)
Bruce, F. F. 1980. First and Second Corinthians. New Century Bible Commentary. Grand Rapids: Eerdmans
Fee, Gordon D. 1987. The First Epistle to the Corinthians. The New International Commentary on the New Testament.
Schnabel, Eckhard J. 2006. Der erste Brief des Paulus an die Korinther. HistorischTheologische Auslegung.
Wuppertal: Brockhaus [Paul's First Epistle to the Corinthians]
Witherington III, Ben. 1995. Conflict and Community in Corinth: A Socio-Rhetorical Commentary on 1 and 2
Corinthians. Grand Rapids: Eerdmans
Galatians
Betz, Hans Dieter. 1979. Galatians: A Commentary on Paul’s Letter to the Churches in Galatia. Hermeneia.
Philadelphia: Augsburg Fortress
Bruce, F. F. 1982. The Epistle to the Galatians: A Commentary on the Greek Text. The New International Greek
Testament Commentary. Exeter: Paternoster
Dunn, James D. G. 1993. The Epistle to the Galatians. Black's New Testament Commentaries. London: Black
Gärtner, Bertil. 1998. Galaterbrevet. Kommentar till Nya Testamentet 9. Stockholm: EFS-förlaget [The Letter to the
Galatians]
Koch, L.J. 1984. Fortolkning til Galaterbrevet. 3rd ed. Fredericia: Lohse (19581) [Interpretation of the Letter to the
Galatians]
77
Longenecker, Richard N. 1990. Galatians. Word Biblical Commentary 41. Waco: Word
Ephesians
Barth, Markus. 1974. Ephesians: Translation and Commentary. The Anchor Bible 34 + 34A. Garden City: Doubleday
Lincoln, Andrew T. 1990. Ephesians. Word Biblical Commentary 42. Waco: Word
Mitton, C. Leslie. 2002. The Epistle to the Ephesians: Its Authorship, Origin and Purpose. Eugine, OR: Wipf & Stock
Patzia, Arthur G. & W. Ward Gasque. 1993. Ephesians, Colossians, Philemon. New International Biblical
Commentary. Peabody, MA: Hendrickson
Philippians
O'Brien, Peter Thomas. 1991. The Epistle to the Philippians: A Commentary on the Greek Text. The New International
Greek Testament Commentary. Exeter: Paternoster
Eriksson, Larsolov. 1994. Filipperbrevet. Kommentar till Nya Testamentet 11. Stockholm: EFS-förlaget [The Letter to
the Philippians]
Fee, Gordon D. 1995. Paul's Letter to the Philippians. New International Commentary on the New Testament. Grand
Rapids: Eerdmans
Hawthorne, Gerald F. 1983. Philippians. Word Biblical Commentary 43. Waco: Word
Colossians/Philemon
Hartman, Lars. 1985. Kolosserbrevet. Kommentar till Nya Testamentet 12. Uppsala: EFS-förlaget [The Letter to the
Colossians]
Legarth, Peter V. 1995. Kolossenserbrevet og Brevet til Filemon. En indledning og fortolkning. Credo Kommentaren.
Copenhagen: Credo) [The Letter to the Colossians and the Letter to Philemon: An Introduction and a
Commentary]
Moule, C. F. D. 1975. The Epistles to the Colossians and to Philemon. The Cambridge Greek Testament Commentary.
Cambridge: Cambridge University Press (19571)
O'Brien, Peter T. 1982. Colossians, Philemon. Word Biblical Commentary 44. Waco: Word
Thessalonians
Bruce, F. F. 1982. 1 & 2 Thessalonians. Word Biblical Commentary 45. Waco: Word
Kjær, Torben. 1999. Første Thessalonikerbrev. Indledning og fortolkning. Copenhagen: Dansk Bibel-Institut [The First
Letter to the Thessalonians: An Introduction and a Commentary]
Wagner, Hartvig. 1991. Paulus' første og andet brev til tessalonikerne. En indledning og fortolkning. Credo
kommentaren. Copenhagen: Credo [Paul's First and Second Letter to the Thessalonians: An Introduction and a
Commentary]
Wanamaker, Charles A. 1990. The Epistles to the Thessalonians: A Commentary on the Greek Text. The New
International Greek Testament Commentary. Exeter: Paternoster
Pastorals
Fee, Gordon D. & W. Ward Gasque. 1995. 1 and 2 Timothy, Titus. New International Biblical Commentary 13.
Peabody, MA: Hendrickson
Kelly, J. N. D. 1963. A Commentary on the Pastoral Epistles: I. Timothy, II. Timothy, Titus. Black's New Testament
Commentaries. London: Black
Knight, George W. 1992. The Pastoral Epistles: A Commentary on the Greek Text. The New International Greek
Synnes, Martin. 1996. Vakthold om “Den skjønne skatt” (he kale paratheke): innføring i pastoralbrevene og
kommentar til første Timoteusbrev. Oslo: Luther [Watch around “The Good Deposit” (he kale paratheke): An
Introduction to the Pastoral Letters and a Commentary to the First Letter to Timothy]
Hebrews
Attridge, Harold W. 1989. The Epistle to the Hebrews: A Commentary on the Epistle to the Hebrews. Hermeneia.
Philadelphia: Augsburg Fortress
Lane, William L. 1991. Hebrews. Word Biblical Commentary 47. Waco: Word
Madsen, Poul Ivan. 2007. Hebræerbrevet. Credo Kommentaren. Copenhagen: Credo [The Letter to the Hebrews]
James
Baasland, Ernst. 1992. Jakobsbrevet. Kommentar till Nya Testamentet 16. Uppsala: EFS-förlaget [The Epistle of
James]
78
Davids, Peter H. 1982. The Epistle of James: A Commentary on the Greek Text. The New International Greek
Moo, Douglas J. 2000. The Letter of James. The Pillar New Testament Commentary. Grand Rapids: Eerdmans
1 Peter
Davids, Peter H. 1990. The First Epistle of Peter. The New International Commentary on the New Testament. Grand
Rapids: Eerdmans
Kelly, J. N. D. 1969. A Commentary on the Epistles of Peter and of Jude. Black's New Testament Commentaries.
London: Black
Michaels, J. Ramsey. 1988. 1 Peter. Word Biblical Commentary 49. Waco: Word
Olsson, Birger. 1982. Första Petrusbrevet. Kommentar till Nya Testamentet 17. Stockholm: EFS-förlaget [The First
Epistle of Peter]
Selwyn, Edward Gordon. 1958. The First Epistle of St. Peter: The Greek Text with Introduction, Notes and Essays.
London: MacMillan
2 Peter and Jude
Bauckham, Richard J. 1983. Jude, 2 Peter. Word Biblical Commentary 50. Waco: Word
Kelly, J. N. D. 1969. A Commentary on the Epistles of Peter and of Jude. Black's New Testament Commentaries.
London: Black
Kieffer, René. 2001. Filemonbrevet, Judasbrevet och andra Petrusbrevet. Kommentar till Nya Testamentet 18.
Stockholm: EFS-förlaget [The Epistle to Philemon, Jude and Second Peter]
Johannine Epistles
Brown, Raymond E. 1982. The Epistles of John, Translated with Introduction, Notes, and Commentary. The Anchor
Bible 30. Garden City, NY: Doubleday
Kjær-Hansen, Kai. 1977. Johannes' første, andet og tredje brev. En indledning og fortolkning. Credo Kommentaren.
Copenhagen: Credo [John's First, Second and Third Letters: An Introduction and a Commentary]
Marshall, I. Howard. 1982. The Epistles of John. The New International Commentary on the New Testament. Grand
Rapids: Eerdmans
Smalley, Stephen S. 1984. 1, 2, 3 John. Word Biblical Commentary 51. Waco: Word
Other resources
See also the bibliography for BAT402.
Faculty
Dr Peter V. Legarth and Dr Morten Hørning Jensen.
Assessment
programme mark.
Instruction
Private study
Exam
36
72
42
150
79
BAT602 psalms & prophets
Credit
15 Credits, Level 6
Pre-requisites: Successful completion of BAT403, BAT405, BAT408, and BAT506.
Aims
•
To train the student to interpret more advanced Hebrew texts;
•
To introduce the student into the main schools of interpretation as to the Prophetic and Poetic literature in the
Hebrew Bible;
•
To teach the student to identify and describe the main theological themes in the selected texts and to delineate their
relationship to the New Testament.
Overview
This course has a two-fold focus: to develop the knowledge and the exegetic skills in interpreting key Old Testament
texts in the original and in Danish, and to determine the theological relevance of the texts in the syllabus.
The main emphasis of the exegesis will be the historical meaning of the text and its theological purport. In the reading
of Psalms, a major emphasis will be put on the form, setting and background of each psalm, the composition of the
Book of Psalms and its fundamental theological ideas. In the study of Old Testament Prophecy, attention is paid to the
literary forms of the texts, their historical and literary background and the composition of the books.
In this course the student will be further trained in the principles for making text-critical analysis on an elementary
level.
Course process
The course will be delivered through lectures and private study. The student will be required to prepare translation and
suggestions for content analysis of the paragraphs.
Learning outcomes
•
Translate a section from the Hebrew text syllabus into current Danish and demonstrate an awareness of different
translation possibilities;
•
Define the inner structure of the offered text, its literary form(s) and its historical and literary context;
•
Apply appropriate exegetical methods to the text in order to make proper exegesis;
•
Describe and evaluate the simpler yet meaning-determining text-critical issues addressed in Biblia Hebraica
Stuttgartensia;
•
Deliberate the main theological themes in the section, their relation to the book as such, to the Old Testament, and
tentatively to the New Testament;
•
Communicate subject knowledge and exegetical insight effectively (weight: 10%).
Content
Approximately 18 pages will be read from the original Hebrew, that is 10 Psalms from the Psalter and 10 chapters from
the Prophetic literature. The prophetic syllabus may comprise selected paragraphs from Isaiah 1-39, Hosea or Amos (or
80
a selection of chapters from all three). In addition, a number of relevant Psalms and relevant chapters from the Prophetic
books will be read in Danish.
In addition to this, scholarly commentaries on the Book of Psalms and the Prophetic book(s) in question will be studied
by the student.
•
Historical and literary background of the text(s);
•
History of interpretation;
•
Exegetical Methods;
•
Literary analysis of the selected Psalms and chapters from the Prophets;
•
Tools and methods in Textual Criticism.
10 Psalms and 10 chapters from the prophetic literature (either from Isaiah 1-39 or Hosea-Amos) in the Biblia Hebraica
Stuttgartensia (Stuttgart: Deutsche Bibelgesellschaft, 19975) or Biblia Hebraica Quinta: The Twelve Minor Prophets
(Biblia Hebraica Quinta 13; Peabody MA: Hendrickson, 2010)
In addition 5-8 Psalms and 5-8 chapters from the prophetic literature read in Danish translation
Scholarly commentaries on the Book of Psalms and the prophetic book(s) in question
General
Longman, Tremper, III & Peter Enns (eds.). 2008. Dictionary of the Old Testament: Wisdom, Poetry & Writings.
Leicester: InterVarsity
Psalms
Anderson, A. A. 1996. The Book of Psalms. Vol. 1-2. The New Century Bible Commentary. Grand Rapids: Eerdmans
(19721)
Allen, Leslie C. 2002. Psalms 101-150. Rev. ed. Word Biblical Commentary 21. Nashville: Thomas Nelson (19831)
Craigie, Peter C. & Marvin E. Tate. 2005. Psalms 1-50. Rev. ed. Word Biblical Commentary 19. Nashville: Thomas
Nelson (19831)
Goldingay, John. 2006-2008. Psalms. Vol. 1: Psalms 1-41. Vol. 2: Psalms 42-89. Vol. 3: Psalms 90-150. Grand Rapids:
Baker Academic
Holt, Else K. & Kirsten Nielsen. 2002. Dansk Kommentar til Davids Salmer. I-III. Copenhagen: Anis) [Danish
Commentary on David's Psalms: Vol. I-III]
Hossfeld, Frank-Lothar & Erich Zenger. 1993. Die Psalmen I: Psalm 1-50. Die neue Echter Bibel 29. Würzburg:
Echter [The Psalms I: Psalm 1-50]
Hossfeld, Frank-Lothar & Erich Zenger. 2000. Psalmen 51-100. Herders theologischer Kommentar zum Alten
Testament. Wien: Herder. ET: Psalms 2: A Commentary on Psalms 51-100. Hermeneia. Minneapolis: Fortress
2005
Hossfeld, Frank-Lothar & Erich Zenger. 2002. Die Psalmen II: Psalm 51-100. Die neue Echter Bibel 40. Würzburg:
Echter [The Psalms I: Psalm 51-100]
Hossfeld, Frank-Lothar & Erich Zenger. 2008. Psalmen 101-150. Herders theologischer Kommentar zum Alten
Testament. Wien: Herder [Psalms 101-150]
Kraus, Hans-Joachim. 1989. Psalmen. Bd. I-II. 6th ed. Biblischer Kommentar Altes Testament XV/1-2. Neukirchen:
Neukirchener (19611). ET: Psalms 1-59 & Psalms 60-150. Continental Commentaries. Philadelphia, 2000
Tate, Marvin E. 1990. Psalms 51-100. Word Biblical Commentary 22. Waco: Word/Nashville: Thomas Nelson
Thomsen, Jørgen Bækgaard. 1999. Salmernes Bog I-II. Credo kommentaren. Copenhagen: Credo [The Book of Psalms
I-II]
81
Prophets: general
Blenkinsopp, Joseph. 1996. A History of Prophecy in Ancient Israel. From the Settlement in the Land to the Hellenistic
Period. Rev. ed. Philadelphia: Westminster John Knox
Clements, Ronald. E. 1996. Old Testament Prophecy: From Oracles to Canon. Louisville: Westminster John Knox
Lindblom, Johannes. 1978. Prophecy in Ancient Israel. Oxford: Basil Blackwell (19621)
Wilson, Robert R. 1980. Prophecy and Society in Ancient Israel. Philadelphia: Fortress
Prophets: Isaiah
Childs, Brevard S. 2001. Isaiah. The Old Testament Library. Louisville: Westminster John Knox
Clements, Ronald E. 1980. Isaiah 1-39. The New Century Bible Commentary. Grand Rapids: Eerdmans.
Kaiser, Otto. 1981. Das Buch des Propheten Jesaja. Kapitel 1-12. Altes Testament Deutsch 17. Göttingen:
Vandenhoeck & Ruprecht [The Book of the Prophet Isaiah: Chapters 1-12]
Kaiser, Otto. 1983. Der Prophet Jesaja Kapitel 13-39. Altes Testament Deutsch 18. Göttingen: Vandenhoeck &
Ruprecht [The Prophet Isaiah: Chapters 13-39]
Motyer, Alec. 1993. The Prophecy of Isaiah. Leicester: Inter-Varsity
Oswalt, John N. 1986. The Book of Isaiah. Chapters 1-39. The New International Commentary on the Old Testament.
Wildberger, Hans. 1990. Jesaja 1-12. 2nd ed. Biblischer Kommentar Altes Testament X/1. Neukirchen-Vluyn:
Neukirchener (19721) [ET: Isaiah 1-12. Continental Commentary. Philadelphia, 2006]
Wildberger, Hans. 1978. Jesaja 13-27. Biblischer Kommentar Altes Testament X/2. Neukirchen-Vluyn: Neukirchener.
ET: Isaiah 13-27 [Isaiah 13-27. Continental Commentary. Philadelphia 1997]
Wildberger, Hans. 1982. Jesaja 28-39. Biblischer Kommentar Altes Testament X/3. Neukirchen-Vluyn: Neukirchener
[Isaiah 28-39. Continental Commentary. Philadelphia, 2002]
Prophets: Hosea
Andersen, Francis I. & David Noel Freedman. 1980. Hosea. Anchor Bible 24. Garden City: Doubleday/Yale University
Press
Davies, G. I. 1992. Hosea. New Century Bible Commentary. London: Marshall Pickering
Garrett, Duane A. 1997. Hosea, Joel. New American Commentary 19A. Nashville: Broadman & Holman
Jeremias, Jörg. 1983. Der Prophet Hosea. Altes Testament Deutsch 24/1. Göttingen: Vandenhoeck & Ruprecht [Hosea]
Macintosh, A. A. 1997. Hosea. The International Critical Commentary. Edinburgh: T. & T. Clark
McComiskey, Thomas E. 1992. Hosea. Pages 1-237 in Th. E. McComiskey (ed.). The Minor Prophets: An Exegetical
and Expository Commentary. Vol. I. Hosea, Joel, and Amos. Grand Rapids: Baker
Wolff, Hans Walter. 1990. Dodekapropheton 1. Hosea. 4th ed. Biblischer Kommentar Altes Testament XIV/2.
Neukirchen-Vluyn: Neukirchener (19651). ET: Hosea. Hermeneia. Philadelphia: Augsburg Fortress, 1974
Prophets: Amos
Andersen, Francis I. & David Noel Freedman. 1989. Amos. Anchor Bible 24A. New York: Doubleday/Yale University
Press
Auld, A.G. 1986. Amos. Old Testament Guides. Sheffield: Sheffield Academic Press
Coggins, Richard James. 2000. Joel and Amos. New Century Bible Commentary. Sheffield: Sheffield Academic Press
Hammershaimb, E. 1979. Amos. 4th ed. Copenhagen: Nyt Nordisk Forlag (19461)
Hasel, Gerhard F. 1991. Understanding the Book of Amos: Basic Issues in Current Interpretations. Grand Rapids:
Baker
Jeremias, Jörg. 1995. Der Prophet Amos. Altes Testament Deutsch 24/2. Göttingen: Vandenhoeck & Ruprecht [Amos]
Niehaus, Jeffrey. 1992. Amos. Pages 315-494 in Th. E. McComiskey (ed.). The Minor Prophets: An Exegetical and
Expository Commentary. Vol. I. Hosea, Joel, and Amos. Grand Rapids: Baker
Paul, Shalom M. 1991. Amos: A Commentary on the Book of Amos. Hermeneia. Minneapolis: Fortress
Smith, Gary V. 1998. Amos. Fearn: Christian Focus Publications (1989)
Stuart, Douglas. 1987. Hosea-Jonah. Word Biblical Commentary 31. Waco: Word/Nashville: Thomas Nelson
Wolff, Hans Walter. 2004. Dodekapropheton 2. Joel und Amos. 4th ed. Biblischer Kommentar Altes Testament XIV/2.
Neukirchen-Vluyn: Neukirchener (19691) [ET: Joel and Amos. Hermeneia. Augsburg Fortress, 1977]
Textual Criticism
Bartholdy, Henrik. 2003. Håndbog i gammeltestamentlig tekstkritik. Copenhagen: Det danske Bibelselskab [A Manual
on Old Testament Textual Criticism]
Holm-Nielsen, Svend. 1997. Noter til bibeloversættelsen af 1992. Copenhagen: Det Danske Bibelselskab [Notes to the
Danish Bible Translation of 1992]
82
Tov, Emanuel. 1992. Textual Criticism of the Hebrew Bible. Minneapolis: Fortress & Assen: Van Gorcum
Wolters, Al. 1999. “The Text of the Old Testament.” Pages 19-37 in D. W. Baker & B. T. Arnold (eds.). The Face of
Old Testament Studies: A Survey of Contemporary Approaches. Grand Rapids: Baker
Würtwein, E. 1995. The Text of the Old Testament: An Introduction to the Biblia Hebraica. 2nd ed. Grand Rapids:
Eerdmans. Transl. from German: Der Text des Alten Testaments. 4th ed. Stuttgart: Württembergische Bibelanstalt,
1973
Faculty
Carsten Vang (MTh), Course Leader.
Assessment
Instruction
Private study
Course work
Exam
36
60
24
30
150
83
BAT603-1 Dogmatics I
Credit
10 credits, Level 6
Aims
•
To give the student a knowledge of central Christian doctrinal and denominational positions in history and today;
•
To give the student skills in making well-grounded judgements in doctrinal questions that are discussed today;
•
To provide the student with a reflective, coherent, and independent understanding of Christian and Lutheran faith.
Overview
Dogmatics with Symbolics is the study of Christian belief and doctrine, with a special focus on its basic and binding
content. It is further the reflection on Christian belief and doctrine in the encounter with the challenges from other
contemporary belief systems and viewpoints, both from within and from outside the Christian church.
The foundation for this reflection is laid in the Biblical disciplines (BAT504-1, BAT504-2, and BAT506) where the
historical foundation and core of the Christian faith is studied. BAT407, BAT502-1, and BAT502-2 provide the student
with significant elements concerning the historical background of the formation of the Christian belief and doctrines
(within a Lutheran setting this applies especially to the periods of the Early Church and the Reformation). BAT404 and
BAT503-1/2 inform the student about some of the Religion Philosophical ideas that Dogmatics relate to in its reflection.
The task of this course, in relation to the other courses within the programme, is to summarise this in a reflection on and
an account of what is the binding content of Christian faith to-day (as Ethics [BAT503-1 and BAT502-2] summarises it
in relation to Christian conduct). It thus points forward to Homiletics & Pastoral Care (BAT604) and Contemporary
Religion (BAT607) and this subject's concern with understanding today’s religious culture.
Although some of the historical background is dealt with in other courses, this course contains historical and systematic
elements. Much of the reflection being undertaken in the course is done in relation to and in discussion with central
insights from the history of doctrine. This applies especially to the Creeds and other doctrinal statements that form an
important part of the framework for the reflection on Christian faith. The background and content of Creeds and
confessional writings are studied in the discipline Symbolics within the course.
Theological texts from the last 150-200 years are read and analysed in order to provide information about and enhance
reflection upon the Christian faith in its present-day context.
A part of the backdrop against which reflection on the Christian faith takes place today is the various viewpoints of
other Christian denominations. Therefore the course also includes the study of texts from recent Ecumenical dialogues.
One or two major textbooks on Dogmatics, dealing with basic questions concerning Christian faith (for example, the
sources of the Christian faith, the relationship between philosophy and faith, the questions of God, Creation and Man),
makes up the framework and the coherence of the course.
Course process
The course will be delivered through lectures, text-analyses and text-discussions, and private study. In addition, students
will be asked to produce papers which either will be read and discussed in group tutorials or presented on the course’s
electronic learning platform with comments from the tutor.
The lectures will provide the overview and the coherence within the single elements and between the different elements
in the course. The text-analyses, which will take place in a seminar process, and which may comprise presentations by
the students, will serve to engage the students in doctrinal reflection at a deeper level. Through the preparation of an
84
assignment the student will be trained in reproducing the main-lines of the various topics and the points of contact
between different texts and positions.
The two courses in Dogmatics run for 2 and 4 lessons respectively over two semesters in year three,
2nd semester (BAT603-1), and year four, 1st semester (BAT603-2).
Learning Outcomes
•
Reflect on the nature of Christian Doctrine in relation to, for example, Philosophy;
•
Reflect on the nature and role of Scripture, Creeds, and confessional writings in the shaping of Christian Doctrine;
•
Reflect on how the Christian belief in a Creator God is to be expressed to-day;
•
Explain the nature and destiny of man in the light of man’s being created in the image of God;
•
Present different positions on the doctrine of the Fall and its implication on anthropology;
•
Account for the doctrinal content and implications of the parts of the Symbolic Books of the Danish National
Evangelical Lutheran Church that relate to the topics in this course.
Content
Course reading: one or two textbooks of approximately 225 pages and theological and ecumenical texts of
approximately 60 pages. As to Symbolics, the course reading will be the Symbolic Books of the Danish National
Lutheran Church in original languages (approximately 50 pages in total for BAT603-1 and 603-2) with commentaries
(approximately 230 pages in total for BAT603-1 and 603-2).
