BA Single Honours Theology and Philosophy (full-time)

This module provides the foundational knowledge and critical skills needed to understand the dynamic relationship between sacred texts, religion and society. It considers how the Jewish and Christian scriptures were produced, and the different ways in which they have been interpreted and applied to different issues throughout history and in the present day.

This module focuses on the relationship between the academic study of religion and its place in ‎society and the workplace. First, it introduces students to the skills ‎necessary to research religious studies both inside and outside the classroom, partly through visits to ‎religious centres in the Birmingham area. Second, it aims to equip students with the knowledge and ‎self-management skills to make informed choices in preparing for work placement and the transition ‎to employment or further study on graduation.

This module explores the role of religion and politics in Britain by bringing classical texts of political philosophy into dialogue with real case studies from the recent past.
Political concepts like religious toleration, individual freedom, and the role of the state may seem abstract and theoretical, but this module will draw out their real consequences for how people live in our contemporary world.

This module aims to support first year students in the transition into Higher Education and prepare them to succeed in their theological and philosophical studies. It covers academic and study skills, such as researching information; bibliographic referencing; academic writing; reading primary theological and philosophical texts; critical analysis; and summarising and evaluating sources.

This module will offer students an opportunity to gain valuable interdisciplinary skills by analysing the way stories are used in history, fictional and creative literature, philosophy, and theology. Through a consideration of some of the most pertinent narratives relative to the contemporary world, such as stories around empire and decolonization, technology, nationalism, and the environment, students will have an opportunity to think about how stories have been told through history, literature, and theology, and how they shape understanding, create meaning, and foster shared community.

This module introduces some of the most foundational questions in philosophy such as: Can we know anything? Are we free? Is there such a thing as ‘reality’? Through an encounter with the works of some of the most well-known philosophers, for example Plato, Aristotle, Augustine, Descartes, and Hume, and some who write from different standpoints, for example bell hooks and Cornel West, students will be able to explore the variety of ways in which these questions have been answered and how this shapes our view of ourselves and the world around us.

This module gives you the opportunity to reflect on the impact of technology on the Arts and Humanities, including how it shapes our ideas of how to live a good life. You will explore key themes such as consent, accountability, surveillance, and the attention economy, while examining the opportunities for creativity, transformation and reinvention that arise from digital technologies, as well as the potential for diversity, accessibility and inclusion.

In practical terms, you will start to build on your current digital skills and practices, explore ways of using digital technologies to develop and support your own learning.

Using canonical and non-canonical writings from the first and second centuries C.E. as primary sources, students explore the progression of Christianity from its emergence as a small Jewish movement to its struggle in renegotiating its identity and place within the Roman Empire as a distinct religious voice.

This module allows all students to spend time in a work placement setting of their choice and so develop their skills in preparation for their graduate careers.

This module aims to develop knowledge & understanding for students that have a particular interest in RE through identifying current issues raised in government reports and addressing challenges ahead as outlined by professional RE bodies. The module will examine research to investigate factors influencing the delivery of RE in schools and the impact this holds for pupil understanding. Through exploration of recent recommendations by professional bodies for the ongoing development of RE, as a statutory curriculum subject, students will be equipped for any future careers involving this subject area as well as developing a range of transferable skills.

The module covers major movements in theology and philosophy (for example, existentialism, Marxism, neo-orthodoxy and liberation theology). It positions these in relationship to important events in the changing world of the twentieth century (for example, decolonisation, civil rights movements, world wars, genocide). A focus of the module is how and why questions of race, gender, ableism, and sexuality have come to the fore of the study of Theology and Philosophy in the last fifty years.

Beloved and favoured by God, Abraham/Ibrahim is an important figure in both the Qur’an and the Bible. This module analyses how this scriptural figure has been re-imagined by generations of religious and non-religious people and considers areas of similarity and difference between the three major world religions of Judaism, Christianity and Islam.

This module provides students with the supportive space to use the knowledge, tools and skills they have acquired throughout the degree programme to take on the role of theological and/or philosophical practitioners and consultants within ‘real world’ situations, and to attempt to create informed solutions to specific problems posed by local agencies, employers or community groups.

This module explores the ways in which ancient ideas of virtues and values have been recast by twentieth and twenty-first century philosophers. There will be opportunity to critically assess some of the ethical ideals upheld by the literature of Ancient Greece (such as Homer’s warrior-hero Achilles, Aeschylus’ tragic hero Agamemnon and Plato’s transcendent Forms); to evaluate the ways in which these classical accounts of virtue have shaped modern perceptions of what it means to lead a good life (as found in, for example, Iris Murdoch’s account of the Good, Jean-Paul Sartre’s existentialist writings, and Martha Nussbaum’s insights about moral luck and tragic dilemmas); and then to critique the ideas of justice and good character promoted by contemporary culture.

This module aims to develop knowledge and understanding of RE in schools in Britain today. It investigates theory and practice and considers the potential future development of the subject.

Using canonical and non-canonical writings from the first and second centuries C.E. as primary sources, students explore the progression of Christianity from its emergence as a small Jewish movement within to its struggle in renegotiating its identity and place within the Roman Empire as a distinct religious voice.

This double module promotes the acquisition of in-depth and advanced subject knowledge and understanding, and fosters critical engagement with theological and/or philosophical issues. Building upon their interests and achievements at Levels 4 and 5, students will choose, in negotiation with tutors, a focused area of study within the broad field of Theology, Philosophy, and Religious Studies in which to conduct an independent study.

This module focuses on the question ‘who am I?’ and whether it is, even in principle, possible to answer it. A wide range of philosophical positions are explored including, for example, the ideas of Plato, Nietzsche, Heidegger and Wittgenstein. These lead to engagement with broader philosophical debates, such as those concerning the role of myth in philosophy, the relationship between human beings and the non-human world, the possibility of metaphysics, and the philosophy of dance and aesthetics.