THEO2391: EARLY CHRISTIAN DOCTRINE: TRINITY ANDCHRISTOLOGY

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• To trace the development of Christian theology in the early patristicperiod, especially focusing on Christology and the doctrine of the Trinity.
• To set doctrinal developments in the context of selected practicesof Christianity in the patristic period.
• To expose students to primary texts by major patristic authors andtexts and teach them skills of close analysis of texts.

• The module traces the development of doctrine through theearly patristic period (from the second to the fifth century). The main focus will be on the 'classical' debates fromthe council of Nicaea (325AD) to the council of Chalcedon (451AD). The examination will include: the doctrine of the Trinity, the person ofChrist, human salvation and sanctification. The doctrinal developmentswill be set in the context of the church's communal worship and readingof the Bible, probing the question of the relation between doctrine andthe church's life and practice.

Subject-specific Knowledge:

• A knowledge and critical understanding of doctrinal development in the period, especially with respectto Christology and the doctrine of the Trinity.
• A knowledge and critical understanding of selected areas of Christian practice.

Subject-specific Skills:

• Ability to analyze primary texts theologically, showingappropriate knowledge of interpretative issues and the background ofdoctrinal development.

Key Skills:

• Skills in the acquisition of information through reading andresearch, and in the structured presentation of information in writtenform.

• The course will be taught with a mixture of lectures,seminars and tutorials.
• Lectures will trace the development of doctrine, outlining the theology of the authors of the recommended primary texts and will also provide an introduction to worship in the period andpatristic Biblical exegesis and hermeneutics. Lectures convey information and exemplify an approach to the subject-matter, enabling students to develop knowledge and a clear understanding of the subject, and to improve their skills in evaluating information.
• Seminars will focus on the recommended primary texts andteach skills of close reading and interpretation of texts in a varietyof genres (e.g., doctrinal, exegetical and liturgical). Seminars enhance subject-specific knowledge and understanding both through preparation and through interaction with students and staff, promoting awareness of different viewpoints and approaches, and enhancing skills in the analysis of texts, concepts and arguments.
• Tutorials provide feedback on student work and the opportunityto discuss specific issues in detail, enhancing student knowledge andwriting skills.
• Formative essays develop subject-specific knowledge and understanding, along with student skills in the acquisition ofinformation through reading and research, and in the structuredpresentation of information in written form.
• Summative essays assess subject-specific knowledge and understanding, along with student skills in the acquisition ofinformation through reading and research, and in the structuredpresentation of information in written form.
• The final year examination will assess subject-specific knowledge and understanding, along with student skills in the structured presentation of information in written form under time constraints.

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