•
The roles of Scripture, reason and tradition in the dogmatic reflection;
•
An introduction to the Creeds of the Early Church and the confessional books of the Reformation;
•
The doctrine of Creation and the place of humanity in the creation;
•
The Fall and its implication on anthropology.
Gregersen, Niels Henrik (ed.). 1997. Fragmenter af et spejl. Bidrag til dogmatikken. Frederiksberg: Anis (19921). Pages
73-87, 112-119 [Fragments of a Mirror: Contributions to Dogmatics]
Gunton, Colin. 2002. The Christian Faith: An Introduction to Christian Doctrine. Oxford: Blackwell. Pages 3-15
Højlund, Asger Chr. 2007. Men han gav afkald. Bidrag til kristologien. Menighedsfakultetets Videnskabelige Serie 11.
Fredericia: Kolon. Pages 78-92, 165-179, 243-267, 332-348 [But He Emptied Himself: Contributions to
Christology]
Olsen, Peter Flemming. 2007. “Open Theodicy: Gregory Boyd on God and Evil.” Unpubl. paper. 15 pages.
Prenter, Regin. 1998. Skabelse og Genløsning. Frederiksberg: Anis. Photogr. reprint from 2nd ed. Copenhagen: G.E.C.
Gad 1955. Pages 5-12, 54-94, 117-144, 151-164, 199-207, 325-440, 492-503, 529-624 [Creation and Redemption]
Robinson, John A. T. 1973. The Human Face of God. London: SCM. Pages 180-196
Skarsaune, Oskar. 1997. Troens ord. De tre oldkirkelige bekjennelsene. Oslo: Luther. Pages 38-69, 135-160, 167-169,
247-261 [The Word of the Faith: The Three Confessions of the Ancient Church]
Søes, Peter. 2006. “Hvad står der teologisk på spil i diskussionen om evolutionslæren?” Unpubl. paper. 5 pages [“What
is Theologically At Stake in the Discussion about Evolution?”]
Teologiske tekster. Udvalg af klassiske dogmatiske tekster, edited and commented on by The Institute of Dogmatics at
Aarhus University. Aarhus: Aarhus Universitetsforlag, 1994 (19891). Pages 9-58, 289-293 [Theological Texts: A
Selection of Classical Dogmatic Texts]
85
Valen-Sendstad, Aksel. 1996. Troens fundamenter. Dogmatiske hovedspørsmål i lys av bibelsk ontology.
Menighedsfakultetets Videnskabelige Serie 6. Aarhus: Kolon. Pages 94-112, 140-169, 174-197, 221-349 [The
Foundations of Faith: Principal Dogmatic Questions in the Light of Biblical Ontology]
Symbolics
Kelly, J. N. D. 1980. Early Christian Creeds. London: Longman
Nørgaard-Højen, Peder. 2001. Den danske folkekirkes bekendelsesskrifter. Kommentar. Frederiksberg: Anis [The
Confessions of the National Lutheran Church of Denmark: A Commentary]
Prenter, Regin. 1978. Kirkens lutherske bekendelse. En aktuel theologisk udlægning af den augsburgske bekendelse
1530. Fredericia: Lohse [The Lutheran Confession of the Church: A Current Theological Exposition of the
Augsburg Confession 1530]
Skarsaune, Oskar. 1997. Troens ord. De tre oldkirkelige bekjennelser. Oslo: Luther [The Word of the Faith: The Three
Confessions of the Ancient Church]
Dogmatics
Braaten, Carl E. & Robert W. Jenson (eds.). 1984. Christian Dogmatics. Vol. 1-2. Philadelphia: Fortress
Gregersen, Niels Henrik (ed.). 2003. Fragmenter af et spejl. Bidrag til dogmatikken. 3rd ed. Frederiksberg: Anis.
(19921) [Fragments of a Mirror: Contributions to Dogmatics]
Gunton, Colin E. (ed.). 1997. The Cambridge Companion to Christian Doctrine. Cambridge: Cambridge University
Press
Gunton, Colin. 2002. The Christian Faith: An Introduction to Christian Doctrine. Oxford: Blackwell
McGrath, Alister E. 2001. Christian Theology: An Introduction. Oxford: Blackwell
Pannenberg, Wolffhart. 1988-1993. Systematische Theologie. Bd. 1-3. Göttingen: Vandenhoeck & Ruprecht
[Systematic Theology: Vol 1-3]
Pöhlmann, Horst Georg. 1975. Abriss der Dogmatik. Gütersloh: Gütersloher Verlagshaus, Gerd Mohn [A Short
Statement of Dogmatics]
Gad 1955 [Creation and Redemption]
Schlink, Edmund. 2005. Ökumenische Dogmatik. 3rd ed. Göttingen: Vandenhoeck & Ruprecht (19831) [Oecumenical
Dogmatics]
the Aarhus University. Aarhus: Aarhus Universitetsforlag, 1994 (19891) [Theological Texts: A Selection of
Classical Dogmatic Texts]
Valen-Sendstad, Aksel. 1996. Troens fundamenter. Dogmatiske hovedspørsmål i lys av bibelsk ontologi.
Menighedsfakultetets Videnskabelige Serie 6. Aarhus: Kolon [The Foundations of Faith: Principal Dogmatic
Questions in the Light of Biblical Ontology]
Faculty
Dr Asger Chr. Højlund, Course Leader, and Leif Andersen.
Assessment
programme mark.
Instruction
Private study
Exam
24
46
30
100
86
BAT603-2 Dogmatics II
Credit
20 Credits, Level 6
Pre-requisites: Successful completion of BAT603-1.
Aims
•
To give the student a knowledge of central Christian doctrinal and denominational positions in history and today;
•
To give the student skills in making well-grounded judgements in current doctrinal questions that are discussed
today;
•
To provide the student with a reflective, coherent, and independent understanding of Christian and Lutheran faith.
Overview
Dogmatics with Symbolics is the study of Christian belief and doctrine, with a special focus on its basic and binding
content. It is further the reflection on Christian belief and doctrine in the encounter with the challenges from other
contemporary belief systems and viewpoints, both from within and from outside the Christian church. For a general
overview of the subject, see BAT603-1.
Building upon the insight and competencies gained in BAT603-1, this course will continue with key Dogmatic topics as
Christology, Justification and Sanctification, the Church and the Sacraments, and Eschatology. As in BAT603-1, the
background and content of the relevant doctrinal statements will be studied in the discipline Symbolics as an integrated
part of the course.
One or two major textbooks on Dogmatics, dealing with basic questions concerning Christian faith, make up the
framework and the coherence of the course.
Course process
The course will be delivered through lectures, text-analyses and text-discussions, and private study. In addition, students
will produce papers, which either will be read and discussed in group tutorials or presented on the course’s electronic
learning platform with comments from the tutor.
The lectures will provide the overview and the coherence within the single elements and between the different elements
in the course. The text-analyses, which will take place in a seminar process, and which may comprise presentations by
the students, will serve to engage the students in doctrinal reflection at a deeper level. Through the preparation of an
assignment the student will be trained in reproducing the main-lines of the various topics and the points of contact
between different texts and positions.
Learning Outcomes
•
Display a good knowledge of the basis and content of the doctrine of the person of Christ and to reflect on ways of
contending this doctrine in relation to challenges from modern ontology and epistemology;
•
Display a grasp of different ways of expressing the work of Christ, and reflect on their biblical basis, validity and
implications;
•
Reflect on the nature and role of the Spirit in the Trinity and in the work of God;
•
Deliberate similarities and differences between the Catholic and the Lutheran view on justification and
sanctification in history and to-day;
87
•
Reflect on the content and the implications of the different viewpoints on the Sacraments within Protestant
denominations and on the Ecumenical attempts to solve them;
•
Reflect on the role and nature of the Church and its Ministry in the light of Lutheran and other denominations and
reflect on a valid expression of this in the current situation;
•
Express the basic content of the Christian hope in relation to other worldviews, secular or religious;
•
Account for the doctrinal content and its implications of the parts of the Symbolic Books of the Danish National
Evangelical Lutheran Church that relate to the topics in this course.
Content
Course reading: one or two textbooks of approximately 290 pages, theological and ecumenical texts of approximately
260 pages. As to Symbolics, the course reading will be the Symbolic Books of the Danish National Lutheran Church in
original languages (approximately 50 pages in total for BAT603-1 and 603-2) with commentaries (approximately 230
pages in total for BAT603-1 and 603-2).
•
The doctrine of the person of Christ and salvation in Christ;
•
The incorporation of humanity in salvation (faith, justification, sanctification);
•
The doctrine of the sacraments;
•
The Church and its ministry;
•
The Christian hope and the last things.
Grane, Leif. 1994. Confessio Augustana. Oversættelse og kommentar. Frederiksberg: Anis. Pages 5-7, 15-150, 154-175
[The Augsburg Confession: A Translation and a Commentary]
Prenter, Regin. Skabelse og Genløsning. Frederiksberg: Anis. Photogr. reprint from 2nd ed. Copenhagen: G.E.C. Gad
1955. Pages 503-516, 529-624 [Creation and Redemption]
the Aarhus University. Aarhus: Aarhus Universitetsforlag, 1994 (19891). Pages 59-81, 147-153, 201-237, 259-288,
409-491 [Theological Texts: A Selection of Classical Dogmatic Texts]
Fælleserklæringen om Retfærdiggørelseslæren. Copenhagen, 1997. 26 pages. [Joint Declaration on Justification]
Die Bekenntnisschriften der evangelisch-lutherischen Kirche. 1998. 12th ed. Göttingen: Vandenhoeck & Ruprecht
(19301). Pages 50-83d [The Symbolic Books of the Evangelical-Lutheran Church]
Symbolics
Die Bekenntnisschriften der evangelisch-lutherischen Kirche. 1998. 12th ed. Göttingen: Vandenhoeck & Ruprecht
(19301) [The Symbolic Books of the Evangelical-Lutheran Church]
Nørgaard-Højen, Peder. 2001. Den danske folkekirkes bekendelsesskrifter. Kommentar. Frederiksberg: Anis [The
Confessions of the National Lutheran Church of Denmark: A Commentary]
Prenter, Regin. 1978. Kirkens lutherske bekendelse. En aktuel theologisk udlægning af den augsburgske bekendelse
1530. Fredericia: Lohse [The Lutheran Confession of the Church: A Current Theological Exposition of the
Augsburg Confession 1530]
Dogmatics
Braaten, Carl E. & Robert W. Jenson (eds.). 1984. Christian Dogmatics. Vol. 1-2. Philadelphia: Fortress
Gregersen, Niels Henrik (ed.). 2003. Fragmenter af et spejl. Bidrag til dogmatikken. 3rd ed. Frederiksberg: Anis (19921)
[Fragments of a Mirror: Contributions to Dogmatics]
Gunton, Colin E. (ed.). 1997. The Cambridge Companion to Christian Doctrine. Cambridge: Cambridge University
Press
Gunton, Colin. 2002. The Christian Faith: An Introduction to Christian Doctrine. Oxford: Blackwell
McGrath, Alister E. 2001. Christian Theology: An Introduction. Oxford: Blackwell
88
Pannenberg, Wolffhart. 1988-1993. Systematische Theologie. Bd. 1-3. Göttingen: Vandenhoeck & Ruprecht
[Systematic Theology: Vol 1-3]
Pöhlmann, Horst Georg. 1975. Abriss der Dogmatik. Gütersloh: Gütersloher Verlagshaus, Gerd Mohn [A Short
Statement of Dogmatics]
Gad 1955 [Creation and Redemption]
Schlink, Edmund. 2005. Ökumenische Dogmatik. 3rd ed. Göttingen: Vandenhoeck & Ruprecht (19831) [Oecumenical
Dogmatics]
the Aarhus University. Aarhus: Aarhus Universitetsforlag, 1994 (19891) [Theological Texts: A Selection of
Classical Dogmatic Texts]
Valen-Sendstad, Aksel. 1996. Troens fundamenter. Dogmatiske hovedspørsmål i lys av bibelsk ontologi.
Menighedsfakultetets Videnskabelige Serie 6. Aarhus: Kolon [The Foundations of Faith: Principal Dogmatic
Questions in the Light of Biblical Ontology]
Faculty
Dr Asger Chr. Højlund, Course Leader, and Leif Andersen.
Assessment
programme mark.
Instruction
Private study
Exam
48
96
56
200
89
BAT604 homiletics and Pastoral care
Credit
20 Credits, Level 6
Pre-requisite: Successful completion of BAT407 and BAT505.
Aims
•
To train the student to reflect on the nature of Christian ministry;
•
•
To give the student some competencies in preaching and pastoral care and counselling.
Overview
Compare BAT407, “Overview”, 1st section. This course consists of the following disciplines: Homiletics and Pastoral
care and counselling.
Homiletics concerns itself not only with preaching in church services, but with the congregation's preaching and
communication at large. It bridges the gap between the language, culture and thoughts of the Biblical text and the
language, culture and thoughts of contemporary Denmark. Therefore it draws extensively from exegetics and
systematics as well as from cultural analysis, rhetoric, counselling, models of contextualisation, etc. The course will
include preaching practice in class and, when possible, on placement.
Pastoral care and counselling concerns itself with the congregation’s personal care for spiritual and human need,
including auricular confession. It distinguishes itself from, as well as integrates with and draws from, common
therapeutic and psychological means. The course will include case practice in class as well as, when possible,
attendance in pastoral care situations on placement.
Course process
private study and a three week placement.
Learning outcomes
•
Present his/her reflection on issues relating to Homiletics and Pastoral care – and engage in a discussion of these
issues;
•
Distinguish between Law and Gospel;
•
Prepare and present a sermon for an audience;
•
Offer spiritual and human care;
•
Give an account of his/her insights into the work of a counsellor in pastoral care situations;
•
Reflect critically on personal skills and capacities being relative to the placement area.
Content
Course reading: a textbook account of approximately 450 pages
90
•
Homiletics: the concept of preaching; Law and Gospel; the preacher; preparation, script and pulpit; the text, themes
and language of preaching;
•
Pastoral care and counselling: the view of human nature; the dialogue between pastoral counselling and therapy;
theory and models; counselling in sorrow and crisis; counselling in spiritual need.
Homiletics
Sjaastad, Egil. 2001. Vi forkynner Kristus. En ressursbok for predikanter. Oslo: Lunde [We Proclaim Christ: A Book of
Resource for Preachers]
Skjevesland, Olav. 1997. Det skapende ordet. En prekenlære. Oslo: Universitetsforlaget [The Creative Word:
Teachings on Preaching]
Pastoral care and counselling
Okkenhaug, Berit. 2008. Når jeg ser dit ansigt – indføring i kristen sjælesorg. Copenhagen: Unitas [When I See Your
Face – Introduction to Christian Counseling]
Rasmussen, Børge. 2003. “Sjælesørgeriske problemer af åndelig/teologisk art.” Pages 88-160 in Ellen Kappelgaard et
al. At sørge for sjælen. Copenhagen: Credo [“Counseling Problems of a Spiritual/Theological Kind”]
Homiletics
Andersen, Leif. 2006. Teksten og tiden. En midlertidig bog om forkyndelsen. Bind 1-2. Menighedsfakultetets
Videnskabelige Serie 10. Fredericia: Kolon [Text and Time: A Provisional Book on Preaching. Vol. 1-2]
Brøndum, L. 1975. Prædikenen og dens forberedelse. Copenhagen: G.E.C. Gad [The Sermon and Its Preparation]
Burce, Jerome E. 2000. Proclaiming the Scandal – Reflections on Postmodern Ministry. New York: Trinity Press
International
Buttrick, David. 1988. Homiletic – Moves and Structures. Philadelphia: Augsburg Fortress
Craddock, Fred B. 2002. Overhearing the Gospel. Danvers: Chalice (Nashville, 19861)
Johnston, Graham. 2001. Preaching to a Postmodern World: A Guide to Reaching Twenty-First Century Listeners.
Grand Rapids: Baker
Lloyd-Jones, Martyn. 1976. Preaching and Preachers. London: Hodder & Stoughton
Lowry, Eugene L. 2000. The Homiletical Plot: The Sermon as Narrative Art Form. Expanded ed. Louisville, KY:
Westminster John Knox
Newbigin, Lesslie. 2004. The Gospel in a Pluralist Society. London: SPCK
Nordhaug, Halvor. 2000. ... så mitt hus kan bli fullt. En bok om prekenen. Oslo: Luther [... That My House May Be
Filled: A Book on Preaching]
Walther, C. F. W. 1986. The Proper Distinction between Law and Gospel. St. Louis: Concordia (18971)
Pastoral care and counselling
Andersen, Eleonora. 1986. Depressionens udfordringer. At turde tænke, handle, føle og tro. Fredericia: Lohse [The
Challenges of Depression: Daring to Think, to Act, to Feel, and to Believe]
Andersen, Eleonora. 2007. Ruiner kan genopbygges. Lidelsens praksis. 2nd ed. Fredericia: Lohse (19951) [Ruins Can be
Rebuilt: The Practice of Suffering]
Andersen, Eleonora. 2006. Ung sorg. Copenhagen: Credo [Young Sorrow]
Andersen, Leif. 2005. Gud, hvorfor sover du? 2nd ed. Fredericia: Lohse (19871) [God – Why Do You Sleep?]
Andersen, Øivind. 1973. I sjælesorg hos Jesus. Copenhagen: Dansk Luthersk Forlag [Pastoral Care with Jesus]
Berge, Torkil & Arne Repål. 2005. Lykketyvene – hvordan man overvinder depression. Copenhagen: Dansk
Psykologisk Forlag [The Happiness Thieves: How to Conquer Depression]
Bergstrand, Göran. 2002. En själasörjares dilemma. Stockholm: Natur och Kultur [The Dilemma of a Counsellor]
Bjergbæk, Alex (ed.). 2005. Sjælesorg – reflektioner over Emmaus Sommer Seminar 2004. Aarhus: Emmaus Sommer
Seminar [Pastoral Care – Reflections on the Emmaus Summer Seminar 2004]
Bjerre, Christian Brisson & Tine Schmidt Lorenzen. 2007. På tærsklen til ... – ti essays om menneskets møde med
døden. Aarhus: Alfa [On the Brink to … Ten Essays on Man’s Encounter with Death]
91
Dahl, Kjell-Petter. 1972. Pastoralpsykologi – bruk av psykologi i sjelesorgen. Stavanger: Nomi [Pastoral Psychology:
How to Use Psychology in Counselling]
Falk, Bent. 2006. I virkeligheden. Supervision i gestalt-terapeutisk sjælesorg. Copenhagen: Anis [In Reality:
Supervision in Gestalt-Therapeutic Counseling]
Geil, Georg S. 1979. Mennesket mellem magterne. Tanker om sjælesorg. Aarhus: Aros [Human Beings between the
Powers: Reflection on Pastoral Counselling]
Grevbo, Tor Johan. 2003. Guds masker i sjelesorgen. Hvordan forholde seg til det guddommelige maskespill teoretisk
og praktisk? Koinonia 5. Oslo: Koinonia [God’s Masks in Counseling: How to Relate to the Divine Masqerade,
Theoretically and Practically?]
Grevbo, Tor Johan. 2006. Sjelesorgens vei. En veiviser i det sjelesørgeriske landskap – historisk og aktuelt. Oslo:
Luther [The Path of Counseling: A Road Map in the Terrain of Pastoral Care – Historically and Presently]
Hartling, Ole J. (ed.). 2004. Bekymringen rundt. Copenhagen: Forum [Around Worries]
Isachsen, Karsten & Per Frick Høydal. 2006. I al fortrolighed. Copenhagen: Pro Rex [Most confidentially]
Isachsen, Karsten. 2003. Lad følelser få sprog. Copenhagen: Unitas [Let Emotions Have Their Language]
Jacobsen, Catharina & Ketil Bjørnstad. 2007. Historier om sårbarhet. Oslo: Dinamo [Stories on Vulnerability]
Kristensen, Kurt. 1987. Sjælesorg og anfægtelse hos Luther og i dag. Aarhus: Menighedsfakultetet [Counseling and
Anfechtung by Luther and today]
Nouwen, Henri. 2004. Den sårede hjelper. Hvordan vi med vår sårbarhet kan bli en kilde til liv for andre. Oslo: Luther.
Norwegian transl. from The Wounded Healer: Ministry in Contemporary Society (1994)
Olafsen, Espen & Per Arne Dahl. 2007. Hva skal vi med stjerner nå? Oslo: Schibsted [Now What Do we Need the Stars
For?]
Pfeifer, Samuel. 1996. Tro og traumer. Copenhagen: Credo [Faith and Traumas]
Storset, Bjarne. 1947. Sjelesorgen i praksis. Oslo: Arne Gimne [Counseling in Practice]
Wenaas, Johan Arnt. 1982. Sjelesorg til hverdags. Oslo: Luther [Everyday Counseling]
White, John. 1985. Healing the Wounded: The Costly Love of Church Discipline. Downers Grove: InterVarsity
Wikström, Owe. 2005. Det blændende mørke. Copenhagen: Anis [The Glaring Darkness]
Yalom, Irvin D. 2007. Eksistentiel psykoterapi. Copenhagen: Hans Reitzel. Danish transl. from Existential
Psychotherapy (1980)
Faculty
Leif Andersen (MTh), Course Leader.
Assessment
Course work (sermon practice and placement paper) and oral examination. The placement paper should contain
reflection upon personal capabilities in relation to the areas of placement. The course mark will contribute 8% to the
final programme mark.
Instruction
Private study
Course work
Placement
Exam
40
60
16
52
32
200
92
BAT605 Biblical Theology
Credit
15 Credits, Level 6
Pre-requisites: Successful completion of BAT504-1/2, BAT506, BAT601, and BAT602.
Aims
•
To give the student an overview of major theological themes in the Old and New Testament and their
interrelationship;
•
To provide an understanding of the complexity in defining a Biblical theology5;
•
To introduce the student to some of the major scholarly propositions for a Biblical Theology.
Overview
Though the Bible proclaims the incarnation of God into the world and reports the reactions of humanity to God’s
actions and word, this evidence is much diversified. It cannot possibly be re-formulated into a few clear concepts. From
time to time the theological positions contained within the two testaments even appear to be conflicting.
The course aims at identifying and rethinking systematically some of the leading theological themes in the Old and New
Testament. This is paramount for understanding the theology of the Bible as such. Furthermore Biblical Theology
provides the Biblical basis for the systematic reflection of Christian belief and theology.
On the basis of a textbook and the reading of selected paragraphs from the Old and New Testaments in the original
languages and in Danish, this course introduces students to the most important theological themes in the Bible and their
interrelationship, and provides an outlook towards an overall Biblical theology. The Biblical texts, with which the
student is already acquainted from BAT504-1/2, BAT506, BAT601, and BAT602, are read in the original languages.
Further Biblical paragraphs are studied in Danish.
Course process
The course will be delivered through lectures, tutorials and private study.
Learning Outcomes
•
Give a coherent and substantiated account of the most important theological themes in the Bible and their
interrelationship;
•
Discuss possible lines and fractures in the relation between the two testaments;
•
Recount and evaluate various scholarly proposals of a dominant idea (“centre”) of the Bible.
Content
Course reading: an account of Biblical Theology of approximately 500 pages.
•
Problems and prospects in doing Biblical Theology;
•
Various suggestions of Biblical theologies;
5
In this context, the term "Biblical Theology" concerns the endeavour to find a theological whole behind the diverse
themes in the Bible.
