THEO2561: Augustine of Hippo

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• None.

• To introduce students to the world and thought of Augustine of Hippo (354-430) as a key figure in the development of early Christianity;
• To provide students with the knowledge and skills necessary for interpreting other early Christian texts;
• To prepare students for the skills and knowledge needed to undertake a dissertation in the final year.

• This module will explore one of the most important thinkers in the history of western Christianity, Augustine of Hippo. Students will be introduced to the development of his thought, to some of his key texts, and to the world in which he lived and wrote. There will be a balance of texts studied from the more complex (such as the City of God), to letters and sermons. The major controversies of his life will be introduced, with a focus on understanding a) his conception of the human being as rational and as driven by desire, and b) his conception of God and Gods actions in history to restore the human being to correction desiring and thinking. The course is also intended to give students the opportunity to think about the interrelationship of ideas in one thinker, rather than in detached and abstract fashion.

Subject-specific Knowledge:

• A knowledge and critical understanding of a key figure of early Christianity
• Detailed study of selected texts and controversies.

Subject-specific Skills:

• An ability to engage key texts, historical, theological, biblical, and philosophical with critical depth;
• Advanced skills in the application of historical methods.

Key Skills:

• Skills in the acquisition of information through reading and research, and in the structured presentation of information in written form.

• Lectures convey information and exemplify an approach to the subject-matter, enabling students to develop a clear understanding of the subject and to improve their skills in listening and in evaluating information.
• Seminars enhance subject-specific knowledge and understanding both through preparation and through interaction with students and staff, promoting awareness of different viewpoints and approaches.
• Take-home examinations assess subject-specific knowledge and understanding, along with student skills in the structured presentation of information concerning studied texts.
• Optional formative work gives students the opportunity to prepare for summative work and integrate what they have learned.
• Summative essays assess subject-specific knowledge and understanding, along with student skills in the acquisition of information through reading and research, and in the structured presentation of information in written form.

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