93
•
Two Testaments, one Bible;
•
Is there a centre in the Bible?
•
Biblical themes, such as: Creation; Anthropology; Covenant; Salvation History (Exodus – Exile – Return);
Wisdom; Biblical Ethics; Suffering in the Bible; Expiation and Restoration; Resurrection; Cult and community;
Law and grace; King and Messiah; Temple; Old Testament community and New Testament church; Election and
Universalism; Bible and the future.
Scobie, Charles H. H. 2003. The Ways of Our God: An Approach to Biblical Theology. Grand Rapids: Eerdmans
Old Testament Theology
Brueggemann, W. 1997. Theology of the Old Testament. Philadelphia: Fortress
Childs, Brevard S. 1985. Old Testament Theology in a Canonical Context. London: SCM
Hasel, Gerald F. 1991. Old Testament Theology: Basic Issues in the Current Debate. 4th ed. Grand Rapids: Eerdmans
(19721)
Hause, Paul R. 1998. Old Testament Theology. Downers Grove: InterVarsity
von Rad, Gerhard. 1978. Theologie des Alten Testaments. Band I-II. 8th ed. Munich: Chr. Kaiser (19571). ET: 2001. Old
Testament Theology. Vol. I-II. Philadelphia: Westminster John Knox (19651)
Westermann, Claus. 1985. Theologie des Alten Testaments in Grundzügen. Grundrisse zum Alten Testament 6.
Göttingen: Vandenhoeck & Ruprecht. ET: 1986. Elements of Old Testament Theology. Philadelphia: Westminster
John Knox
New Testament Theology
Dunn, James D. G. 1990. Unity and Diversity in the New Testament. Harrisburg: Trinity Press International
Guthrie, Donald. 1981. New Testament Theology. Leicester: Inter-Varsity
Kieffer, René. 1991. Nytestamentlig teologi. Stockholm: Verbum [New Testament Theology]
Marshall, I. Howard. 2004. New Testament Theology: Many Witnesses, One Gospel. Downers Grove: Inter-Varsity
Stuhlmacher, Peter. 1997-1999. Biblische Theologie des Neuen Testaments (Band 1: Grundlegung von Jesus zu Paulus;
Band 2: Von der Paulusschule bis zur Johannesoffenbarung: Der Kanon und seine Auslegung). Göttingen:
Vandenhoeck & Ruprecht [Biblical Theology of the New Testament. Vol. 1: The Foundation from Jesus to Paul;
vol. 2: From the School of Paul to St. John's Apocalypse: The Canon and Its Interpretation]
Søes, Peter. 1999. Kompendium til nytestamentlig bibelteologi. Semikolon 2. Aarhus: Kolon [A Compendium of a New
Testament Biblical Theology]
Biblical Theology
Alexander, T. D. & Brian S. Rosner (eds.). 2000. New Dictionary of Biblical Theology. Leicester: InterVarsity
Barr, James. 2003. The Concept of Biblical Theology: An Old Testament Perspective. London: SCM
Childs, Brevard S. 1992. Biblical Theology of the Old and New Testaments. London: SCM
Hafemann, Scott (ed.). 2002. Biblical Theology: Retrospect and Prospect. Leicester: InterVarsity
Mead, James K. 2007. Biblical Theology: Issues, Methods, and Themes. Louisville, KY: Westminster John Knox
Other resources
Entries in
Botterweck, G. Johannes & Helmer Ringgren (eds.). 1973-2001. Theologisches Wörterbuch zum Alten Testament. Bd.
I-X. Stuttgart: W. Kohlhammer. ET: 1977-2005. Theological Dictionary of the Old Testament: Vol. I-XV. Grand
Rapids: Eerdmans
Brown, Colin (ed.). 1976. New International Dictionary of New Testament Theology. Carlisle: Paternoster
Elwell, Walther A. 1996. Evangelical Dictionary of Biblical Theology. Carlisle: Paternoster/Grand Rapids: Baker
Kittel, Gerhard & G. Friedrich (eds.). 1933-1979. Theologisches Wörterbuch zum Neuen Tetsament. Bd. I-X. Stuttgart:
W. Kohlhammer. ET: 1964-1976. Theological Dictionary of the New Testament. Grand Rapids: Eerdmans
VanGemeren, Willem A. (ed.). 1996. New International Dictionary of Old Testament Text and Exegesis. Carlisle:
Paternoster
Faculty
94
PhD. Morten Hørning Jensen, Dr. Peter V. Legarth and Carsten Vang (MTh), Course Leaders.
Assessment
programme mark.
Instruction
Private study
Exam
36
72
48
150
95
BAT606 Epistle to the Romans
Credit
10 Credits, Level 6
Pre-requisites: Successful completion of BAT405, BAT501, BAT504-1/2, and BAT601.
Aims
•
To enable the student to interpret the Epistle to the Romans in Greek with a focus on the meaning of the Greek text
in its textual and historical context as well as on its theological intent;
•
To enable the student to perform in-depth analyses of the Epistle to the Romans demonstrating skills learned and
knowledge acquired in the other theological disciplines studied in the programme;
•
To provide the necessary exegetical knowledge and competence for studying Biblical and Systematic theology
critically and independently.
Overview
Taking as the starting point the knowledge, skills and competences from BAT504-1, BAT504-2 and BAT601 as well as
from the other theological disciplines studied so far, this course analyses the Epistle to the Romans pericope by
pericope, but attaches more importance to the connection of the pericopes with the theology of the letter as a whole. The
instruction provides the opportunity for the student to obtain familiarity with details in the set paragraphs and with the
letter as a whole.
Course process
The course will be delivered through lectures, tutorials and private study. The Faculty will provide substantial help for
the student's own studies through a series of lectures in which the most important paragraphs are analysed in depth and
connected to the letter as a whole. The lectures will also discuss important interdisciplinary themes of relevance to
Romans, such as, for example the doctrine of justification, election, and predestination.
Learning outcomes
•
Translate an appropriate paragraph from the Epistle to the Romans into an idiomatic and readily understandable
Danish and be able to engage critically with text-critical issues presented by the paragraph;
•
Offer an interpretation of the paragraph, construe its context and provide a concise account of the burden of the
text;
•
Deliberate the themes addressed in the paragraph and their connections with the letter viewed as a whole.
Content
Course reading: The Epistle to the Romans read in the Greek with relevant secondary literature, totalling approximately
250 pages.
•
Pauline epistolography; the Gospel-preaching and salvation; the wrath of God;
•
Natural law; the Mosaic Law and the function of the Law; the righteousness of God;
•
The death of Jesus as propitiation, expiation, atonement, and redemption;
•
Justification and salvation; Abraham, the father of all believers; the faith;
96
•
The first and the second Adam; typology; baptism and the new Christian life;
•
The Christian and sin; the Holy Spirit; suffering and hope;
•
Israel and the word of God; Israel and the Church;
•
Preaching, faith, and salvation;
•
Mission and the Jews; the Gentiles and the Jews; love and the new life of Christians;
•
The doctrine of earthly authorities; the weak and the strong Christian;
•
Romans and the Old Testament; Romans and mission.
The Episle to the Romans in Nestle-Aland. 1993. Novum Testamentum Graece. 27th edition. Stuttgart: Deutsche
Bibelgesellschaft
Or
Nielsen, Helge Kjær. 1991. Sproglige kommentarer til Romerbrevet. Vol. 1-2. Aarhus: Teol-tryk [Linguistic Notes on
the Epistle to the Romans]
A scholarly commentary on the Epistle to the Romans
Textbooks and introductions
Haacker, Klaus. 2003. The Theology of Paul's Letter to the Romans. New Testament Theology. Cambridge: Cambridge
University Press
Morgan, Robert. 1995. Romans. New Testament Guides. Sheffield: Sheffield Academic Press
Commentaries
Barrett, C. K. 1991. A Commentary on the Epistle to the Romans. Black’s New Testament Commentaries. London:
Adam & Charles Black (19571)
Byrskov, Samuel. 2006. Romarbrevet 1-8. Kommentar till Nya Testamentet 6a. Stockholm: EFS-förlaget [The Letter to
the Romans 1-8]
Cranfield, C. E. B. A Critical and Exegetical Commentary on the Epistle to the Romans. Vol. I-II. Vol. 1 repr. 2004.
International Critical Commentary. Edinburgh: T & T Clark 1975-1979
Dunn, James D. G. 1988. Romans. Vol. I-II. Word Biblical Commentary 38 A-B. Waco: Word
Fitzmyer, J. A. 1993. Romans. Anchor Bible 33. New York: Doubleday
Legarth, Peter V. 2008. Romerbrevet – et compendium. Aarhus: Kolon [The Letter to the Romans – A Compendium]
Moo, Douglas. 1996. The Epistle to the Romans. The New International Commentary of the New Testament. Grand
Rapids: Eerdmans
Morris, Leon. 1989. The Epistle to the Romans. The Pillar New Testament Commentary. Grand Rapids: Eerdmans
Stuhlmacher, Peter. 1989. Der Brief an die Römer. Das Neue Testament Deutsch 6. Göttingen.Vandenhoeck &
Ruprecht [The Letter to the Romans]
Other resources
Faculty
Dr Peter V. Legarth, Course Leader.
Assessment
Oral examination. The course mark will contribute 4% to the final programme mark.
97
Instruction
Private study
Exam
24
52
24
100
98
BAT607 Contemporary Religion
Credit
10 Credits, Level 6
None
Aims
•
To enable the student to develop a grasp of the diversity of contemporary Danish belief and practice;
•
To understand the various roots and backgrounds of current belief and practice in Denmark;
•
To enable the student to evaluate differences and similarities between contemporary belief in Denmark and
traditional Christian belief.
Overview
Though the belief and practice of most Danes bears a substantive Christian stamp, many other sources feed current
religious conceptions. These include neo-religious concepts, Hindu and Buddhist strains of thought, a growing
community of Muslims, and many individual constructs of religion. The course aims to enable the student to develop a
grasp of this diverse world of religious thought and practice.
The theoretical basis of the course is found in the sociology of religion, which applies sociological theories to the
religious domain, and the course draws its content from the findings of empirically based research, which registers,
describes and analyses contemporary religious conceptions in Denmark.
Course process
The course will be delivered through lectures, seminars and private study including the reading of various religious
texts, as well as visits to and dialogue with representatives from non-Christian religious communities and post-modern
religious individuals.
Learning outcomes
•
Give an adequate description and evaluation of characteristic features of modern Danish belief and practice;
•
Provide an account of the roots and background of this belief system;
•
Demonstrate and evaluate differences and similarities between contemporary belief in Denmark and traditional
Christian belief;
•
Interact effectively within a learning of a professional group and present personal contribution as a part of that
group's product.
Content
Course reading: a textbook of approximately 250 pages, and supplementary literature of 50-75 pages, totalling 300-325
pages.
•
The present-day religious atmosphere in Denmark and the many-sided expressions of religious beliefs;
•
Main views on religion in pre-modernity, modernity and post-modernity;
•
Religious, philosophical and cultural sources for the present-day belief and practice;
99
•
The characteristic features of Hinduism, Buddhism, Islam, Christianity, neo-religiosity, post-modern belief
patterns.
Christensen, Berit Schelde; Viggo Mortensen & Lars Buch Viftrup. 2007. Karma, Koran og Kirke. Religiøs
mangfoldighed som folkekirkelig udfordring. Højbjerg: Univers [Karma, Koran and Church: Religious Diversity as
a Challenge to the National Church]
Andersen, Peter B. & Ole Riis. 2002. “Religionen bliver privat.” Pages 76-98 in Peter Gundelach (ed.). Danskernes
værdier 1981-1999. Copenhagen: Hans Reitzel [“Religion Becomes Private”]
Børgesen, Inger Marie. 1991. Folk og folkekirke. Kirkens plads i menneskers hverdagsliv og tankeverden. Copenhagen:
Akademisk Forlag [People and National Church: The Place of the Church in the Every Day Life and Thought
World of Common People]
Engedal, Leif Gunnar & Arne Tord Sveinall (eds.). 2000. Troen er løs. Bidrag til belysning av forholdet mellom
folkereligiøsitet, nyreligiøsitet og kristen tro. Trondhjem: Tapir Akademisk Forlag [Belief Has Gone Loose:
Contributions Illustrating the Relationship Between People's Religion, Neo-Religious Movements, and Christian
Belief]
Furseth, Inger & Pål Repstad. 2003. Innføring i religionssosiologi. Oslo: Universitetsforlaget [Introduction to Sociology
of Religion]
Gregersen, Niels Henrik. 1996. Den dobbelte kristendom. Herning: Poul Kristensen [The twofold Christianity]
Gundelach, Peter. 2002. “Familieværdierne består.” Pages 99-115 in Peter Gundelach (ed.). Danskernes værdier 19811999. Copenhagen: Hans Reitzel [“Family Values Last”]
Iversen, Hans Raun. 1995. “Kirkesociologi: Religion, folk og kirke i Danmark.” Pages 66-96 in E. Harbsmeier & H. R.
Iversen (eds.). Praktisk teologi. Frederiksberg: Anis [“Church Sociology: Religion, People, and Church in
Denmark”]
Iversen, Hans Raun. 1999. “Kulturkristendom, kirkekristendom og karismatisk kristendom. Kristendomsformernes
baggrund og samspil i folkekirken.” Pages 6-43 in Jørn Henrik Olsen (ed.). Kulturkristendom og kirke. Ny Mission
nr 1. Valby: Unitas [“Culture Christianity, Church Christianity, and Charismatic Christianity: The Background and
Interplay of the Religious Forms in the National Church”]
Other Religions
Aagaard, Johannes (ed.). 1994. Håndbog i verdens religioner. Copenhagen: Politiken [Handbook in the Religions of the
World]
Hinnells, John R. (ed.). 1996. A New Handbook of Living Religions. Oxford: Blackwell
Jensen, Tim; Mikael Rothstein & Jørgen Podemann Sørensen (eds.). 1994. Gyldendals Religionshistorie. Ritualer,
Mytologi, Ikonografi. Copenhagen: Nordisk [Gyldendal's Religion History: Rituals, Mythology, and Iconography]
Paden, William E. 1995. Religious Worlds: The Comparative Study of Religion. Boston: Beacon
Faculty
Dr Kurt Christensen, Course Leader, and visiting lecturers.
Assessment
Written assignment (three days' assignment), done as a group task. The word count for written assignments includes
words in footnotes and endnotes, but does not include the bibliography. The course mark will contribute 4% to the final
programme mark.
Total word count: 2,000 words (multiplied by the number of group members).
Instruction
Private study
Exam
26
34
40
100
100
BAT608 Dissertation
Credits
45 Credits, Level 6
Co-requisite: Active attendance of courses in Academic Writing and Advanced Information Retrieval before delivery of
dissertation outline.
Aims
•
To develop the skills of the student to undertake advanced studies with a clearly defined theological topic of his/her
own choice;
•
To provide the student with the opportunity to get to grips with the methodological issues concerning the execution
of an extended piece of independent academic writing;
•
To allow the student to demonstrate the integration of knowledge acquired and skills gained through his/her studies
on the programme as a whole.
Overview
The Dissertation is an independent study of a clearly defined theological problem, chosen by the student in consultation
with a supervising member of Faculty. The student must choose a study area within the disciplines of the programme:
Old Testament, New Testament, Church and Mission History, Dogmatics, Ethics and Philosophy of Religion, and
Practical Theology. The student is encouraged to do interdisciplinary studies, and the Faculty will from time to time
offer seminars covering several disciplines.
It can be pursued (although this is not a requirement) as a follow-on from participation in a seminar. The seminars
offered will include guidance in information retrieval and the task of writing a (BA) dissertation.
Thesis statement and bibliography should be discussed with and approved by a specialist teacher and should be
presented to the Programme Committee by 1. May, at the latest. The exact submission date will be announced at the
beginning of the semester.
Course process
The course will be delivered through initial lectures, seminars related to the main subject areas and tutorials with an
appointed supervisor. The student will be required to produce a research project proposal, which will be presented in a
seminar situation with Faculty and students present; and to write the dissertation research project.
Learning Outcomes
On the completion of this course the student will be able to:
•
Delimit a theological problem and provide an independent presentation of it in writing;
•
Search, evaluate, select and make use of relevant literature and information;
•
Present the chief positions represented by the bibliography in a way that is accurate and relevant to the topic;
•
Evaluate the positions of research and give an independent solution to the problem by using the methods of the
subject discipline and – where appropriate – on the basis of a reflective Biblical hermeneutic;
•
Engage oneself in the scholarly debate on the topic.
Content
Course reading: A bibliography representing reading of 1000-1100 pages drawn up in consultation with a supervisor.
101
The content of the required reading depends on the seminar topic to be offered. The required reading list will be made
public on the electronic learning platform “emf” before the beginning of the semester.
The content of the recommended reading depends on the seminar topic to be offered. An overview of the recommended
subject-specific reading will be given during the seminar.
Recommended reading list for the writing of research paper and dissertation
Carlsen, Merete. 1998. På skriftens vinger. Om at formidle det svære. Copenhagen: Akademisk Forlag [On the Wings of
Writing: On Communicating Difficult Material]
Eco, Umberto. 1997. Kunsten at skrive speciale. Hvordan man udarbejder skriftlige opgaver. Copenhagen: Akademisk
Forlag. Danish transl. from Coma si fa una tesi di laurea (Milan, 1995) [The Art of Writing a Thesis: How to
Compose Essays]
Fibiger, Johannes & Søren Søgaard. 2009. Genvejstaster – til opgaveskrivning og faglig formidling på
bacheloruddannelserne. Aarhus: Academica [Keyboard Shortcuts – For the Writing of Assignments and Academic
Presentation on Bachelor's Degree Programmes]
Grunwald, Ebbe; Gert Smistrup & Hans Veirup. 2005. Journalistens sprog – med et sprogligt serviceeftersyn. 2nd ed.
Aarhus: Ajour (19921) [The Language of the Journalist: With a Language Service Inspection]
Jørgensen, Peter Stray. 2008 Notatteknik for studerende. Lyt, læs – notér – skriv. 2nd ed. Frederiksberg:
Samfundslitteratur (19971) [Notes Taking Techniques for Students: Listen, Read – Take Down – Write]
Nissen, Poul. 2007. Videnskabelige tekster – en vejledning. Køge: Dansk Psykologisk Forlag [Academic Texts: A
Guide]
Rienecker, Lotte & Stray Jørgensen, Peter. 2000. Den gode opgave. Opgaveskrivning på videregående uddannelser.
Frederiksberg: Samfundslitteratur [The Good Essay: The Writing of Essays in Higher Education]
Skov, Signe. 2008. Bundne opgaver – hjemmeopgaver og eksamensopgaver på videregående uddannelser.
Frederiksberg: Samfundslitteratur [Set Assignment: Home Assignment and Exam Assignment on Advanced
Studies]
Faculty
A suitably qualified member of the programme team, co-ordinated by the programme director.
Assessment
Dissertation of 9,000 words, following the development of a dissertation proposal. The word count for the dissertation
proposal and dissertation includes words in footnotes, endnotes and abstract, but does not include the bibliography. The
course mark will contribute to 14% of the final programme mark.
Instruction
Private study
Dissertation outline
Dissertation
36
166
48
200
450
102
Del 3 – Eksamen mm.
103
104
Eksamensprocedure
Eksamensproceduren adskiller sig væsentligt fra den danske, som den kendes eksempelvis ved
Teologiuddannelsen på Århus Universitet
Vigtigheden af, at du er orienteret om disse forhold, kan ikke understreges nok. Derfor vil du også
blive introduceret til disse i forbindelse med opstartsugerne på studiet, hvor du også får lejlighed til
at stille konkrete spørgsmål vedrørende eksamen
Eksamensterminer - tilmelding
MF
Eksamensterminer for eksaminer på MF fastsættes i hvert semester inden semesterstart, hvorfor du
allerede på dette tidspunkt får oplysning om, hvornår eksamen i de enkelte fag ligger. Til disse
eksaminer er du automatisk tilmeldt. Hvis du ikke ønsker at gå til eksamen i et eller flere fag, skal
du kontakte studiekoordinatoren.
AU
Ved sprogeksaminer på Aarhus Universitet er de studerende, der er meldt på holdet også meldt til
eksamen. Det er derfor vigtigt, at du kontrollerer, at du er meldt på holdet. Du kan kontrollere din
holdtilmeldingsstatus på adressen https://mit.au.dk/index.cfm i begyndelsen af marts for forårshold
og begyndelsen af oktober for efterårshold.
Eksamensinformation
I forbindelse med semesterstart vil du modtage skriftlig eksamensinformation vedr. eksamen i de
fag, der afsluttes efter det pågældende semester
Der gælder desuden særlige regler for understregninger etc. i medbragt materiale til skriftlig
eksamen. (Se Bilag A: ”Bilag A: Regler for understregninger og tilføjelser i det materiale, som er
tilladt at medbringe til skriftlig eksamen på MF”)
”Eksamensinformation” kan f.eks. se således ud:
105
EKSAMENSINFORMATION
Semester
Fag
Vægt
Niveau
3. semester
BAT501 Ny Testamente Græsk (udvidet)
15 credits
4
Eksamensform
Eksamenstidspunkt
Tilladte hjælpemidler
Bedømmelse
Andel af slutkarakteren
4-timers skriftlig prøve
Onsdag d. 13.12.2012 kl. 9.00 – 13.00
Nestle, græsk ordbog, græsk grammatik, lærebog
Intern
4%
Forklaring:
Semester:
Her angives, i hvilket af studiets 8 semestre eksamenen afholdes.
Fag:
Her angives fagets kode og navn, som det fremgår af uddannelsens studie- og eksamensorden.
Vægt:
Her angives den vægt, som faget indgår i studiet med beregnet efter det britiske credit-system. Et
årsværk er 120 credits. Uddannelsen varer 4 år, og udgør derfor samlet 480 credits. En credit svarer
i princippet til anslået 10 timers studieaktivitet incl. forberedelse, deltagelse i undervisning og
eksamen.
På overnationalt niveau i Europa anvendes ECTS-credits. Her svarer et årsværk til 60 ECTS. Der
går derfor rundt regnet 2 credits på 1 ECTS.
Niveau:
Al undervisning i Storbritanien er klacificeret og indplaceret i et niveausystem, der spænder fra
grundskole (Level 1) til doktorgrad (Level 8). Fagene på en bacheloruddannelse er indplaceret på
niveauerne 4, 5, og 6.
Eksamensform:
Her angives den eksamensform, der anvendes i faget.
106
Tilladte hjælpemidler:
Her angives de hjælpemidler, som må medbringes til eksamen.
Bedømmelse:
Intern bedømmelse: bedømmelse ved det pågældende fags lærer og en anden lærer på MF.
Ekstern bedømmelse: bedømmelse ved det pågældende fags lærer og en anden bedømmer uden for
MF.
Eksamenstidspunkt:
Her angives tidspunktet for eksamensafholdelse. Eksamenafholdes altid på MF
Andel af slutkarakteren:
Alle eksamenskarakterer fra fag på niveau 5 og 6 indgår med en procentdel i beregningen af
slutkarakteren efter det pågældende fags vægt. Fag på niveau 4 indgår ikke i beregningen af
slutkarakteren.
Sprog:
Eksamenssproget på MF er dansk. Hvis det ønskes, kan eksamen aflægges på engelsk eller walisisk.
Eksamensformer
I løbet af uddannelsen anvendes følgende eksamensformer:
•
•
•
•
•
Skriftlig eksamen
Mundtlig eksamen
Semesteropgaver
Alle former for skriftlige eksamensopgaver afleveres anonymt. I stedet for navn anføres de sidste
fire cifre i det 12-cifrede studienummer, som tildeles af University of Wales. Dette nummer fremgår
af studiekortet.
1. Eksamensspørgsmål udleveres ved eksamenens begyndelse hos studiekoordinatoren.
Samtidig lægges det ud på eMF under det pågældende fag.
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2. Alle besvarelser skal afleveres til studiekoordinatoren i ét eksemplar. Besvarelsen skal være
studiekoordinatoren i hænde inden afleveringsfristens udløb. Den kan afleveres på papir til
studiekoordinatoren eller via e-mail i PDF-format.
3. Afleverer du for sent, betragtes opgaven som dumpet. Skulle du blive syg i den periode, hvor
besvarelsen skal skrives, kontakt da Studiekoordinatoren inden afleveringsfristens udløb for
at få tilladelse til senere aflevering. Bemærk, at du ikke vil kunne få tilladelse, hvis du først
henvender dig efter, at afleveringsfristen er overskredet. Snarest muligt fremsender du en
lægeerklæring om, at du har været syg. Studiekoordinatoren giver dig en skriftlig erklæring
på, at du har fået tilladelse til at overskride afleveringsfristen.
4. Besvarelsens omfang. Besvarelsen må ikke fylde mere end det antal ”ord”, som er opgivet
for den pågældende eksamen. Fodnoter tælles med i antal ”ord”, men ikke bibliografi. Hvis
besvarelsen fylder mere end det foreskrevne antal ord, vil det trække ned i karakteren. Ved
gentagne overskridelser vil den del af besvarelsen, som går udover angivet antal ord + 10 %
ikke indgå i bedømmelsen.
5. Besvarelsens form. Besvarelsen bør være skrevet på maskine eller på computer. Skriver du i
hånden, skal det være med en god læselig håndskrift.
Skriftlige eksaminer
Skriftlige eksaminer afholdes i et eksamenslokale og er overvåget af eksamensvagter.
Eksaminanderne kan skrive i hånden eller på computer. Hvis eksaminanden skriver i hånden, er det
eksaminandens eget ansvar at skrive tydeligt og læseligt. Der gælder særlige regler for
computerbrug i fag, hvor ingen eller kun nogle få hjælpemidler er tilladt (se nedenfor).
•
•
•
•
•
•
•
•
Tidspunkt for eksamen oplyses på ”eksamensinformation”. Hvis eksamen foregår andre
steder end i MFs egne lokaler, oplyses det senest en uge før eksamen.
Hvis du pga. sygdom ikke kan deltage i eksamen, skal du kontakte Menighedsfakultetet,
inden eksamens begyndelse. Du skal senest på selve eksamensdagen kontakte din læge for at
få udstedt en lægeerklæring. Denne erklæring skal være MF i hænde inden for en uge efter
eksamenen.
Mød op i god tid, inden eksamen begynder. Hvis du ønsker at bruge computer, har du og en
eventuel hjælper adgang til eksamenslokalet en time, før eksamen begynder. Fra 15 minutter
før eksamen må kun studerende, eksamensvagter og eksamensansvarlige være til stede i
eksamenslokalet.
Husk at møde frem til tiden. Der er bogeftersyn 15 minutter før eksamenstart. Det betyder,
at du da skal være på din plads, have pakket ud og have klargjort din computer. For sent
fremmøde betyder, at eksamensvagten kan nægte at give dig adgang til eksamenslokalet.
Dog kan du med gyldig grund få adgang til eksamenslokalet indenfor de første 45 minutter
af eksamen.
Mobiltelefoner skal afleveres inden eksamens begyndelse til eksamensvagterne og vil blive
udleveret igen, efter at eksamen er afsluttet.
Det er ikke tilladt at forlade eksamenslokalet de sidste 15 minutter af eksamen.
Det kan anbefales at medbringe ørepropper til at skabe ro fra eventuel støj fra
skrivemaskiner eller computere.
Brug af internettet er ikke tilladt under eksamen. Derfor er det ikke tilladt at forsøge at koble
sig på trådløse netværk. MF’s trådløse netværk vil være frakoblet under eksamensforløbet.
108
•
•
•
•
•
•
Det er ikke tilladt at læse andres skærmbilleder eller udskrifter. Af samme grund er det ikke
tilladt at anvende en skriftstørrelse på mere end 14 pkt.
Det er dit eget ansvar at sørge for, at computer, printer og tekstbehandlingsprogram virker
og beherskes. Sørg for at benytte tekstbehandlingsprogrammer, som du er bekendt med i
forvejen I tilfælde af tekniske problemer, må du i stedet skrive opgaven færdig i hånden. MF
sørger for skrivepapir.
For at minimere støjgenerne i eksamenslokalet skal systemerne skal konfigureres, så
tastaturklik, lydsignaler og anden støj minimeres.
Skriver du i hånden, afleverer du din eksamensbesvarelse til eksamensvagten. Bruger du
computer, afleverer du din eksamensbesvarelse:
o På usb-stick
o Som vedhæftet fil via e-mail til [email protected] umiddelbart efter eksamensafslutning.
Eksamensvagterne må ikke yde nogen form for teknisk assistance under eksamen.
Ved udefrakommende tekniske og praktiske problemer kontakter eksamensvagterne
studieleder, der som eksamensansvarlig kan tildele ekstra tid. Denne bemyndigelse kan
overdrages til anden eksamensansvarlig
Computer og printer skal afhentes fra 15 minutter, efter at eksamen er afsluttet. Tidspunktet
er fastsat for at undgå unødig forstyrrelse af de studerende, der stadig sidder til eksamen og
give tid til indsamling af opgavebesvarelser.
Studiekoordinatoren søger for kopiering af din besvarelse til 1. og 2. bedømmer. Hvis du
ønsker selv at få en kopi af din besvarelse, kan du hente den hos studiekoordinatoren.
Skriftlige eksaminer med ingen eller kun få tilladte hjælpemidler
Ved en række fag er det ikke tilladt at medbringe nogen eller kun enkelte hjælpemidler. Ved disse
eksaminer gælder der udover ovenstående en række særlige bestemmelser.
• Udover Nudansk Ordbog, Retskrivningsordbog samt pensumliste for det pågældende fag til
skriftlig eksamen er det kun tilladt at medbringe de hjælpemidler, der fremgår af den
udleverede eksamensinformation for faget
• Eksaminander, der ønsker at skrive på computer, anvender deres egne computere til
eksamen.
• Eksaminander, der ønsker at bruge computer, får udleveret en usb-stick, der blokerer
harddisken og samtlige ind-/udgange. Eksamensbesvarelsen skrives og gemmes på den
udleverede usb-stick.
• Eksamensbesvarelser afleveres ved at overgive usb-sticken til eksamensvagten
Mundtlig eksamen
Ved mundtlige eksaminer bliver eksaminationen optaget på bånd for at give External Examiner
mulighed for at lytte til eksaminationen efterfølgende.
For særlige bestemmelser vedrørende eksaminer med selvstændigt valgte emner henvises til
studieordningen.
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Semesteropgaver
I en række fag skrives der i løbet af semesteret en mindre opgave på maks. 1200 ord. Der gives en
uge til at skrive den, og i denne periode er undervisningen i faget aflyst. Karakteren for opgaven
indgår med en mindre procentdel I den samlede karakter for faget (25 – 30 %) Opgavebesvarelsen
afleveres inden tidsfristens udløb til studiekoordinatoren.
Bedømmelse
Lærer og anden bedømmer (som enten kan være intern eller ekstern) bedømmer opgaven/den
mundtlige præstation og giver karakter for den. Der gives en foreløbig karakter, som du vil få
besked om. Denne karakter skal efterprøves af censor (External Examiner), der repræsenterer
University of Wales. Karakteren bliver endelig afgjort på eksamensudvalgets møde, som finder sted
én gang om året i slutningen af juni eller begyndelsen af juli måned. Såvel External Examiner som
den tilsynsførende fra University of Wales deltager i eksamensudvalgets møde.
Karaktergivning
De foreløbige karakterer afgives efter det britiske karaktersystem. Studiekoordinatoren omregner
alle samlede karakterer for de enkelte fag til den danske 12-skala. (se Bilag B: ”Omregningstabel
for 12-skalaen til britisk karakterskala”). De endelige karakterer gives både efter 12-skalaen og efter
engelsk skala.
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Hvordan opnår du bachelorgraden BA Honours in Theology ?
Alle, der har bestået eksamen i samtlige fag tildeles bachelorgraden BA Honours in Theology.
Hvordan består du faget?
Ved karakter på 40 % (svarende til et 2-tal i 12-skalaen) og derover har du bestået det pågældende
fag.
Ved en lavere karakter, har du ikke bestået det pågældende fag, og du har mulighed for at blive
reeksamineret op til tre gange. Det er ikke muligt at gå til omeksamen i et fag, som du allerede har
bestået.
Hvis du tager faget om og gennemgår et nyt undervisningsforløb i faget, har du igen i alt fire forsøg
til at bestå faget.
Ikke bestået
I tilfælde af, at du ikke består eksamen i et fag, er der mulighed for reeksamination i et
efterfølgende semester. Britisk praksis på højere uddannelser er, at man ved reeksamination
maximalt kan opnå karakteren 40% (svarende til karakteren 2 i 12-skalaen), uanset om den samme
præstation kunne have givet en højere karakter ved en førstegangs-eksamen i faget. På
karakterbladet vil det blive anført som "40R%".
Dette faktum pointerer vigtigheden af at have forberedt sig godt til førstegangseksamen i faget.
Utilfreds med bedømmelsen?
Det er ikke muligt at klage over de eksamensafgørelser og karakterer, som er blevet givet af
Examining Board.
Det er kun muligt at klage i følgende tilfælde:
• der er sket uregelmæssigheder eller fejl ved gennemførelsen af eksamen, eller der er
givet forkert vejledning omkring eksamen, og det kan godtgøres, at fejlen eller den
forkerte vejledning har haft betydning for eksamensresultatet
• der er sket en regnefejl, afskrivningsfejl eller andre fejl af faktuel art i forbindelse med
registreringen af karaktererne
• specielle personlige omstændigheder, hvor du kan give gode grunde til, at disse særlige
omstændigheder ikke kunne bringes til eksamensudvalgets kendskab, da bedømmelsen
fandt sted.
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Plagiat og snyd
Både MF og University of Wales ser med stor alvor på enhver form for forsøg på plagiat og snyd.
Alle konstaterede tilfælde indrapporteres efter retningslinjerne i dokumentet ”Unfair Practise
Procedure,” som findes trykt som bilag F bagerst i studiehåndbogen.
Afgørelser i sager vedrørende plagiat og snyd kan appelleres efter reglerne i dokumentet
”Verification and Appeals Procedure,” som findes trykt som bilag G bagerst i studiehåndbogen.
Fra og med det akademiske år 2009/10 kan alle afleverede opgaver scannet for plagiat
.
Som plagiat og snyd betragtes:
• hvis man tager uautoriserede materialer af enhver art med i eksamenslokalet (bog,
manuskript, kopier, noter etc.)
• hvis man fremstiller dele af andres værk eller hele værker som om, man selv har forfattet det
(hvad enten hentet fra internettet, fra elektroniske medier, skrevet af, eller andet, og hvad
enten det stammer fra medstuderende eller fra forfattere)
• enhver form for hjælp fra andre i forbindelse med skriftlige og mundtlige eksamener på MF.
Du må eksempelvis ikke henvende dig til eventuelle andre studerende i eksamenslokalet.
• hvis man påstår at have foretaget observationer, interviews, etc., uden at det er tilfældet
• hvis man fremlægger vidnesbyrd om særlige omstændigheder for eksamens-udvalget, som
ikke er rigtige, eller som har til formål at vildlede udvalget.
• Sanktion: Alt efter omfanget af snyderiet kan sanktionen gå fra advarsel til nedslag i
karakteren til, at besvarelsen dumpes. I ekstreme tilfælde kan man miste retten til at
erhverve BA-graden. Bruges der mobiltelefon eller anden trådløs forbindelse ved eksamen,
bliver man bortvist fra eksamen, og man dumper. Forsøg på snyd vil blive indberettet til
University of Wales, og et særligt udvalg afgør, hvilken sanktion der følger.
• Man må naturligvis gerne citere fra andre forfattere i sin besvarelse. Citater angives med
tydelige citationstegn.
Sygeeksamen
Hvis du pga. sygdom lovligt har været forhindret i at gå op til den ordinære eksamen i et fag, vil der
blive afholdt sygeeksamen i faget inden næste eksamensperiode. Se desuden, hvordan du skal
forholde dig ved sygdom under pkt. 3 i ”Skriftlige hjemmeopgaver” og pkt. 2 i ”Skriftlige
eksaminer”.
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Meritoverførsel
Det er muligt at ansøge om meritoverførsel af relevante fag taget på en anden uddannelse. Skema til
ansøgning om meritoverførsel udfyldes og afleveres sammen med ansøgningen om optagelse på
studiet.
Ansøgning om meritoverførsel behandles i BA-udvalget og fremsendes til Moderator, som træffer
den endelige afgørelse. Der ansøges ved starten af 1. semester samlet for alle de fag på
uddannelsen, du ønsker meritoverførsel til.
Særlige forhold
Hvis du har et handicap eller en sygdom, der skal tages hensyn til i forbindelse med besvarelse af
opgaver og eksamen, er det vigtigt at gøre opmærksom på dette allerede fra semesterstart. Der
kunne f.eks. være tale om ordblindhed eller lægeligt begrundede vanskeligheder ved at skrive i
hånden.
I tilfælde af særlige studieforhold, bedes du ved semesterstart kontakte studiekoordinatoren for
nærmere information.
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Udvalg og nævn med relation til din uddannelse
På MF findes der adskillige udvalg og nævn. I det følgende vil du kunne læse om de nævn og
udvalg, der først og fremmest har betydning for din uddannelse.
Studenterrådet (SR)
SR er et organ inden for MF's samlede struktur og ledelse. SR repræsenterer studenterne over for
MF's bestyrelse og repræsentantskab, hvor et medlem fra SR deltager i møderne. SR skal i samråd
med lærerråd og fakultetsleder fremme det åndelige og menneskelige fællesskab på MF.
Bachelorudvalget (BA-U)
Bachelorudvalget forkortes BA-udvalget. BA-udvalget udgøres af studieleder, studiekoordinator og
alle faste lærere og gæstelektorer, som underviser på bacheloruddannelsen. Desuden deltager en
studenterrepræsentant for hver af de to årgange på bacheloruddannelsen
BA-udvalgets arbejdsopgaver:
• Sørge for rettidig indsendelse af forslag til eksamensopgaver, herunder emner til
valgfagsopgaver og bachelorprojekter, til godkendelse hos Moderator og External
Examiner.
• Udfærdige årsoversigt med tidsfrister for afholdelse af eksamen, aflevering af
besvarelser og bedømmelse af opgaver
• Sørge for afholdelse af eksamen
• Løbende overvåge eksamensprocedurerne
• Behandle klager fra de studerende over eksamensafholdelse og bedømmelse og
fremsende indstilling til University of Wales herom
• Behandle ønske om meritoverførsel fra andre studier og afgive indstilling herom til
Moderator
• Behandle klager over undervisningen, efter forudgående behandling i Studienævnet
• Drøfte årsrapporten til University of Wales
• Behandle henstillinger og påbud fra University of Wales og indstille til relevante råd,
udvalg og ansatte på MF, at disse følges
• Afgive indstillinger til Validation Unit om nye External Examiners
• Drøfte forslag til ændringer i BA-studieordning, studiehåndbog og projekt-håndbog og
afgive indstilling herom til Joint Board of Studies.
Examining Board
Examining Board består af: studieleder, alle lærere på uddannelsen, som underviser og bedømmer
opgaver, og evt. interne bedømmere. Desuden er External Examiner(s) og University Moderator og
en repræsentant for University of Wales’ Validation Unit medlemmer af udvalget.
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Examining Boards arbejdsopgaver:
• Drøfte de studerendes individuelle præstationer og fastsætte endelige karakterer
• Overvåge omregningen af afgivne karakterer efter dansk karaktersystem til britisk
• Vurdere mønsteret i eksamensresultaterne for hvert fag
• Træffe beslutning om progression og studieophør
• Fremkomme med anbefalinger om tildeling af beviser i tilfælde af studieophør eller
manglende afsluttende eksamen (Undergraduate Certificate of Higher Education) og
(Undergraduate Diploma of Higher Education)
• Give anbefalinger om tildeling af bachelorgraden
Dine muligheder for uddannelse efter bestået eksamen
Dit eksamensbevis kan bruges til at søge ind på kandidatuddannelsen i Teologi på Århus Universitet
eller Københavns Universitet, på relevante masteruddannelser på University of Wales eller i
England, eller på andre anerkendte universiteter og teologiske uddannelsesinstitutioner i Danmark,
Skandinavien eller øvrige udland. Studiekoordinatoren kan vejlede dig om mulighederne.
Økonomiske og sociale forhold
Udgifter i forbindelse med studiet
Der betales ikke undervisningsafgift for at være optaget på BA-uddannelsen i teologi. Dog er der
udgifter forbundet med undervisningsbøger, undervisningskopier, depositum for nøglekort.
Støttemuligheder
Der er søgt om SU-godkendelse af bachelorstudiet, men indtil denne foreligger, kan man ikke
modtage SU som studerende på studiet. Til gengæld har du mulighed for at søge om stipendium
og/eller studielån.
Ansøgningsskema til disse støttemuligheder kan rekvireres hos studiekoordinatoren
Ledige boliger og ledige stillinger
Når administrationen får kendskab til ledige boliger, der kunne være egnede til studerende, vil der
blive hængt opslag om dette på BA-opslagstavlen til højre for administrationen.
Det samme gælder jobannoncer, hvor det skønnes, at en BA-studerende kunne få gavn af jobbet.
Hvis du selv kender til ledige boliger og/eller ledige stillinger, må du meget gerne informere
administrationen om dette.
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116
Bilag A: Uddannelsens opbygning (2011-studieordningen)
1. år
tallene til højre angiver antal undervisningstimer per uge
tallene i {tuborgklammer} angiver antal credits
efterår
2. år
forår
efterår
Ny Testamente Græsk
{45}
6
Teologisk Intro
{10}
3
4
NT Græsk II
Ny Testamente
Bibelkundskab
{10}
Bibelkundskab
efterår
forår
efterår
Latin
2
NT Eksegese I
(Synopt. Ev.)
2 {15}
4
Kirke & Missionshistorie II
{20}
4
Kirke & Missionshistorie I
{15}
{15}
4. år
{40}
Forår
Dogmatik II
6
6
{20}
NT Eksegese II
(Johannesev.)
{15}
3
NT Eksegese III Homiletik &
(NT Breve)
Sjælesorg
{15}
3 {20}
Genesis
Salmer &
Profeter
{15}
Romerbrevet
4
{10}
2
4
Samtidig
Religion
{10}
2
3
Teologihistorie
{15}
3
Gammel Test.
forår
Bibelsk Hebraisk
6 {25}
{15}
3. år
{10}
2
Bachelorprojekt
Bibelsk Teologi
3
3
{45}
{15}
3
3
3
Filosofihistorie
{10}
2
Diakoni &
Ekklesiologi
{10}
2
Etik & Religionsfilosofi I
{20}
4
Praktisk
Teologi
{15}
3
Etik & Religionsfilosofi II
{10}
2
Dogmatik I
{10}
2
Hermeneutik
{5}
ugetimer i alt
/ uge
credits / år
eksaminer
14
14
13
{120}
NT Græsk b
NT Græsk a
NT Bibelkundsk
TeolIntro
GT Bibelkundsk
Teologihistorie
FilHist
Diak&Ekkl
13
{120}
NT Græsk II
Kirkehistorie I
Etik&Relfil I
Bib. Hebraisk
NT Eksegese I
Kirkehistorie II
PraktTeol
117
1
14
14
{120}
NT Eksegese II
Genesis
Etik&Relfil II
Hermeneutik
Latin
NT Eksegese III
Salm&Profeter
Dogmatik I
11
7
{120}
Dogmatik II
Romerbrevet
Hom&Sjælesorg SamtidigRel
BibTeol
BA-projekt
Bilag B: Eksamensordning for Menighedsfakultetets
bachelorstudium (2011-ordningen)
vedtaget den 4. juli 2011
Forklaring:
24 timers opgave
opgaven udleveres kl. 9 en dag i eksamensperioden og afleveres
senest kl. 9 den efterfølgende dag
30 timers opgave
senest kl. 15 den efterfølgende dag
48 timers opgave
senest kl. 9 to dage senere
72 timers opgave
opgaven udleveres kl. 9 og afleveres kl. 9 tre dage senere (i tilfælde
af sammenfald med helligdage: forskudt herfor)
3, 4 eller 5 timers skriftlig
prøve
semesteropgave
skriftlig prøve på Menighedsfakultetet (kl. 9-12, 9-13 eller
9-14)
en skriftlig opgave på 1200 ord, som skal afleveres til et fastsat
tidspunkt i semesteret. Semesteropgaven indgår med den anførte
procentdel af eksamenskarakteren for faget
BA-projekt
selvstændig opgave, hvor emne og litteratur aftales med faglærer i
et af de valgfag, som der udbydes undervisning i, og godkendes af
BA-udvalget
Bedømmelse
alle fag på niveau fire – undtagen BAT202 Filosofihistorie – bedømmes med bestået / ikke-bestået
alle fag på niveau fem og seks (+ BAT202 Filosofihistorie) bedømmes efter den britiske 100 %
skala
118
første studieår
modul nr.
BAT401
fag
Teologisk Intro fag
credits
niveau
eksamensform
10
4
mundtlig eksamen 30 min.
antal ord
% af slutkarakter
censur
tilladt at medbringe
bemærkninger
0%
intern
alle hjælpemidler
gruppearbejde med
selvvalgt produkt, der
præsenteres ved mundtlig
eksamen
Projekt rapport afleveres 3
dage før eksamen
efterår
2.000
BAT403
Bibelkundskab GT
15
4
4 timers skriftlig prøve
0%
intern
Bibelen inkl. Apokryfer +
teksthæfte med ikke-bibelske
tekster + bibelatlas1 +
bibelordbog
0%
intern
Intet
3.000
BAT404
Filosofihistorie
10
4
semesteropgave: 25 % +
i bedømmelsen indgår også
præsentation
2.000
BAT402
Ny Testamente Græsk I
45
4
48-timers prøve
0%
alle hjælpemidler
48-timers prøve ved
slutningen af 1. semester
intern
Græsk ordbog, grammatik og
lærebog
mundtlig eksamen efter 2.
semester. Forberedelsestid
0%
intern
teksthæfte med ikke-bibelske
tekster + bibelatlas1 +
synopse2 + bibelordbog
0%
intern
kirkehistorisk atlas
0%
intern
alle hjælpemidler
9.000
forår
BAT405
Bibelkundskab NT
15
4
3.000
BAT406
Teologihistorie
15
4
3.000
BAT407
Diakoni & Ekklesiologi
10
4
24-timers prøve
2.000
i alt
120
1
24.000
Paul Lawrence, Atlas over Bibelens fortællinger (Højbjerg: Forlaget Hovedland 2008; oversat fra Atlas of Bible History [Oxford 2006]) må ikke medbringes til eksamen, da den indeholder
lange parafraser af bibelske tekster.
2
Tilladelsen gælder alene Iver K. Madsen, Evangelierne synoptisk sammenstillede (København: Det danske Bibelselskab 1969 el. sen.). Derimod må Niels Hyldahl, Evangelierne synoptisk
opstillet (København: Det danske Bibelselskab 1996) ikke medtages, da den rummer et afsnit om "Det synoptiske problem".
andet studieår
modul nr.
BAT408
fag
Bibelsk Hebraisk
credits
niveau
eksamensform
25
4
Mundtlig eksamen 20 min.
antal ord
% af slutkarakter
censur
0%
bemærkninger
modulet tages normalt på Arts, Århus Universitet
meritoverførsel
5.000
efterår
BAT501
Ny Testamente Græsk
10
5
(udvidet)
semesteropgave: 25 %
4%
intern
Nestle + græsk ordbog +
græsk grammatik + lærebog
4%
ekstern
5%
ekstern
intet
4%
intern
5%
ekstern
4%
ekstern
alle hjælpemidler
+ 4 timers skriftlig prøve
2.000
BAT502-1
Kirke- og Missionshistorie I
15
5
3.000
BAT503-1
Etik & Religionsfilosofi I
20
5
4.000
BAT504-1
NT eksegese I (synopt. ev.)
15
5
semesteropgave: 25 % +
forår
3.000
BAT502-2
Kirke- og Missionshistorie II
20
5
Nestle, Novum Testamentum + i semesteropgaven testes brug
græsk ordbog, grammatik,
af informationsteknologi.
konkordans og synopse +
Evnen til problemløsning
dansk oversættelse af GT
testes ved eksamen – del af
eksamensspørgsmål handler
om metode
4.000
BAT505
Praktisk Teologi
15
5
48-timers prøve
i semesteropgaven bedømmes
brug af informationsteknologi
og præsentationen
3.000
i alt
120
24.000
120
tredje studieår
modul nr.
fag
BAT504-2 NT eksegese II (Johs. ev.)
credits
niveau
eksamensform
15
5
antal ord
% af slutkarakter
censur
4%
intern
Nestle, Novum Testamentum +
græsk ordbog, grammatik,
konkordans og synopse +
dansk oversættelse af GT
4%
ekstern
alle hjælpemidler
4%
ekstern
alle hjælpemidler
2%
intern
Bibelen inkl. Apokryfer
3.000
efterår
BAT506
Genesis
10
5
72-timers gruppeopgave
(gruppeopgaven: 40%,
individuel besvarelse: 60 %)
BAT503-2 Etik & Religionsfilosofi II
10
5
2.000 x
gruppens
antal
24 timers opgave
bemærkninger
den enkeltes andel af
besvarelsen skal tydeligt
markeres
2.000
BAT507
Hermeneutik
5
5
3-timers eksamen
1.000
BAT409
Latin
40
4
mundtlig eksamen
0%
modulet tages normalt på Arts, Århus Universitet
meritoverførsel
8.000
BAT601
NT eksegese III (breve)
15
6
30-timers opgave
6%
ekstern
alle hjælpemidler
6%
ekstern
alle hjælpemidler
4%
ekstern
alle hjælpemidler
forår
3.000
BAT602
Salmer & Profeter
15
6
+ 24 timers opgave
(2.000 ord)
BAT603-1 Dogmatik I
10
6
semesteropgaven tester også
brug af
informationsteknologi
3.000
24 timers opgave
2.000
i alt
120
24.000
121
fjerde studieår
modul nr.
BAT603-2
fag
Dogmatik II
credits
niveau
eksamensform
20
6
48 timers opgave
antal ord
% af slutkarakter
censur
8%
ekstern
alle hjælpemidler
8%
ekstern
alle hjælpemidler
bemærkninger
efterår
4.000
BAT604
Homiletik og Sjælesorg
20
6
semesteropgave:
prædiken (20 %) +
praktikrefleksion: 10 %
mundtlig eksamen
BAT605
Bibelsk Teologi
15
6
praktikopgave afleveres senest 10.
december. Den skal indeholde
refleksion over egne evner i forhold
til de to praktikområder
4.000
30 timers opgave
semesteropgave: holde en prædiken
6%
ekstern
alle hjælpemidler
4%
intern
alle hjælpemidler
3.000
BAT606
Romerbrevet
10
6
mundtlig eksamen
30 min.
forår
2.000
BAT607
BAT608
Samtidig Religion
Bachelorprojekt
10
45
6
6
3 dages gruppeopgave
(gruppearbejde: 40 % og
individuel besvarelse 60 %)
projektbeskrivelse (1.000 ord
– 0 %) + BA-projekt (9.000
ord)
aflevering senest 1. juni kl. 12
i alt
120
2.000 x
gruppens
antal
eksamen ca. 20 marts (i semesterets
8. uge)
forberedelsestid
4%
ekstern
alle hjælpemidler
eksamen omkr. 20. april
den enkeltes andel af besvarelsen
skal tydeligt markeres
14 %
ekstern
alle hjælpemidler
emneformulering og litteraturliste
forelægges BA-udvalget senest 1.
maj
9.000
24.000
122
123
Bilag C: Regler for understregninger og tilføjelser i det
materiale, som er tilladt at medbringe til skriftlig eksamen
på MF
BAT101 og BAT102: Bibelkundskab (GT og NT)
Tilladt at medbringe: Bibelen i oversættelse (inkl. de gt-lige apokryfer), samling af
ikke-bibelske tekster, et bibelatlas og en bibelordbog.
Det er tilladt at
• understrege hele ord samt dele af sætninger og vers
• tilføje skrifthenvisninger
• markere afsnit v.h.a. lodrette streger
• skrive transskriptioner af ord fra originalsproget i den danske oversættelse
• sætte årstal i margin ud for en perikope
Det er ikke tilladt at
• have en årstalsliste i det medbragte materiale
• fortolkende kommentarer i den medbragte Bibel
124
Bilag D: Omregningstabel for 12-skalaen til britisk
karakterskala
University of Wales
12-skalaen
68-100
12
A
61-67
10
B
54-60
7
C
47-53
4
D
40-46
2
E
35-39
0
Fx
1-34
-3
F
125
Bilag E: Studere i udlandet
Lasse Lindegaard Iversen fra 2005-årgangen tilbragte sidste semester på MF’s BAuddannelse i Etiopien og har følgende gode råd til dem, der ligesom ham har mod på
at henlægge en del af studiet til udalndet.
Denne lille vejledning er skrevet som en praktisk hjælp til de, som kunne tænke sig at
læse et semester eller mere i udlandet. Den er blevet til på baggrund af mit
studieophold i Etiopien foråret 2009, hvilket måske skinner igennem nogle steder, og
der må derfor tages forbehold for, at nogle forhold kan være anderledes, hvis man
tager til et andet land eller verdensdel.
Der kan nævnes flere gode grunde til for en tid at læse i udlandet:
Fagligt:
Universiteter eller undervisere, som har en særlig kompetence, som passer
med de ønsker du har for din egen faglige udvikling.
Feltstudier ifm et særligt fænomen eller en bestemt problemstilling.
Personligt:
Eventyrlyst og studier kan heldigvis kombineres, og da du som studerende
naturligt kommer til at indgå i det studiemiljø som er på det sted du tager hen,
er det let at få et indblik i liv og kultur.
Det er udviklende at blive sat i en ny sammenhæng og kontekst, og synet på en
selv og ens hjemland vil ofte ændre sig, når man kommer til at se på det
udefra.
Et godt råd er: Begynd i god tid!
Det er aldrig for tidligt at gå i gang med at undersøge muligheder og krav. Især hvis
du endnu ikke ved hvilken institution eller hvilket land du vil læse i.
Undersøg:
Skal man bestå en sprogtest, før man kan søge om optagelse
Er der nogle udvekslingsprogrammer du kan gå ind i, eller skal du tage direkte
kontakt til den institution du vil studere ved?
Det vil være en god idé at bede studievejlederen eller -lederen om hjælp med
dette.
Kan du få meritoverført dine eksamener? Dvs at du skal undersøge deres
akkrediterings-system (ECTS, ACTEA osv). Hvis ikke det ser ud til at kunne
stemme overens med MF's system, så kan du overveje at fungere som
fjernstuderende fra MF, således at du følger undervisningen i udlandet, men
tager dine eksamener på MF.
Det vil være en god idé at bede studievejlederen eller -lederen om hjælp med
dette.
Hvad er undervisningssproget?
Skal man selv betale undervisningen? Sådan er det de fleste steder.
Hvor kan du bo? Er der kollegier ifm det sted du skal studere ved, eller skal du
ud på det private marked?
126
Muligheder for søge om økonomisk støtte:
MF's studenterfond. Kontakt Lærerrårdsformanden for mere information.
Hvis du rejser du til et land, i hvilket et missionsselskab arbejder, kan det
være at de vil støtte dig økonomisk.
Kirkernes Råd uddeler legater til studerende ved økumeniske studiesteder.
Der er masser af fonde, man kan søge støtte hos. Se Kraks oversigt over
disse, og vær opmærksom på ansøgningsfrister.
Vigtigt! Dette kan være et stort arbejde, så gå i gang i god tid!
127
Bilag F: The Unfair Practice Procedure
The Unfair Practice Procedure
Applicable to Unfair Practice in any Assessed
Component contributing to an Award of the University of
Wales
(Collaborative Partner Institutions)
128
Academic Year 2010-2011
Scope of this Procedure
This Procedure shall apply to allegations of unfair practice on any assessed
component contributing to an award of the University of Wales at any
Collaborative Partner Institution.
Where an allegation of unfair practice arises at any time after an individual
has been admitted to a degree of the University of Wales, or after a Diploma,
Licence or other academic award of the University of Wales has been
conferred and granted, the allegation will be considered by the Academic
Board of the University of Wales. The Academic Board shall have the power
to deprive the individual of the degree or to revoke such a Diploma, Licence or
other academic award [Statute 19 (3) and (4)].
Throughout this document, the term “Superintendent of Examinations” shall
include a Superintendent of Assessment or other equivalent designated officer.
1.
Definition of Unfair Practice
It is an unfair practice to commit any act whereby a person may obtain for
himself/herself or for another, an unpermitted advantage. This shall apply
whether the candidate acts alone or in conjunction with another/others. Any
action or actions shall be deemed to fall within this definition whether
occurring during, or in relation to, a formal examination, a piece of
coursework, or any form of assessment undertaken in pursuit of a qualification
of the University of Wales. The University of Wales has distinct procedures
and penalties for dealing with unfair practice in examination or nonexamination conditions.
Without prejudice to the generality of the foregoing, examples of unfair
practice are shown below. These examples are not exhaustive and other cases
may fall within the general definition of unfair practice.
2.
Examples of Unfair Practice in Non-Examination Conditions
(i)
Plagiarism, which can be defined as using without acknowledgement
another person’s words or ideas and submitting them for assessment as though it
were one’s own work, for instance by copying, translating from one language to
another or unacknowledged paraphrasing. Further examples of plagiarism are
given below:
129
•
Use of any quotation(s) from the published or unpublished work of
other persons, whether published in textbooks, articles, the Web, or
in any other format, which quotations have not been clearly
identified as such by being placed in quotation marks and
acknowledged.
•
Use of another person’s words or ideas that has been slightly
changed or paraphrased to make it look different from the original.
•
Summarising another person’s ideas, judgements, diagrams,
figures, or computer programs without reference to that person in
the text and the source in the bibliography.
•
Use of services of essay banks and/or any other agencies.
•
Use of unacknowledged material downloaded from the Internet.
•
Re-use of one’s own material except as authorised by the
department.
(ii)
Collusion, which can be defined as when work that has been
undertaken by or with others is submitted and passed off as solely the
work of one person. This also applies where the work of one candidate
is submitted in the name of another. Where this is done with the
knowledge of the originator both parties can be considered to be at
fault.
(iii)
Fabrication of data, making false claims to have carried out
experiments, observations, interviews or other forms of data collection
and analysis, or acting dishonestly in any other way.
(iv)
Presentation of evidence of special circumstances to Examining
Boards, which evidence is false or falsified or which in any way
misleads or could mislead Examining Boards.
3.
Examples of Unfair Practice in Examination Conditions
(i)
Introduction into an examination room and/or associated facilities any
unauthorised form of materials such as a book, manuscript, data or
loose papers, information obtained via any electronic device, or any
source of unauthorised information.
(ii)
Copying from or communication with any other person in the
examination room and/or associated facilities except as authorised by
an invigilator.
(iii)
Communication electronically with any other person, except as
authorised by an invigilator.
130
(iv) Impersonation of an examination candidate or allowing oneself to be
impersonated.
(v)
Presentation of an examination script as one’s own work when the
script includes material produced by unauthorised means.
(vi)
Presentation of evidence of special circumstances to Examining
Boards, which evidence is false or falsified or which in any way
misleads or could mislead Examining Boards.
4.
Unfair Practice in a Formal Examination - Initial Stages
4.1
Unfair Practice in the Examination Room
Where it is considered or suspected that a candidate is engaging in unfair
practice, the candidate shall be informed, preferably in the presence of a
witness, that the circumstances will be reported. The candidate shall, however,
be allowed to continue the examination and any subsequent examination(s)
without prejudice to any decision, which may be taken. Failure to give such a
warning shall not, however, prejudice subsequent proceedings.
Where appropriate, the invigilator shall confiscate and retain evidence relating
to any alleged unfair examination practice, so that it is available to any
subsequent investigation. The invigilator shall as soon as possible report the
circumstances orally, in the first instance and thereafter in writing, with any
evidence retained, to the Examinations Officer who shall in turn notify the
Chair of the relevant Examining Board and the Superintendent of
Examinations.
In the case of an unseen written test contributing to the final module result,
which is conducted under the aegis of the department, the invigilator should
report the case to the Head of Department in the first instance, who in turn
shall report the case to the Superintendent of Examinations.
4.2
Suspected Unfair Practice Detected During or Subsequent to the
Marking Period
An internal or external examiner or any other person who, whether in the
course of the marking period or subsequently, considers or suspects that a
candidate has engaged in an unfair practice, shall report the matter in writing
to the Chair of the relevant Examining Board as soon as possible. The Chair
shall retain any relevant evidence and shall forthwith report the matter in
writing to the Superintendent of Examinations. The Superintendent of
Examinations shall then take the action prescribed below.
4.3
Further Action to be taken by the Superintendent of Examinations
131
On receipt of a report concerning an allegation of unfair practice, the
Superintendent of Examinations shall discuss the matter with the Chair of the
relevant Examining Board to determine whether, in the light of all the
circumstances, a prima facie case has been established.
If it is decided that no further action against the candidate should be taken, the
Chair of the relevant Examining Board shall, where appropriate, inform the
candidate in writing that the matter is closed.
If satisfied that such a case exists, the Superintendent shall report the case in
writing to the Academic Registrar/Secretary or other designated officer and
shall send to him/her copies of any relevant supporting evidence. The
procedure shown shall then operate as described.
The candidate shall be informed in writing by the institution’s Academic
Registry of the allegation, and that a Committee of Enquiry will be constituted
to consider the case. The candidate’s attention shall be drawn to the
appropriate regulations/procedures in the relevant institution’s publication(s).
5.
Unfair Practice in Work Completed Under Non-examinable
Conditions - Initial Stages
5.1
If a member of staff considers, or suspects, that unfair practice has occurred in
relation to work submitted as a piece of coursework, or any work completed
under non-examination conditions, he/she shall report the matter in writing to
the Chair of the relevant Examining Board, normally within five working
days.
5.2
The Chair of the Examining Board shall first decide whether there is a prima
facie case for treating the matter as a case of unfair practice by referring to
documentation. The Chair may also consult with the relevant external
examiner(s). Relevant means of arriving at such a decision may be employed,
for instance through the use of plagiarism detection software.
If the Chair of the Examining Board believes that a prima facie case exists, the
Chair shall inform the Head of Department, who will inform the Academic
Registrar/Secretary or other designated officer of the institution concerned.
If no case exists, and the candidate is aware of the investigation, the candidate
shall be informed that the matter is closed.
5.3
If a case exists the candidate shall be informed by the Academic
Registrar/Secretary or other designated officer of the institution concerned of
the allegation. The candidate’s attention shall be drawn to the appropriate
regulations/procedures of the University of Wales.
132
6
(i)
The candidate shall also be informed that a Committee of Enquiry will
be constituted to consider the case.
(ii)
Where the allegation concerns alleged unfair practice in work totalling
20 credits or fewer, which was completed under non-examinable
conditions, the candidate shall be informed by the Academic
Registrar/Secretary or other designated officer of the institution that
he/she may elect either for the matter to be heard by a Committee of
Enquiry or for the matter to be dealt with by the Examining Board
(according to the practice within the institution concerned) subject to
the final paragraph of 5.3 (iii) below.
(iii)
If the Examining Board indicates that it may be more appropriate for a
case to be heard by a Committee of Enquiry, a case shall be presented
to the Academic Registrar/Secretary or other designated officer. Such
instances shall include a second offence, an extremely serious case
which may in the view of the Examining Board result in a serious
penalty or where impartiality may be compromised.
Establishment of the Committee of Enquiry to deal with cases of Unfair
Practice
6.1
Each institution shall establish a Standing Panel for the purpose of
investigating allegations of unfair practice in University examinations. The
Panel shall consist of members of the contracted academic staff of the
institution, chosen so as to be representative of the Faculties/Schools at that
Institution.
6.2
On receipt of an allegation of unfair practice submitted by a Superintendent of
Examinations, the Academic Registrar/Secretary or other designated officer of
the institution concerned shall arrange for an appropriate Committee of
Enquiry to be convened as soon as possible, normally within 6 working weeks
of the allegation being made, and for a member of the institution’s Academic
Registry to act as Secretary to the Committee. The Superintendent of
Examinations, who shall present the case against the candidate, shall not act as
Secretary to the Committee.
6.3
Each Committee of Enquiry shall normally consist of 3 members selected by
the Academic Registrar/Secretary (or his/her nominee) from the Standing
Panel. Whenever possible the Committee of Enquiry shall not contain
members of staff from a department in which the student is studying. If that is
not possible, one of the three members may be external to the institution
concerned. The Chair of the Committee of Enquiry shall be designated by the
Academic Registrar from amongst the three members of the Standing Panel.
An independent person may be appointed as an additional member of the
Committee at the discretion of the institution concerned.
133
6.4
All institutions, shall invite the Director of Validation Services of the
University of Wales or his/her nominee to attend, as an observer, all meetings
of the Committee of Enquiry. The Academic Registry of the institution
concerned shall supply to the University details of the allegations of unfair
practice and any other information relevant to the meeting of the Committee of
Enquiry.
6.5
The University of Wales reserves the right to send a member of staff to attend
as observer meetings of a Committee of Enquiry of any institution where the
unfair practice is alleged to have been committed on an assessed component
contributing to a University of Wales award.
6.6
Meetings of Committees of Enquiry shall normally be held on a campus of the
institution concerned unless alternative regulations have been agreed such as a
Collaborative Partner's campus.
6.7
As soon as reasonably practicable after the appointment of the Committee of
Enquiry and bearing in mind the University of Wales’ expectation that such
cases should be heard normally within 6 working weeks of the allegation
being communicated to the candidate, the Secretary of the Committee shall:
(i)
notify the Superintendent of Examinations and members of the
Committee of Enquiry of the date, place and time of the meeting and
supply them with copies of the allegation and of any statements or
documents;
(ii)
inform the candidate of the date, place and time when the Committee
of Enquiry intends to meet and that he/she has the right to be
represented or accompanied, to hear all the evidence, to call and
question witnesses and to submit other evidence, including evidence of
mitigating circumstances;
(iii)
send to the candidate copies of statements of witnesses and of
documents to be placed before the Committee of Enquiry, and offer the
candidate an opportunity to indicate any statement or documents which
may be in dispute.
6.8
Documentary evidence shall be sent by the candidate to the Academic
Registrar/Secretary or other designated officer prior to the date of the meeting
and circulated to members of the Committee. Any further evidence made
available on the date of the meeting may be presented to the Committee but
only with the express permission of the Chair.
6.9
The candidate shall be required to inform the Secretary whether or not he/she
intends to attend the meeting of the Committee of Enquiry. If the candidate
indicates that he/she does not wish to attend the meeting, the Committee of
Enquiry shall proceed in his/her absence. In such a case the student can elect
to be represented at the meeting. Where no response is received from the
candidate, there may be one postponement of the Committee of Enquiry
134
pending investigation (e.g. to establish whether the candidate has received the
communications).
6.10
The candidate will be notified of his/her entitlement to be represented or
accompanied by a friend, adviser or representative who may speak on their
behalf but may not be a solicitor or barrister acting in a professional capacity.
Any person accompanying and/or representing the candidate shall be asked by
the Board to identify themselves at the beginning of the proceedings and may
be invited by the Board during the hearing to speak in reference to the case. A
candidate who intends to be accompanied and/or represented shall inform the
Secretary of the name of the person accompanying and/or representing
him/her in writing in advance of the meeting.
6.11
Should a candidate not attend the meeting of the Committee of Enquiry,
having previously indicated to the Secretary that he/she would attend, and
provided that all reasonable means have been taken to contact the candidate,
the meeting shall proceed in his/her absence.
7
Functions of the Committee
The functions of the Committee of Enquiry shall be:
(i)
practice;
to consider the evidence submitted to it on the allegation of unfair
(ii)
to determine whether the allegation has been substantiated. Such a
determination shall normally be made on the balance of probabilities;
(iii) to determine, in appropriate cases, the penalty to be imposed.
8
Procedure during the meeting
8.1
In cases where two or more candidates are accused of related offences, such as
in the case of collusion, the Chair may decide to deal with the cases together.
However, each candidate shall be given the opportunity to request that the
cases be heard separately.
8.2
The Superintendent of Examinations shall present the case against the
candidate, calling such witnesses and presenting such evidence as the
Superintendent thinks fit. Additional documentary evidence in support of the
case against the student may only be presented to the Committee on the day of
the hearing, with the express permission of the Chair.
8.3
The Superintendent may question both the candidate and witnesses. The
candidate may question the witnesses called by the Superintendent of
Examinations.
8.4
The candidate shall have the right to be represented or accompanied, to hear
all the evidence brought against him/her, to call and to question witnesses, and
to submit other evidence. Additional documentary evidence including
135
evidence of mitigating circumstances may only be presented to the Committee
on the day of the hearing, with the express permission of the Chair. The Chair
may invite contributions from the person accompanying the student.
8.5
Members of the Committee of Enquiry may ask questions of the candidate, the
Superintendent of Examinations and of the witnesses.
8.6
Witnesses shall be concerned only with evidence relating directly to the
allegation and shall normally withdraw after questioning. The Chair may wish
to consider allowing witnesses to remain in the hearing throughout the
submission of evidence. The agreement of both parties to this shall be
obtained.
8.7
When the submission of evidence and the questioning of witnesses are
completed, all persons, other than the members of the Committee, the
Secretary and observers from the institution’s Academic Registry and/or the
University of Wales Registry, if present, shall withdraw.
8.8
The Chair of the Committee may approve an adjournment of the hearing
following a reasonable request from any party.
8.9
The Committee of Enquiry shall then consider whether the allegation has been
substantiated. The Committee would not normally be required to prove intent
on the part of the candidate to engage in an act of unfair practice in order to
substantiate the allegation, but additional proof of intent may be relevant to the
Committee in arriving at an appropriate penalty.
8.10
The Committee of Enquiry shall not normally be informed, before reaching its
verdict on the allegation under consideration, of any evidence of previously
substantiated allegations of unfair practice. The Committee shall however be
so informed before determining the penalty in appropriate cases. In
exceptional cases, evidence of previous substantiated acts of unfair practice
may be disclosed prior to the verdict of the Committee where such evidence:
(i) rebuts a claim
candidate/representative;
(ii)
8.11
of
previous
good
character
made
by
the
is relevant to the allegation under consideration (other than merely
showing that the candidate had a disposition to commit the facts
alleged) and that its prejudicial effect does not outweigh its probative
value.
If the Committee finds that the case has been substantiated, it shall then
consider the penalty to be imposed. Penalties are divided into:
(i)
penalties available for unfair practice in examination conditions;
(ii)
penalties available for unfair practice under non-examination conditions;
136
(iii) penalties for unfair practice by candidates for research degrees.
8.12
When determining the penalty to be imposed, the Committee shall consider
the candidate’s record, including profile of marks, and any assessment
conventions and regulations for the scheme of study in question. The
Committee should also consult any guidelines issued on the appropriateness of
penalties for different levels of offences.
8.13
If the Committee finds that the case has not been substantiated the candidate
shall be informed of the outcome in writing. All record of the case shall be
removed from the student’s file.
9.
Penalties available to the Committee for Unfair Practice in
Examination Conditions
The Committee of Enquiry shall apply one or any combination of the
following penalties:
9.1
The issue of a formal reprimand to the candidate, a written record of which
shall be kept.
9.2
The cancellation of the candidate’s marks in part or in whole for module(s)
concerned, or in all of the modules for the year in question or the equivalent
for a part-time candidate, with a recommendation as to whether or not a reassessment should be permitted, either with eligibility for the bare pass mark
only or for the full range of marks.
9.3
The reduction of the degree result by one class or the non-award of a
distinction, as appropriate.
137
9.4
The disqualification of the candidate from any future University of Wales
examination.
If a Committee of Enquiry decides that the above penalties are inappropriate,
the Committee may use its discretion to decide upon the appropriate penalty.
In exceptional circumstances where an allegation has been substantiated and
the Committee is concerned that this may affect the candidate’s ability to
practise in a particular profession, the case shall also be considered under the
institution’s procedure for Unprofessional Conduct and Unfitness to Practise.
10.
Penalties Available to the Committee for Unfair Practice in NonExamination Conditions
10.1
The issue of a formal reprimand to the candidate, a written record of which
shall be kept.
10.2
An instruction to the examiners, when marking, to ignore any plagiarized text,
which may result in a reduced mark.
138
10.3
The cancellation of the candidate’s marks in part or in whole for module(s)
concerned, or in all of the modules for the year in question or the equivalent
for a part-time candidate, with a recommendation as to whether or not a reassessment should be permitted, either with eligibility for the bare pass mark
only or for the full range of marks.
10.4
The reduction of the degree result by one class or the non-award of a
distinction, as appropriate.
10.5
The disqualification of the candidate from any future University examination.
11
Penalties for Unfair Practice in Research Degrees
139
11.1 The issue of a formal reprimand to the candidate, a written record of which shall be kept.
11.2
The disqualification of the candidate from the degree with a right to resubmit
the thesis.
11.3
The disqualification of the candidate from the degree with no right to
resubmit the thesis.
11.4
The disqualification of the candidate from all future University of Wales
examinations and qualifications.
12
Action to be taken following the Committee of Enquiry
12.1
Where the candidate has received a formal reprimand, the Committee may
recommend that the candidate should receive advice from an appropriate
member of staff, in order to make clear the reasons for the Committee’s
decision and to ensure that the cause of the action (e.g. unintentional
plagiarism) is discussed with the student to ensure that any future repeat
offence by him/her cannot then be classed as ‘inadvertent’.
12.2
When the Committee of Enquiry has investigated the facts of the alleged
unfair practice the Secretary shall in his/her report state whether or not the
allegation has been substantiated and the penalty imposed where appropriate.
The report shall be submitted, to the Academic Registrar/Secretary or other
designated officer of the institution as soon as possible after the Enquiry has
been completed.
12.3 If the finding of the Enquiry is that a case has not been substantiated, the Chair of the
Committee of Enquiry may inform the candidate orally of this. Irrespective of
whether or not the candidate is informed orally, the Academic Registrar/Secretary or
other designated officer of the institution concerned shall notify the candidate
formally in writing of the Committee of Enquiry’s findings and that the matter is
therefore closed.
12.4
If the finding of the Enquiry is that the allegation has been substantiated, the
Chair of the Committee of Enquiry may inform the candidate orally, but there
shall be no discussion of the Committee’s decision with the candidate.
140
Irrespective of whether or not the candidate is informed orally, the Academic
Registrar/Secretary or other designated officer of the institution concerned
shall inform the candidate of the findings and the penalty imposed as soon as
possible. The penalty shall be recorded on the student’s record.
12.5
At the same time, the Academic Registrar/Secretary or other designated officer
of the institution concerned shall send to the Director of Academic Affairs
(Ref: Unfair Practice) of the University of Wales a copy of the report on the
Committee of Enquiry and a copy of the letter sent to the candidate informing
him/her of the decision and the penalty imposed, where appropriate.
12.6
The Academic Registrar/Secretary or other designated officer of the institution
concerned shall further inform the candidate of his/her right of appeal to the
University of Wales. Any such appeal shall be sent, in full, in writing to the
Director of Academic Affairs (Ref: Appeals) of the University of Wales and
must reach him/her not later than one month after dispatch to the candidate by
the institution of the Committee’s decision. The address to which any such
correspondence shall be sent is shown in the Appendix to this Procedure.
12.7
Where the allegation has been substantiated, the Academic Registrar/Secretary
or other designated officer of the institution shall require the Examining Board
concerned to determine the candidate’s overall examination result in the light
of the penalty imposed by the Committee of Enquiry. If the Committee of
Enquiry has decided that the mark obtained for the unit of assessment in which
unfair practice has occurred shall be cancelled, the Examining Board shall
award a mark of zero for the unit and shall then determine the candidate’s
overall result.
12.8
Normally, the University will not make any public pronouncements of
decisions of Committees of Enquiry. However, a candidate, in respect of
whom a determination has been made, shall have the right to require the
institution concerned to publish any determination should the candidate so
wish, and the institution shall maintain a record of all such cases, which will
be available to the public on request.
13.
Examination Pass-Lists
13.1
The Vice-Chancellor or his/her nominee, in consultation with the Chair of the
Examining Board, shall arrange for the publication of such supplementary
pass-list as may be necessary.
13.2
If a case of alleged unfair practice is under investigation at the time of the
meeting of the relevant Examining Board, the Board shall defer consideration
of the candidate’s work until the Committee of Enquiry has made a decision
on the case and the decision has been conveyed to the Chair of the Examining
Board.
13.3
Should a case be under investigation when a pass-list is due for completion
and publication, the name of the candidate concerned shall be withheld from
the pass-list and a supplementary pass-list issued as appropriate.
141
13.4
An Examining Board shall also have authority to cancel a result previously
published and to publish a supplementary pass-list, if a case of unfair practice
arises subsequent to the publication of the original pass-list.
14.
Appeal to the University of Wales
Details of the relevant Appeals Procedure are given in the Appendix to this
Procedure.
15.
Report to the Academic Board of the University of Wales
The Secretary to the Academic Board or his/her nominee shall submit a report
on the outcome of each case of unfair practice considered in accordance with
the procedure set out above to the next available meeting of the Academic
Board of the University of Wales.
_____________________________________________________________________
____________
APPENDIX
Appeals by candidates found guilty of unfair practice
The following procedure does not apply in the case of candidates who
have elected to have their case dealt with by the Examining Board
concerned (under paragraph 5.3 (ii) of the Unfair Practice Procedure,
above) rather than by a Committee of Enquiry. Such candidates are
advised that, instead, they may have recourse to appeal against the
decision of the Examining Board under the University's separate
Verification and Appeals Procedure. Copies of this procedure are
available upon request from the University Registry, or may be accessed
through the University of Wales' website (www.wales.ac.uk).
1
The University is only prepared to consider appeals which are based on one or
both of the following grounds:
1.1
irregularities in the conduct of the unfair practice procedure, which are
of such a nature as to cause reasonable doubt whether the Committee
would have reached the same decision had they not occurred;
1.2
exceptional personal circumstances which were not known to the
Committee of Enquiry when the candidate’s case was considered and
which can be shown to be relevant to the unfair practice. (In appeals
based on these grounds the appellant must show good reason why such
personal circumstances were not made known to the Committee of
142
Enquiry before its meeting. Where a candidate could have reported
exceptional personal circumstances to the Committee of Enquiry prior
to its meeting, those circumstances cannot subsequently be cited as
grounds for appeal.)
2
Any appeal against a decision of a Committee of Enquiry (including any
penalty imposed) shall be sent in full, in writing to the Director of Academic
Affairs (Ref: Appeals), University of Wales Registry, King Edward VII
Avenue, Cathays Park, Cardiff CF10 3NS, and must reach him/her not later
than one month after despatch to the candidate of the Committee’s decision.
Simple notice of appeal given in writing by a candidate within the above
deadline shall not be deemed to constitute an appeal proper and shall not be
accepted. The Chair shall, at an Appeal Board meeting, have discretion to
declare inadmissible any matter introduced by the appellant, or by any member
of staff or student accompanying the appellant, if he/she deems it not directly
related to the contents of the appeal previously lodged in writing within the
stipulated deadline.
3
On receipt of an appeal, the Director of Academic Affairs or his/her nominee
shall acknowledge receipt normally within three working days and, where
appropriate to the circumstances of the case, consult the Chair of the
Committee of Enquiry and/or the Academic Registrar/Secretary, or equivalent
senior officer in the institution concerned. The appeal will then be passed to
the Pro Vice-Chancellor (Quality), or his/her nominee8, for consideration. The
appellant shall be provided with a written progress report within 25 working
days.
4
The Pro Vice-Chancellor (Quality), or his/her nominee, is required to disallow
an appeal normally within three months of its receipt:
5
4.1
which is based on factors which were known to the Committee of
Enquiry when the penalty was imposed;
4.2
which introduces information which was known to, and could have
been reported by, the candidate prior to the meeting of the Committee
of Enquiry.
If it is decided by the Pro Vice-Chancellor or his/her nominee that there is a
prima facie case to be considered, he/she may choose:
5.1
5.2
to refer the case back to the relevant Examining Board for
further consideration;
to refer the case to a full Appeal Board for decision.
8
An equivalent senior officer in the University Registry may be
nominated by the Pro Vice-Chancellor (Quality) to act on his/her
behalf.
143
6
In accordance with Statute 19(5) and Statute 31(1)(g) the Appeal Board shall
12
Where a new Committee of Enquiry is required to re-hear a case,
the membership of that Committee must be entirely different from that of the
previous Committee. The new Committee shall not be provided with any
evidence of any penalty imposed by the previous Committee, or of any other
matter discussed by the previous Committee or Appeal Board, other than that
it is re-hearing a case on appeal.
have delegated powers to act on behalf of the Academic Board and shall
consist of three persons, at least two of whom shall be senior members of staff
in accredited institutions of the University of Wales.
7
An appellant shall be offered a personal hearing by the Appeal Board and shall
accordingly be informed in advance of the time and date of the meeting. The
appellant may be accompanied by a member of the academic or welfare or
advisory staff of the Institution concerned or by a student or officer of the
Students’ Union at the Institution concerned, but not by any other individual.
The appellant may not send any other person to an Appeal Board in his/her
stead.
8
The Institution concerned shall be invited to send a member of staff to attend
the hearing and, at the invitation of the Chair of the Appeal Board, to
contribute to the hearing. The Institution Registry shall accordingly be
informed in advance of the time and date of the meeting and shall be provided
with a copy of the candidate’s application for appeal.
9
The Appeal Board shall base its decision on the evidence of the appellant’s
submission and the testimony of the Chair of the Committee of Enquiry
concerned, together with any further evidence which it considers relevant.
10
The decision of the Appeal Board, and recommendations or advice where
appropriate to the circumstances of the case, shall be conveyed by the Director
of Academic Affairs of the University, or his/her nominee as soon as possible
to the appellant, the Chair of the Committee of Enquiry and to the Academic
Registrar/Secretary, or equivalent senior officer, of the Institution concerned.
11 The Appeal Board shall be empowered to take one of the following decisions:
11.1 to reject the appeal;
11.2
to disallow the original penalty and to refer the case back to the original
Committee of Enquiry for a review of the penalty imposed;
11.3 to require a new Committee of Enquiry to re-hear the case.
144
An obligation to hear the case on the basis of the facts presented before them
at the hearing and not in the light of anything that they may have heard or
discovered outside the Committee, shall be framed within any Terms of
Reference applying to the Committee members.
13
The decision of the Appeal Board shall be final, and the matter shall, therefore, be
regarded as closed. There shall be no discussion of the decision of the Appeal
Board with the appellant or any other person.
14
If an appeal is upheld, the Vice-Chancellor or his/her nominee, in consultation with
the Chair of the Examining Board, shall then arrange for the publication of such
supplementary pass-list as may be necessary.
15
If, as a consequence of a successful appeal, a candidate is regarded as having
qualified for a degree, such a candidate shall be admitted to that degree at the next
succeeding Degree Congregation. Alternatively, the Vice-Chancellor shall have
authority to deem such a candidate to have been admitted to his/her degree
provided all other necessary conditions for his/her admission have been met.
16
The Vice-Chancellor shall also have authority to deem a candidate who has already
been admitted to a degree to have been admitted to a different class of degree if,
following a successful appeal, the Examining Board decides that the candidate’s
degree classification shall be amended. In such cases, the University shall issue a
replacement certificate upon the return by the candidate of the original certificate.
17
Where applicable, appropriate arrangements will be made in respect of candidates
who, following successful appeal, are deemed by an Examining Board to have
qualified for the award of a certificate or diploma.
18
The Appeal Board may make recommendations for consideration by the
Regulations and Special Cases Committee (Validated Provision) or the
Academic Board as appropriate on any matters arising from the consideration
of appeals.
19
Pursuant to the Higher Education Act 2004, the Office of the Independent
Adjudicator for Higher Education (the OIA) has been designated by the
National Assembly for Wales from 1 January 2005 as the operator of an
independent scheme in Wales for the review of student complaints.
Once all the relevant University of Wales procedures above have been
exhausted a candidate may submit a complaint to the OIA. Any such
complaint must be submitted by sending a completed Scheme Application
Form together with all relevant information to the OIA within three months of
145
the date on the “Completion of Procedures Letter” from the University of
Wales upon completion of its internal procedures. A Scheme Application
Form can be obtained from the University of Wales Registry (Ref
Appeals), downloaded from the OIA website www.oiahe.org.uk or by
telephoning or writing to the OIA. The contact details for the OIA are as
follows:
OIAHE, 5th Floor, Thames Tower, Station Road, Reading, RG1 1LX
Tel: 0118 959 9813
Email: [email protected]
146
University of Wales Registry
King Edward VII Avenue
Cathays Park
CARDIFF
CF10 3NS
The text of this publication can be made available in alternative formats:
please contact the University for details.
147
Bilag G: The Interim Verification and Appeals Procedure
VALIDATED INSTITUTIONS: INTERIM VERIFICATION AND APPEALS
PROCEDURE
(Session 2010/11)
This procedure is not applicable to students who have completed their periods of study or
to candidates exited with a University of Wales intermediate award (Certificate/Diploma).
These students should consult the University of Wales’ Verification and Appeals
Procedure.
1
2
3
4
5
At the beginning of each session the institution shall inform students of the
Appeals Procedures in place (UW and interim).
The only body vested with the power of decision on examination results is the
relevant Examining Board.
A student in an interim examination may only appeal on one or more of the
following grounds:
.1
the mark(s) and/or result published by the institution contains arithmetical
or other errors of fact;
.2
defects or irregularities in the conduct of the examinations and/or other
assessments or in written instructions or in advice relating thereto which
were not known to the Examining Board, when such defects, irregularities
or advice are shown to have had an adverse effect on the student's
performance;
.3
exceptional personal circumstances which were not known to the
Examining Board, and where the student can show good reason why such
circumstances could not have been made known to the Examining Board
when the student was assessed, and which are shown to have had an
adverse effect on the student's performance.
Appeals which question the academic judgement of examiners, or appeals on
any grounds other than those stipulated in 3.1 to 3.3 above, shall not be
admissible and the administrative head of the institution will inform the
appellant accordingly in writing.
The academic head of the institution will consider an appeal within twenty-one
days of its receipt by the institution. The member of staff concerned shall not be
a member of the Examining Board which previously considered the student
case.
Any student who wishes to appeal against a decision of the Examining Board
should normally submit an appeal to the administrative head of the
institution (using the attached form) within fourteen days of the date of the
publication of the Examining Board decision by the institution. The grounds for
appeal must be clearly stated on the appropriate form and relevant documentary
evidence appended.
148
6
The administrative head of the institution, or his/her nominee, on receipt of an
appeal shall seek verification from the Chair of the relevant Examining Board,
or his/her nominee. Verification will establish whether:
.1
the mark(s) and/or result as published is free from arithmetical or other
error of fact; and/or,
.2
any defects or irregularities in the conduct of the examinations and/or
other assessments or in the written instructions and/or in advice relating
thereto were, in fact, reported to the Examining Board; and/or,
.3
any exceptional personal circumstances pertaining to the student were
reported to the Examining Board.
The Chair of the Examining Board, or his/her nominee, shall inform the
administrative head of the institution of the outcome of the verification in writing
no later than fourteen days following receipt of the appeal by the administrative
head of the institution . If the outcome of verification is not received in writing
within fourteen days, the academic head of the institution shall refer the appeal to
the Examining Board and the Examining Board shall be re-convened to review the
case in light of the information presented in the appeal.
7
The academic head of the institution shall consider the appeal on receipt of
verification from the Chair of the Examining Board and decide either that:
.1
the appeal be referred to the Examining Board and that the Examining
Board be re-convened to review the case in light of the information
presented. The academic head of the institution shall be permitted to take
such action where it has been established:
.1
that the mark(s) and/or result as published is incorrect or
.2
that defects or irregularities in the conduct of the examinations
and/or other assessments or in written instructions or in advice
relating thereto were not known to the Examining Board; or
.3
that the appeal contains exceptional personal circumstances which
were not known to the Examining Board when the student was
assessed and the student has shown good reason why such
circumstances could not have been made known to the Examining
Board;
or
.2
the appeal be rejected and no further consideration be given to the appeal.
The academic head of the institution is required to disallow an appeal
which is based wholly on factors which were known to the Examining
Board concerned when the student's result was determined and also to
disallow appeals based on exceptional personal circumstances which were
not known to the Examining Board when the student was assessed where
the student is unable to show good reason why such circumstances could
not have been made known to the Examining Board before its meeting.
Where an appeal is referred to the Examining Board by the academic head of the
institution, the administrative head of the institution shall write to ask the Chair
of the relevant Examining Board to re-convene a meeting of the Examining
Board to review the case in the light of the information brought forward by the
appeal. It will not necessarily follow that a student's result shall be changed
from the result originally published by the Examining Board. The Chair of the
Examining Board shall inform the administrative head of the institution of the
decision of the re-convened Examining Board in writing no later than twentyone days following its referral to the Examining Board.
The administrative head of the institution, or his/her nominee, shall inform the
appellant of the outcome of his/her appeal in writing and, if appropriate, issue a
8
9
149
10
supplementary result. The University of Wales shall also be informed of the
outcome of all interim appeals.
The Validation Board will only consider a complaint against the outcome of an
interim appeal based on the following ground:
irregularities in the conduct of the interim appeals procedure, which are of such
a nature as to cause reasonable doubt on whether the same decision would have
been reached had they not occurred.
Any such complaint will be dealt with in accordance with the Validation Board’s
Student Complaints Procedure.
150
VALIDATED INSTITUTIONS: INTERIM APPEAL FORM
This procedure is not applicable to students who have completed their periods of study or
to candidates exited with a University of Wales intermediate award (Certificate/Diploma).
These students should consult the University of Wales’ Verification and Appeals
Procedure.
Before completing this Appeal Form, you should read the interim Verification and Appeals
Procedure Any independent corroborative evidence must be attached to this Form.
Appeals will not be accepted in any other format and have to arrive no later than fourteen
days from the date of the letter notifying you of your result. This Appeal Form should be
completed typed or in black ink and sent to:
Institutions to add details
Full Name
Address to which all
correspondence should
be sent
Course and year of
study
I wish to appeal against the decision of the Examining Board on the grounds that (tick
one or more relevant boxes):
The assessment published by the institution contains arithmetical or other errors of
fact (please complete Section 1 below).
There were exceptional personal circumstances which were not known to the
Examining Board, and where I can show good reason why such circumstances could
not have been made known to the Examining Board when I was assessed and which
can be shown to have had an adverse effect on my performance (please complete
Section 2 below).
There were defects or irregularities in the conduct of the examinations or in written
instructions or in advice relating to the examinations which were not known to the
Examining Board and which can be shown to have had an adverse effect on my
performance (please complete Section 3 below).
Please note that you are not permitted to appeal on any other grounds.
SECTION 1
Please state why you believe the result as published by the institution contains arithmetical or
other errors of fact.
151
Continue on a separate sheet, if necessary
SECTION 2
Did you report any exceptional personal circumstances to the Chair of the Examining
Board or a member of staff in your department before the meeting of the Examining
Board? (please tick the appropriate box)
Yes
Please complete section 2.1
No
Please complete sections 2.2, 2.3 and 2.4
2.1
Please specify to whom the circumstances were reported and provide full details of
any exceptional personal circumstances you had reported previously. If there are any
additional circumstances that have not been previously reported please complete
sections 2.2, 2.3 and 2.4.
SECTION 2 (continued)
2.2
Please provide details of any exceptional personal circumstances you have not
reported previously to the Chair of the Examining Board.
Appeals on medical grounds will not be considered without written evidence from a
medical practitioner (or other health professional) which should be attached to this
Form.
2.3
Please state why you did not report the circumstances detailed in 2.2 above to the
Chair of the Examining Board before the meeting of the Board.
2.4
Please state why you believe the circumstances detailed in 2.2 above had an adverse
effect on your performance.
152
153
SECTION 3
3.1
Please state the defects or irregularities in the conduct of the examinations or in
written instructions or in advice relating to the examinations you believe to have
occurred.
3.2
Please state why you believe the defects or irregularities detailed in 3.1 above had an
adverse effect on your performance.
No further submission will be considered.
I declare that I have read the interim Verification and Appeals Procedure and that the
information given on this Form and documentary evidence attached, if any, is a true statement
of the facts to the best of my knowledge and belief.
.........................................................................
Signed (Appellant)
........................................
Date
154
Cathays Park
CARDIFF
CF10 3NS
155
Bilag H: The Verification and Appeals Procedure
Verification and Appeals
Procedure
Applicable to:
•
candidates who have completed their periods of study for initial degrees,
foundation degrees, undergraduate University Diplomas and Certificates,
or who have been awarded an exit qualification of the University of
Wales;
•
candidates who have completed either of the stages (examination and
dissertation) of a taught Master’s degree, Postgraduate Diploma, or
Postgraduate Certificate scheme of study;
•
candidates who have completed the examination component of a Doctoral
degree by examination and thesis.
University of Wales Registry,
King Edward VII Avenue,
Cathays Park,
Cardiff CF10 3NS
156
Procedural Fairness and Informal Advice
This procedure is intended to incorporate the principles of natural justice and procedural
fairness and shall be conducted in reference to the following guidelines:
•
a person making a decision in a case should declare any personal interest they
have in the proceedings;
•
a person who makes a decision should be unbiased and act in good faith;
•
proceedings should be conducted so that they are fair to all parties;
•
each party should be given the opportunity to ask questions and contradict the
evidence of an opposing party;
•
a decision maker should take into account all relevant considerations and
extenuating circumstances and ignore any irrelevant considerations;
•
justice should be seen to be done.
In some cases the University may be willing to meet any reasonable expenses incurred by an
appellant in the course of pursuing his/her appeal. Informal advice about invoking this
procedure including arrangements for the meeting of reasonable expenses can be obtained
from the University of Wales Registry, King Edward VII Avenue, Cathays Park, Cardiff,
CF10 3NS (Ref: Appeals) or by emailing [email protected]
157
Appeals Procedures
The University has established four appeals procedures for candidates for University
examinations at undergraduate and postgraduate levels at Collaborative Partner Institutions
only.
1.
The Verification and Appeals Procedure
Is applicable to:
2.
•
candidates who have completed their periods of study for initial degrees,
foundation degrees, undergraduate University Diplomas and Certificates, or who
have been awarded an exit qualification of the University of Wales (institutions
have full jurisdiction over appeals in respect of interim results, e.g. vis-à-vis
individual modules, and progression. Candidates who wish to appeal against the
decision of an interim result should refer to the University of Wales Interim
Appeal Procedure;
•
candidates who have completed either of the stages (examination and
dissertation) of a taught Master’s degree, Postgraduate Diploma or Postgraduate
Certificate scheme of study;
•
candidates who have completed the examination component of a Doctoral degree
by examination and thesis.
Appeals Procedure (Postgraduate Research Degree)
Is applicable to candidates who have submitted a thesis* for the degrees of: PhD,
EngD, DClinPsy, DEdPsy, DNursSci, DMin or EdD, DCounsSci or for a Master’s
degree by research (normally MPhil).
* In certain circumstances, an artefact accompanied by analytical commentary or
published works accompanied by critical analysis may be submitted in place of a
thesis
3.
Appeals Procedure (Unfair Practice Decisions)
Is applicable to students who wish to appeal against the decision of a Committee of
Enquiry convened to consider an allegation of unfair practice.
4.
Appeals Procedure (Fitness to Practise Decisions)
Is applicable to students who wish to appeal against the decision of a Committee on
Fitness to Practise.
Students invoking the Verification and Appeals Procedure are advised to note that the
Procedure consists of two distinct stages: firstly, an application to the Institution at which you
have studied for verification of the result and, secondly, following completion of the
verification process, an application for appeal to the University of Wales. A diagram outlining
the entire verification and appeals process is included at the back of this booklet for easy
reference.
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Verification and Appeals Procedure
Each collaborative partner institution of the University shall inform candidates for
University examinations at the commencement of each session of the following
Verification and Appeals Procedure.
Verification
1.
A candidate is entitled to ask for verification of one or more of the following in
∗
respect of a University examination :
1.1
that the assessment published by the University is free of arithmetical or other
errors of fact;
1.2
that the examiners were aware of exceptional personal circumstances reported
by the student prior to the meeting of the Examining Board(s) concerned and
which might in the student’s opinion have had an adverse effect on his/her
academic performance;
1.3
that the examiners were aware of defects or irregularities in the conduct of the
examinations or in written instructions or in advice relating thereto, when
such defects or irregularities or advice might, in the student’s opinion, have
had an adverse effect on his/her performance.
In addition, a candidate for a Master’s degree by Examination and Dissertation may,
in accordance with the grounds detailed under 1.1 to 1.3 above, seek verification of
the decision of the Examining Board not to award the mark of Distinction in respect
of either of the parts of the scheme of study (i.e. examination or dissertation).
2.
A candidate who wishes to have such verification shall make written application to
the Academic Registrar/Secretary, or equivalent, of the institution at which they
studied normally within fourteen days of the date of the meeting of the relevant
Examining Board. Applications for verification submitted outside this timescale with
good reason may be accepted at the discretion of the Academic Registrar/Secretary or
equivalent of the institution concerned. Requests for verification must include details
of any alleged defects or irregularities in the conduct of the examinations or in any
written instructions or in any advice relating thereto, or of any exceptional personal
circumstances.
3.
Upon receipt of such written application, the Academic Registrar/Secretary, or
equivalent, of the Institution, or his/her nominee, shall ask the Chair of the Examining
Board, or his/her nominee, to take the necessary steps to verify the facts to which the
∗
In the context of this Procedure a University examination is an
examination or assessed piece of work which counts towards a
candidate’s overall result and which is, therefore, conducted by a
University Examining Board comprising both internal and external
examiners.
159
application refers. The Chair shall ensure that the facts are verified within three
weeks of the date of the application. At the same time, the Academic
Registrar/Secretary, or equivalent, of the Institution, or his/her nominee, shall
acknowledge receipt of the application, informing the candidate of the action being
taken, and shall forward to the Director of Academic Affairs (Ref: Appeals) of the
University of Wales a copy of the candidate’s application for verification.
4.
The Chair of the Examining Board shall, when he/she has completed his/her enquiry,
take the following action:
4.1
if the verification procedure indicates that:
•
there has been an arithmetical or other factual error;
•
exceptional personal circumstances reported by the student prior to the
meeting of the Examining Board(s) concerned were not, in fact,
considered at the meeting(s);
•
a candidate, in the course of requesting verification, has provided
additional evidence of exceptional personal circumstances which were
previously notified prior to the meeting of the Examining Board;
the Chair of the Examining Board shall arrange for the Examining Board to
re-consider the candidate’s examination performance. He/she shall then
inform the Academic Registrar/ Secretary, or equivalent senior officer, of the
Institution concerned and the Director of Academic Affairs (ref: Appeals) of
the University of Wales in writing of the full circumstances of the case, and,
at the same time, the candidate shall be informed by the Institution of the
action being taken.
The University, in consultation with the Chair of the Examining Board, shall
subsequently arrange for the publication of such supplementary pass-list as
may be necessary.
4.2
if the verification procedure indicates that:
•
there has been no error;
•
any exceptional personal circumstances reported by the candidate have
already been considered;
•
there are no defects or irregularities in the conduct of the examinations or
in written instructions or advice relating thereto;
the Chair of the Examining Board shall inform the Academic
Registrar/Secretary, or equivalent senior officer, of the Institution concerned
in writing of this conclusion. Depending on the policy of the Institution
concerned, either the Chair, or the Institution’s Academic Registrar/Secretary,
or equivalent senior officer, shall in turn inform the candidate of this
conclusion, of the candidate’s right of appeal, that an appeal may only be
made on the grounds stipulated in paragraph 6 below and that such an appeal
must reach the Director of Academic Affairs (Ref: Appeals) within the
deadline stipulated in paragraph 5 below; a copy of the Procedure and of the
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Application Form for Appeal shall be enclosed with that letter which shall be
copied to the Director of Academic Affairs of the University of Wales.
4.3
if it transpires that:
•
there were exceptional personal circumstances which could have affected
the candidate’s performance adversely, of which the Examining Board
was unaware because the candidate did not report them at the appropriate
time;
•
the candidate has provided evidence of defects or irregularities in the
conduct of the examinations or in written instructions or advice relating
thereto of which the Examining Board had been unaware;
the action stipulated in paragraph 4.2 above shall apply. At the same time,
the Chair of the Examining Board shall inform the Director of Academic
Affairs of the University of Wales in writing of the full circumstances of the
case, adding comment where this is considered necessary.
Appeal
5.
Candidates in University examinations are only entitled to appeal against a decision
reached following the above process of verification. Any appeal shall be sent, in full,
in writing to the Director of Academic Affairs of the University of Wales (Ref:
Appeals) and must reach him/her not later than one month after the despatch to the
candidate of the verification of his/her result. Simple notice of appeal given in
writing by a candidate within the above deadline shall not be deemed to constitute an
appeal proper and shall not be accepted. The Chair shall, at an Appeal Board
meeting, have discretion to declare inadmissible any matter introduced by the
appellant, or by any member of staff or student accompanying the appellant, if he/she
deems it not directly related to the contents of the appeal previously lodged in writing
within the stipulated deadline.
6.
The University is only prepared to consider appeals which are based on one or both of
the following grounds:
7.
6.1
defects or irregularities in the conduct of the examinations or in written
instructions or in advice relating thereto, where there is a prima facie case
that such defects, irregularities or advice could have had an adverse effect on
the candidate’s performance;
6.2
exceptional personal circumstances where there is a prima facie case that
such circumstances could have had an adverse effect on the candidate’s
performance. (In appeals based on these grounds, the appellant must show
good reason why such personal circumstances were not made known to the
Examining Board before its meeting. Where a candidate could have reported
exceptional circumstances to the Examining Board prior to its meeting, those
circumstances cannot subsequently be cited as grounds for appeal.)
Appeals which question the academic judgement of examiners shall not be
admissible. Disagreement with the academic judgement of the appointed Examination
161
Board in assessing the merits of an individual piece of work, or in reaching any
assessment decision cannot in itself constitute grounds for an academic appeal.
8.
On receipt of an appeal the nominee of the Director of Academic Affairs, or his/her
nominee, shall acknowledge receipt normally within three working days and, where
appropriate to the circumstances of the case, consult the Head of the appellant’s
Department or the Chair of the relevant Examining Board. The appeal will then be
passed to the Pro-Vice Chancellor (Quality), or his/her nominee*, for consideration.
The appellant shall be provided with a written progress report within 25 working
days.
9.
10.
The Pro-Vice Chancellor (Quality), or his/her nominee∗ is required to disallow any
appeal normally within three months of its receipt:
9.1
which is based on factors which were known to the Examining Board
concerned when the candidate’s result was determined;
9.2
which introduces information which was known to, and could have been
reported by, the candidate prior to the meeting of the Examining Board.
If it is decided by the Pro Vice-Chancellor (Quality) or his/her nominee that there is a
prima facie case to be considered, he/ she may choose:
10.1
to refer the case back to the relevant Examining Board for further
consideration;
10.2 to refer the case to a full Appeal Board for decision.
11.
In accordance with Statute 19(5) and Statute 31(1)(g), the Appeal Board shall have
delegated powers to act on behalf of the Academic Board and shall consist of three
persons, at least two of whom shall be senior members of staff in accredited
institutions of the University of Wales.
12.
An appellant shall be offered a personal hearing by the Appeal Board and shall
accordingly be informed in advance of the time and date of the meeting. This shall
∗
An equivalent senior officer in the University Registry may be
nominated by the ProVice-Chancellor (Quality) to act on his/her
behalf
162
normally be within three months of receipt of the application for appeal. The
appellant may be accompanied, but not represented, by a member of the academic
or welfare or advisory staff of the Institution concerned or by a student or officer
of the Students’ Union at the Institution concerned, but not by any other individual.
Any person accompanying an appellant shall be asked by the Board to identify
themselves at the beginning of the proceedings and may be invited by the Board
during the hearing to speak in support of the case. The appellant may not send
another person to an Appeal Board in his/her stead.
13.
The Institution concerned shall be invited to send a member of staff to attend the
hearing and, at the invitation of the Chair of the Appeal Board, to contribute to the
hearing. The Institution Registry shall accordingly be informed in advance of the
time and date of the meeting and shall be provided with a copy of the candidate’s
application for appeal.
14.
The Appeal Board shall base its decision on the evidence of the appellant’s
submission and the testimony of the Chair of the Examining Board concerned,
together with any further evidence which it considers relevant.
15.
The decision of the Appeal Board shall be notified by the Director of Academic
Affairs or his/her nominee as soon as possible to the appellant, the Chair of the
Examining Board and the Academic Registrar/Secretary, or equivalent senior officer,
of the Institution concerned.
16.
The Appeal Board shall be empowered to take either of the following decisions:
16.1
that the appeal be rejected and no further action be taken;
16.2
that the matter be referred back to the relevant Examining Board.
In exceptional cases only, the Appeal Board may specify the composition of the
Examining Board.
Where the case is referred back to the Examining Board, the Appeal Board may,
where appropriate to the circumstances of the case, require an officer of the
163
University of Wales Registry to attend as observer the meeting of the Examining
Board.
17.
In the case of 16.1 above, the decision of the Appeal Board shall be final and the
matter shall, therefore, be regarded as closed. There shall be no discussion of the
decision of the Appeal Board with the appellant or any other person.
18.
In the case of 10.1 and 16.2 above, a full report, including recommendations or
advice where appropriate to the circumstances of the case - including all supporting
documentation - shall be sent by the Director of Academic Affairs or his/her nominee
to the Chair of the Examining Board and shall be considered by the Examining
Board. The decision of the Examining Board, together with a copy of a relevant
extract from its minutes, shall be sent by the Chair of the Examining Board to the
Director of Academic Affairs or his/her nominee within six working weeks of the
date of the appeal hearing. The Examining Board’s decision on whether any
adjustment should be made to marks or grades previously awarded shall be reported
back to the Appeal Board and shall be final. On receipt of this material, the Director
of Academic Affairs or his/her nominee may, in exceptional cases only, refer the case
to the Chair of the Appeal Board for review of the procedures followed. If it
transpires that a serious procedural irregularity has occurred, the case may be referred
back to the relevant Examining Board for reconsideration.
19.
An Examining Board’s decision on whether or not to adjust marks or grades
previously awarded may or may not alter the appellant’s overall examination result.
If the overall result is altered, the Chair of the Examining Board shall arrange for the
University to publish any supplementary pass-list which may be necessary. The
Director of Academic Affairs, or his/her nominee, shall inform the appellant in
writing of the decision of the Examining Board, and of the reasons for the decision.
20.
If, following a successful appeal, the Examining Board decides that a candidate has
qualified for a degree, such a candidate shall be admitted to that degree at the next
succeeding Degree Congregation. Alternatively, the Vice-Chancellor shall have
authority to deem such a candidate to have been admitted to the degree provided all
other necessary conditions for his/her admission have been met.
21.
The Vice-Chancellor shall also have authority to deem a candidate who has already
been admitted to a degree to have been admitted to a different class of degree if,
following a successful appeal, an Examining Board decides that the candidate’s
degree classification shall be amended. In such cases, the Director of Academic
Affairs or his/her nominee shall issue a replacement certificate upon the return by the
candidate of the original certificate.
164
22.
Where applicable, appropriate arrangements will be made in respect of candidates
who, following a successful appeal, are deemed by an Examining Board to have
qualified for the award of a certificate or diploma.
23.
The Appeal Board may make recommendations for consideration by the Academic
Board or by the institution concerned as appropriate on any matter arising from the
consideration of appeals.
24.
Pursuant to the Higher Education Act 2004, the Office of the Independent
Adjudicator for Higher Education (the OIA) has been designated by the National
Assembly for Wales from 1 January 2005 as the operator of an independent scheme
in Wales for the review of student complaints.
Once all the relevant University of Wales procedures above have been exhausted a
candidate may submit a complaint to the OIA. Any such complaint must be
submitted by sending a completed Scheme Application Form together with all
relevant information to the OIA within three months of the date on the “Completion
of Procedures Letter” from the University of Wales upon completion of its internal
procedures. A Scheme Application Form can be obtained from the University of
Wales Registry (Ref: Appeals), downloaded from the OIA website
www.oiahe.org.uk or by telephoning or writing to the OIA. The contact details for
the OIA are as follows:
Tel: 0118 959 9813
165
UNIVERSITY OF WALES VERIFICATION AND APPEALS PROCEDURE
166
167
STAGE 1
STAGE 2
STAGE 3
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Bilag I: The Student Complaints Procedure
Student Complaints Procedure
169
VALIDATION BOARD : STUDENT COMPLAINTS PROCEDURE
1.
GENERAL INFORMATION
The following complaints procedure is designed for use by students registered on validated schemes of the
University of Wales, in instances when it is not possible to invoke an existing University of Wales
procedure. This procedure is intended to incorporate the principles of natural justice and procedural
•
a person making a decision in a case should declare any personal interest they have in the
proceedings;
•
•
•
each party should be given the opportunity to ask questions and contradict the evidence of an
opposing party;
•
a decision maker should take into account all relevant considerations and extenuating
circumstances and ignore any irrelevant considerations;
•
Wherever possible, the University would wish to see any complaint resolved as close as possible to its
point of origin, and with a minimum of formality. The following procedure should apply where this has
been investigated, and found to be not possible. It is important at all stages of the complaints process for
all parties to be clear as to whether a complaint is being handled informally of through a formal procedure.
In some cases the University may be willing to meet reasonable expenses incurred by the complainant in
the course of pursuing his/her complaint. Informal advice about invoking this procedure including
arrangements for the meeting of reasonable expenses can be obtained from the University of Wales
Registry, King Edward VII Avenue, Cathays Park, Cardiff, CF10 3NS or by emailing student
[email protected].
A diagram outlining the entire complaints process is included at the back of this booklet for easy reference.
This procedure applies to:
Complaints arising from a student’s educational experience, other than disputes relating to assessment
and examinations (see below);
170
Complaints in respect of academic and/or administrative support or other services provided by a
validated institution or the University of Wales;
Complaints regarding alleged harassment by staff of the validated institution or of the University of
Wales;
Complaints arising from alleged discrimination by staff of the validated institution or of the University
of Wales in relation to gender, race, disability, sexual orientation or otherwise.
This list is not exhaustive – complaints falling outside those listed above will be considered and
investigated at the discretion the Chair of the Validation Board.
The investigation of formal complaints relating to matters which have occurred more than twelve months
previously will be investigated at the discretion the University.
This procedure does not apply to:
Candidates wishing to appeal against an academic decision – separate procedures exist for such
appeals. Candidates should also note that appeals against the academic judgement of examiners cannot
be accepted;
Disciplinary matters – these should be dealt with in accordance with separate procedures in place
within the validated institution, though complaints will be accepted against the disciplinary procedure
process and/or outcome;
Fitness to Practise issues - these should be dealt with in accordance with the University of Wales
Fitness to Practise Procedure (Collaborative Partner Institutions).
2.
SUBMISSION OF A COMPLAINT
171
All correspondence regarding complaints, including submission of complaints and informal advice
regarding complaints, should be submitted to:
University of Wales Validation Unit
Cathays Park
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(email: [email protected])
All student complaints relating to validated provision shall be considered by a designated member
of the Validation Board. If necessary, the designated member of the Validation Board considering
the case shall have access to appropriate legal advice.
3.
STAGE ONE
In order to make a formal complaint, the student concerned should submit the attached Complaints Form
and attach any supporting evidence to: the University of Wales Validation Unit (ref: Student Complaints) at
the address above. The Form can be submitted electronically, though certified copies of documents (e.g.
medical certificates) may be requested. Should a student prefer the complaint to remain anonymous and it
is feasible to do so, the Validation Unit shall seek to respect the student’s wishes.
The Validation Unit will confirm receipt of the complaint to the student normally within 5 working days
and will liaise with the designated member of the Validation Board regarding the complaint.
The Validation Unit shall contact the Institution concerned and request a response to the complaint, to be
received by the Validation Unit normally within 10 working days. Copies of the initial complaint and
Institution’s response shall be forwarded to the designated member of the Validation Board for
consideration.
The designated member of the Validation Board considering the case will liaise with colleagues in the
Validation Unit to formulate a written response to the complaint, normally within 10 working days of the
complaint being received by the Validation Unit. The response, and details of any action to be taken in the
light of the complaint, will be sent by the Validation Unit to the student and to the Institution.
The outcomes available are as follows:
(a) Complaint not upheld.
(b) Complaint upheld in whole or in part.
172
(c) In the event of a complaint being upheld in whole or in part, recommendations should be made in
respect of remedial action required. A response may be required from the institution concerned, within a set
timeframe.
Alternatively, the designated member of the Validation Board considering the case may decide that a
meeting with the student and/or representatives of the Institution is necessary. In such instances, the
Validation Unit shall make the necessary arrangements and a Validation Unit staff member will join the
designated Validation Board member considering the case at the meeting. The meeting shall be held via
telephone or videoconference if necessary. In the event of a meeting being held, the student and Institution
shall have access to all relevant documentation relating to the complaint. The student may be accompanied,
but not represented, by a member of the academic or welfare or advisory staff of the Institution
concerned or by a student or officer of the Students’ Union at the Institution concerned, but not by any
other individual. Any person accompanying a complainant shall be asked by the member of the Board
considering the case to identify themselves at the beginning of the meeting and may be invited during the
hearing to speak in relation to the case. The appellant may not send another person to a hearing in his/her
stead.
(b) Complaint upheld in whole or in part.
timeframe.
Following a meeting, the designated member of the Validation Board considering the case will liaise with
staff in the Validation Unit to formulate a written response to the complaint, normally within 10 working
days of the meeting taking place. The response, and details of any action to be taken in the light of the
complaint, will be sent by the Validation Unit to the student and to the Institution.
4.
STAGE TWO: APPEAL AGAINST OUTCOME
If a student is not satisfied with the outcome of the Stage One investigation of the complaint,
he/she may submit an appeal against the outcome within 10 working days of the written
judgement being issued by the Validation Unit. This should not be confused with an academic
appeal.
The appeal should be submitted to the Vice Chancellor, c/o the University of Wales Registry,
King Edward VII Avenue, Cathays Park, Cardiff, CF10 3NS (ref: Student Complaint), and should
indicate in writing why the response to the complaint is not satisfactory. Taking into account all
the previous attempts at resolution, the Vice Chancellor (or his/her nominee) will decide whether a
173
further complaint hearing is required, and will normally communicate his/her decision to the
student within 10 working days of the appeal against the outcome being received.
Should such a complaint hearing be required, it will be chaired by the Vice Chancellor or his/her
nominee with two senior academic or administrative members of staff of accredited or affiliated
institutions of the University of Wales who are unrelated to the complaint. A member of staff from
the University Registry will act as secretary to the Panel. The complaints hearing will normally
meet within one calendar month of the appeal against the outcome being received.
The student (and if deemed necessary staff from the institution) will be invited to any meeting but the
meeting shall be held via telephone or videoconference if necessary. In the event of a meeting being held,
the student (and if deemed necessary the institution) shall have access to all relevant documentation
relating to the complaint. The student may be accompanied, but not represented, by a member of the
academic or welfare or advisory staff of the Institution concerned or by a student or officer of the
Students’ Union at the Institution concerned, but not by any other individual. Any person accompanying
the appellant shall be asked by the Board to identify themselves at the beginning of the proceedings and
may be invited by the Board during the hearing to speak in support of the case. The appellant may not send
another person to a hearing in his/her stead.
(b) Complaint upheld in whole or in part
timeframe.
Following a meeting, Panel members will liaise with staff in the University Registry to formulate a written
response to the complaint *, normally within 10 working days of the meeting taking place. The written
response to the complaint, and details of any action to be taken in the light of the complaint, will be sent by
the University Registry to the student and to the Institution.
[* Completion of Procedures Letter]
174
5. STAGE THREE: APPEAL TO THE OFFICE OF THE INDEPENDENT
ADJUDICATOR
Pursuant to the Higher Education Act 2004, the Office of the Independent Adjudicator for Higher
Education (the OIA) has been designated by the National Assembly for Wales from 1 January
2005 as the operator of an independent scheme in Wales for the review of student complaints.
Once all the relevant University of Wales procedures above have been exhausted, a candidate may apply to
the OIA for a review of the complaint. Any such application must be submitted by sending a completed
Scheme Application Form together with all relevant information to the OIA within three months of the date
on the “Completion of Procedures Letter” from the University of Wales upon completion of its internal
procedures. A Scheme Application Form can be obtained from the University of Wales Registry,
downloaded from the OIA website www.oiahe.org.uk or by telephoning or writing to the OIA. The contact
details for the OIA are as follows:
Tel: 0118 959 9813
6.
MONITORING AND EVALUATION
The nature, incidence and outcomes of complaints will be regularly monitored and an annual report made
to the Validation Board in this respect.
175
STUDENT COMPLAINTS PROCEDURE FORM
Before proceeding with the complaint please ensure that you are familiar with the student complaints
procedure. Wherever possible, the University would wish to see any complaint resolved as close as possible to
its point of origin, and with a minimum of formality. The following procedure should apply where this has been
investigated, and found to be not possible.
The form should be completed in full, any supporting documentation should be attached securely. You are also
advised to retain copies of all documentation.
Full Name
Address for
Correspondence
E-Mail Address:
Telephone Number:
Institution Studied at:
Programme Studied:
Dates you were enrolled
on the programme:
YOUR COMPLAINT
Please set out the main points of your complaint. Please include:
•
•
details of how this was raised initially within the validated institution (and with whom);
any supporting documentation or other evidence. [This might include a chronology listing in date order
all letters, phone calls and meetings that are relevant to your complaint, a list of the rules and
regulations of the institution/University that you think are relevant to your complaint, a signed
statement from any third party who can provide evidence relevant to your complaint.]
176
[Please continue on a separate sheet(s), if necessary]
WHAT WOULD YOU LIKE DONE ABOUT YOUR COMPLAINT?
DECLARATION
I understand that:
You will first decide whether the complaint is eligible under the rules.
You will send a copy of the form and supporting evidence to my institution.
You will need to handle personal details about me, which could include sensitive information (for example,
relating to health matters), in order to deal with my complaint effectively.
You may need to exchange information about my complaint with the institution and with other persons and
organisations (for example to find out important facts relating to my complaint).
You will keep my personal information confidential except as is necessary to deal with the complaint as set out
above.
I agree to the above and confirm that I believe the facts stated in this application are true:
Signed:
Date:
………………………………………
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………………………...
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Bilag J: The Fitness to Practice Procedure
Fitness to Practise
Procedure
Applicable to:
•
Candidates registered on any programme offered at a Collaborative
Partner Institution of the University of Wales which leads directly to, or
that satisfies a necessary condition, of a professional qualification and/or
which gives the right to practise in one or more professions.
179
University of Wales Registry,
King Edward VII Avenue,
Cathays Park,
Cardiff CF10 3NS
180
Procedural Fairness and Informal Advice
This procedure is intended to incorporate the principles of natural justice and procedural
•
a person making a decision in a case should declare any personal interest they
have in the proceedings;
•
•
•
each party should be given the opportunity to ask questions and contradict the
evidence of an opposing party;
•
a decision maker should take into account all relevant considerations and
extenuating circumstances and ignore any irrelevant considerations;
•
Informal advice about this procedure can be obtained from the University of Wales Registry,
King Edward VII Avenue, Cathays Park, Cardiff, CF10 3NS (Ref: Fitness to Practice) or by
emailing [email protected]
181
Fitness to Practise Procedures
The University has established a Fitness to Practise Procedure for candidates registered on
schemes of study at Collaborative Partner Institutions of the University of Wales.
The Fitness to Practise Procedure
Is applicable to:
•
Candidates registered on any programme offered at a Collaborative
Partner Institution of the University of Wales which leads directly to, or
which satisfies a necessary condition, of a professional qualification
and/or which gives the right to practise in one or more professions.
182
Fitness to Practise Procedures
Each Collaborative Partner Institution of the University shall inform candidates for University
examinations prior to enrolment and at the commencement of each session of the following Fitness to
Practise Procedure. A copy of this procedure should be included in any student handbook issued to
candidates at the commencement of their scheme of study.
1.
Introduction
On enrolling on a scheme of study offered by the University of Wales, students are required
to comply with the regulations and procedures of the University. These regulations and
procedures apply equally offsite and in various placement settings arising as a requirement
of a validated scheme of study.
In addition to meeting the learning outcomes of a scheme of study candidates must satisfy
the University that in respect of their health and conduct they do not constitute a risk to
patients or professional clients and meet the requirements of professional bodies.
When necessary, action should be taken under fitness to practise procedures to:
•
•
•
•
Protect present or future patients, service users or clients;
Protect the Institution and subsequently the University against a legal suit brought
by someone claiming to have suffered loss or harm as a result of a student proving
after qualification to be unfit to practise;
Ensure candidates do not waste time and money seeking a qualification for which
they are not suited;
Comply with the requirements of professional bodies.
In all cases a student will be presumed to be innocent of any allegation until proven
otherwise.
Confidentiality will be maintained in all proceedings unless the Vice Chancellor directs
otherwise.
2.
Any candidate registered on a programme of study offered at a Collaborative Partner
Institution of the University of Wales which leads directly to, or which satisfies a necessary
condition of a professional qualification, and/or which gives the right to practise in one or
more professions shall not engage in any conduct which renders him/her not fit to be
admitted to and practise that professional or calling.
183
3.
Examples of Circumstances that might render a Candidate Unfit to Practise
These examples are not exhaustive and other cases may fall within the general definition of
unfitness to practise.
4.
•
acting in a violent manner on or away from University premises;
•
exploiting the vulnerability of a patient or professional client to establish a sexual
relationship;
•
chronic drug or alcohol abuse;
•
offences against the vulnerable, including children, the elderly and the mentally
incapacitated;
•
conviction of a criminal offence;
•
failure to rectify behaviour that has been subject to any disciplinary actions under
the University’s regulations;
•
any other circumstance which may call into question a student’s fitness to be
admitted to and practise their professional calling.
Preliminary Investigations
4.1 Each Collaborative Partner Institution has a duty to ensure its students’ fitness to practise
and will have its own internal monitoring arrangements.
4.2 Collaborative Partner Institutions should ensure that the attention of applicants is drawn to
disciplinary and other regulations that are relevant to fitness to practise before initial
registration.
4.3 Any concerns that a student enrolled on a programme coming under the scope of these
regulations may have acted in a way, or may suffer from a health problem, which may
render that student unfit to practise should be made to the Head of the Collaborative Partner
Institution in writing. The person who makes the information known should identify himself
or herself. In exceptional circumstances the Head of the Collaborative Partner Institution
may allow the person offering the information to remain anonymous, providing that this will
not prejudice proceedings.
4.4 On receipt of a report such as that described in 4.3 the Head of the Collaborative Partner
Institution should normally review the case and decide as to whether the concerns raised
should be dealt with under point 4.5 of this procedure within 5 working days.
4.5 Where it is considered that misconduct may have taken place or that relevant health
problems exist, this shall be the subject of a preliminary investigation. The investigation will
be carried out by a Panel comprising the Head of Department or Dean concerned or his/her
nominee and a senior academic, where possible, from another department. The Head of the
Collaborative Partner Institution shall nominate a Secretary to the Panel. The preliminary
investigation should normally have taken place and a decision been reached within 1 month
of the receipt of the report by the Head of the Collaborative Partner Institution.
184
4.6 Preliminary investigations shall consist of an informal interview with the student by the
Panel. No fewer than 5 working days in advance of the interview, the student shall be
informed in writing by the Secretary to the Panel of the details of the alleged misconduct or
health problems and shall be provided with a copy or details of any report which may have
been provided to the Head of Department. The student will also be notified of the date, time
and location of the interview and of his/her entitlement to be represented or accompanied by
a friend, adviser or representative who may speak on their behalf but may not be a solicitor
or barrister acting in a professional capacity. Any person accompanying and/or representing
the candidate shall be asked by the Board to identify themselves at the beginning of the
proceedings and may be invited by the Board during the hearing to speak in reference to the
case. A candidate who intends to be accompanied and/or represented shall inform the
Secretary of the name of the person accompanying and/or representing him/her in writing in
advance of the meeting.
4.7 The purpose of the preliminary investigation will be to determine whether a prima facie case
exists. The Secretary to the Panel shall provide a report of the Panel’s findings detailing the
outcome of the preliminary investigation.
4.8 Following such a determination the Panel shall have discretion to:
•
dismiss a complaint;
•
(where appropriate) issue a formal reprimand. This will be noted on the candidate’s
academic record. The reprimand will include a warning that from then on the
candidate’s conduct will be monitored closely and that this warning will be taken
into account should any other disciplinary measures be imposed in response to any
subsequent case of inappropriate conduct on his/her part;
•
refer the case to a Fitness to Practise Committee.
4.9 Within 5 working days of the preliminary investigation taking place the candidate will be
notified in writing of the decision reached by the Panel and any subsequent action to be
taken.
4.10 At the same time the Secretary to the Preliminary Investigation Panel shall send to the Vice
Chancellor (Ref: Fitness to Practise) of the University of Wales a copy of the report on the
preliminary investigation and a copy of the letter sent to the candidate informing him/her of
the decision and the penalty imposed, where appropriate.
185
5. Functions of the Committee on Fitness to Practise
5. 1
The committee has the following distinct functions:
to consider cases of students who are registered on any programme which leads directly to,
or that satisfies a necessary condition of, a professional qualification and/or which gives the
right to practise in one or more professions which are referred to the committee on either of
the following grounds:
•
any conduct which may render that candidate not fit to be admitted to and practise
that profession or calling
•
any health problem which may render that candidate not fit to be admitted to and
practise that profession or calling.
6. Establishment of a Committee on Fitness to Practise
6.1 On receipt of a referral by the Preliminary Investigation Panel, the Head of the Collaborative Partner
Institution shall arrange for an appropriate Committee on Fitness to Practise to be convened as soon
as possible, normally within 6 working weeks of the case being referred, and for a member of the
institution’s Academic Registry or equivalent to act as Secretary to the Committee.
6.2 Each Committee on Fitness to Practise shall normally consist of 3 members selected by the Head of
the Collaborative Partner Institution from amongst the Academic Staff. Normally a Panel will
comprise a senior academic relevant to the candidates’ programme and two other members of the
academic staff. Where possible these persons will not have been associated with the teaching of the
candidate. Members of the Fitness to Practise Committee shall not have been involved in the
preliminary investigation. The Chair of the Committee shall be designated by the Head of the
Collaborative Partner Institution from amongst the three members of the Panel. Where it is deemed
helpful to do so, an appropriately experienced person from a professional body may be may be
appointed as an adviser to the Committee at the discretion of the institution concerned.
6.3 All institutions shall invite the Director of Academic Affairs of the University of Wales or his/her
nominee to attend, as an observer, all meetings of the Committee on Fitness to Practise. The
Academic Registry of the institution concerned shall supply to the Director of Academic Affairs of
the University of Wales details of the allegations of unfitness to practise and any other information
relevant to the meeting of the Committee.
6.4 Meetings of the Committee on Fitness to Practise shall normally be held on a campus of the
institution concerned unless alternative arrangements have been agreed with the University.
6.5 As soon as reasonably practicable after the appointment of the Committee (and bearing in mind the
University of Wales’ expectation that such cases should be heard normally within 6 working weeks
of the referral being communicated to the candidate) the Secretary to the Committee shall:
(i)
notify the Chair and members of the Committee on Fitness to Practise of the date, place and
time of the meeting and supply them with copies of the referral and of any statements or
documents;
(ii)
inform the candidate of the date, place and time of the Committee’s meeting and that he/she
has the right to be represented or accompanied, to hear all the evidence, to call and question
witnesses and to submit other evidence;
(iii)
send to the candidate copies of statements of witnesses and of documents to be placed before
the Committee, and offer the candidate an opportunity to indicate any statement or
documents which may be in dispute.
186
6.6 Documentary evidence shall be sent by the candidate to the Head of the Collaborative Partner
Institution prior to the date of the meeting and circulated to members of the Committee. Any further
evidence made available on the date of the meeting may be presented to the Committee at the
discretion of the Chair.
6.7 The candidate shall be required to inform the Secretary as to whether or not he/she intends to attend
the meeting of the Committee. Should the candidate indicate that he/she does not wish to attend the
meeting the Committee will proceed in his/her absence. In such a case the student may elect to be
represented at the meeting. Where no response is received from the candidate there may be one
postponement of the Committee pending to establish whether the candidate has received the
communication.
6.8 A candidate who intends to be accompanied and/or represented shall inform the Secretary of the
name of the person accompanying and/or representing him/her in writing in advance of the meeting.
The candidate will have been notified of his/her entitlement to be represented or accompanied by a
friend, adviser or representative who may speak on their behalf but may not be a solicitor or barrister
acting in a professional capacity. Any person accompanying and/or representing the candidate shall
be asked by the Board to identify themselves at the beginning of the proceedings and may be invited
by the Board during the hearing to speak in reference to the case.
6.9 Should a candidate not attend the meeting of the Committee, having previously indicated to the
Secretary that he/she would attend, the meeting shall proceed in his/her absence provided that all
reasonable means have been taken to contact the candidate.
7. Procedure during the meeting
7.1 A member of the Preliminary Investigation Panel shall be appointed by the Head of the
Collaborative Partner Institution to present the case against the candidate, calling such witnesses and
presenting such evidence as he/she thinks fit. Additional documentary evidence in support of the
case against the student may only be presented to the Committee on the day of the hearing, at the
discretion of the Chair.
7.2 Members of the Committee on Fitness to Practise may ask questions of the candidate, the member of
the Preliminary Investigation Panel presenting the case and of the witnesses. The candidate may
question the witnesses called by the Preliminary Investigation Panel.
7.3 The candidate shall have the right to hear all the evidence brought against him/her, to call and to
question witnesses, and to submit other evidence. Additional documentary evidence may only be
presented to the Committee on the day of the hearing at the Chair’s discretion. The Chair may invite
contributions from the person accompanying the candidate; this person may not otherwise speak, or
question witnesses or present other evidence.
7.4 Witnesses shall be concerned only with evidence relating directly to the case and shall normally
withdraw after questioning. The Chair may wish to consider allowing witnesses to remain in the
hearing throughout the submission of evidence. The agreement of both parties to this shall be
obtained in advance of its occurrence.
7.5 When the submission of evidence and the questioning of witnesses are completed, all persons other
than the members of the Committee, the Secretary and observer(s) from the University of Wales
Registry, if present, shall withdraw.
7.6 The Chair of the Committee may agree to an adjournment of the hearing following a reasonable
request from any party.
7.7 The Committee shall then consider whether a case for unfitness to practise may exist and if so what
penalties should be imposed. When making a decision the Committee may take into consideration
any penalty previously imposed on the candidate for breach of a University Regulation. The
187
Committee may also take into consideration any medical or character assessments and call for a
background report from the Head of Department or any other records pertaining to the candidate.
8. Penalties available to the Committee on Fitness to Practise
8.1 On reaching a decision the Committee shall then consider whether any penalty should be imposed.
Penalties may include:
(i)
permitting the candidate to continue with the programme under close supervision and/or
specified conditions;
(ii)
suspending the studies of the candidate for a specified time with conditional return;
(iii)
recommending any other action considered appropriate and reasonable by the Committee to
enable the candidate’s successful completion of the remainder of the programme;
(iv)
requiring that the candidate’s studies on a programme leading to a professional qualification
be terminated, but recommending instead enrolment for an alternative academic
qualification;
(v)
requiring that the student studies on a programme be terminated and that his/ her enrolment
as a student should cease.
9. Action to be taken following a meeting of a Committee on Fitness to Practise
9.1 Where it proves impossible to allow a candidate to continue his/her course of study because the
candidate is deemed incapable of completing it and will therefore not be fit to practise, the student’s
registration may be suspended and every effort should be made to offer an appropriate alternative
course of study.
9.2 Where registration is permitted to continue under specified conditions, the department will monitor
progress and report any failure to meet the conditions set to the Secretary of the Committee on
Fitness to Practise.
9.3 Any decision of the Committee on Fitness to Practise should be communicated to the candidate
within 5 working days specifying any action to be taken.
9.4 At the same time the Secretary to the Committee shall send to the Vice Chancellor (Ref: Fitness to
Practise) of the University of Wales a copy of the report of the meeting of the committee and a copy
of the letter sent to the candidate informing him/her of the decision and the penalty imposed, where
appropriate.
9.5
The Vice Chancellor or his/her nominee shall submit a report on the outcome of each case of
unfitness to practise considered in accordance with the procedure set out above to the next available
meeting of the Academic Board of the University of Wales.
10. Candidates Right to Appeal
10.1
Candidates shall have the right to appeal against the decisions of the Committee on Fitness to
Practise. (See Appendix 1)
188
APPENDIX
Appeals by candidates considered under UoW Fitness to Practise Regulations
1
The University is only prepared to consider appeals which are based on one or both of the following
grounds:
1.1
irregularities which occurred under the Fitness to Practise Procedure process, which are of
such a nature as to cause reasonable doubt whether the Committee would have reached the
same decision had they not occurred;
1.2
exceptional personal circumstances which were not known to the Committee at the time that
the candidate’s case was considered, and which can be shown to be relevant to the
suggestion of unfitness to practise. (In appeals based on these grounds the appellant must
show good reason why such personal circumstances were not made known to the Committee
on Fitness to Practise before its meeting. Where a candidate could have reported exceptional
personal circumstances to the Committee prior to its meeting, those circumstances cannot
subsequently be cited as grounds for appeal.)
2
Any appeal against a decision of a Committee on Fitness to Practise (including any penalty imposed)
shall be sent in full, in writing to the Vice Chancellor (Ref: Appeals), University of Wales Registry,
King Edward VII Avenue, Cathays Park, Cardiff CF10 3NS, and must reach him/her not later than
one month after despatch to the candidate of the Committee’s decision. Simple notice of appeal
given in writing by a candidate within the above deadline shall not be deemed to constitute an appeal
proper and shall not be accepted. The Chair shall, at an Appeal Board meeting, have discretion to
declare inadmissible any matter introduced by the appellant, or by any member of staff or student
accompanying the appellant, if he/she deems it not directly related to the contents of the appeal
previously lodged in writing within the stipulated deadline.
3
On receipt of an appeal, the Director of Academic Affairs, or his/her nominee, shall acknowledge
receipt, normally within three working days and, where appropriate to the circumstances of the case,
consult the Chair of the Committee on Fitness to Practise and/or the Head of the Collaborative
Partner Institution concerned. The appeal will then be passed to the Pro Vice-Chancellor (Quality),
or his her nominee9, for consideration. The appellant shall be provided with a written progress report
within 25 working days.
4
The Pro Vice-Chancellor (Quality), or his/her nominee, is required to disallow an appeal normally
within three months of its receipt:
5
4.1
which is based on factors which were known to the Committee on Fitness to Practise when
the penalty was imposed;
4.2
which introduces information which was known to, and could have been reported by, the
candidate prior to the meeting of the Committee.
If it is decided by the Pro Vice-Chancellor (Quality) or his/her nominee that there is a prima facie
case to be considered, he/she may choose:
5.1
5.2
to refer the case back to the relevant Examining Board for further consideration;
to refer the case to a full Appeal Board for decision.
9
An equivalent senior officer in the University Registry may be nominated by
the Pro-Vice Chancellor (Quality) to act on his/her behalf
189
6
In accordance with Statute 19(5) and Statute 31(1)(g) the Appeal Board shall have delegated powers
to act on behalf of the Academic Board and shall consist of three persons, at least two of whom shall
be senior members of staff in accredited institutions of the University of Wales.
12
Where a new Committee on Fitness to Practise is required to re-hear a case, the
membership of that Committee should be entirely different from that of the previous Committee.
The new Committee shall not be provided with any evidence of any penalty imposed by the
previous Committee, or details of any other matter discussed by the previous Committee or Appeal
Boar, other than that it is re-hearing a case on appeal.
7
An appellant shall be offered a personal hearing by the Appeal Board and shall accordingly be
informed in advance of the time and date of the meeting. The appellant may be accompanied by a
member of the academic or welfare or advisory staff of the Institution concerned or by a student or
officer of the Students’ Union at the Institution concerned, but not by any other individual. Any
person accompanying the appellant shall be asked by the Board to identify themselves at the
beginning of the proceedings and may be invited by the Board during the hearing to speak in support
of the case. The appellant may not send any other person to an Appeal Board in his/her stead.
8
The Institution concerned shall be invited to send a member of staff to attend the hearing and, at the
invitation of the Chair of the Appeal Board, to contribute to the hearing. The Institution Registry
shall accordingly be informed in advance of the time and date of the meeting and shall be provided
with a copy of the candidate’s application for appeal.
9
The Appeal Board shall base its decision on the evidence of the appellant’s submission and the
testimony of the Chair of the Committee on Fitness to Practise concerned, together with any further
evidence which it considers relevant.
10
The decision of the Appeal Board, and recommendations or advice where appropriate to the
circumstances of the case, shall be conveyed by the Vice Chancellor of the University, or nominee as
soon as possible to the appellant, the Chair of the Committee on Fitness to Practise and to the Head
of the Collaborative Partner Institution concerned.
11 The Appeal Board shall be empowered to take one of the following decisions:
11.1 to reject the appeal;
11.2
to disallow the original penalty and to refer the case back to the original Committee on
Fitness to Practise for a review of the penalty imposed;
11.3 to require a new Committee on Fitness to Practise to re-hear the case.
An obligation to hear the case on the basis of the facts presented before them at the hearing
and not in the light of anything that they may have heard or discovered outside the
Committee, shall be framed within any Terms of Reference applying to the Committee
members.
190
13
The decision of the Appeal Board shall be final, and the matter shall, thereafter, be regarded as
closed. There shall be no discussion of the decision of the Appeal Board with the appellant or
any other person.
14
If an appeal is upheld, the Vice Chancellor or nominee, shall in consultation with the Chair of the
Examining Board, arrange for the publication of such supplementary pass-list as may be
necessary.
15
If, as a consequence of a successful appeal a candidate is regarded as having qualified for a
degree, such a candidate shall be admitted to that degree at the next succeeding Degree
Congregation. Alternatively, the Vice-Chancellor shall have authority to deem such a candidate
to have been admitted to his/her degree provided all other necessary conditions for his/her
admission have been met.
16
The Vice-Chancellor shall also have authority to deem a candidate who has already been
admitted to a degree to have been admitted to a different class of award if, following a successful
appeal, the Examining Board decides that the candidate’s degree classification shall be amended.
In such cases, the Vice Chancellor or his/her nominee shall issue a replacement certificate upon
the return by the candidate of the original certificate.
17
Where applicable, appropriate arrangements will be made in respect of candidates who,
following successful appeal, are deemed by an Examining Board to have qualified for the award
of a certificate or diploma.
18
The Appeal Board may make recommendations for consideration by the Regulations and Special
Cases Committee or the Academic Board as appropriate on any matters arising from the
consideration of appeals.
19
Pursuant to the Higher Education Act 2004, the Office of the Independent Adjudicator for Higher
Education (the OIA) has been designated by the National Assembly for Wales from 1 January 2005
as the operator of an independent scheme in Wales for the review of student complaints.
Once all the relevant University of Wales procedures above have been exhausted a candidate may
submit a complaint to the OIA. Any such complaint must be submitted by sending a completed
Scheme Application Form together with all relevant information to the OIA within three months of
the date on the “Completion of Procedures Letter” from the University of Wales upon completion of
its internal procedures. A Scheme Application Form can be obtained from the University of Wales
Registry (Ref Appeals), downloaded from the OIA website www.oiahe.org.uk or by telephoning or
writing to the OIA. The contact details for the OIA are as follows:
Tel: 0118 959 9813
191
Cathays Park
CARDIFF
CF10 3NS
192

Studiehåndbog for BA-uddannelsen i teologi 2011

Transcription

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