GCE Getting Started - Pearson qualifications
4B ChristianityScheme of workAS and A level Religious StudiesIntroductionThere is no requirement to study arguments in the original text – except for specified texts required for study in the Anthology. The websites listed in the Resources columns are simply indications of where texts may be found. It is not compulsory to study these in this format, but candidates must be aware of the argument or view of those named in the Specification for each topic area.Texts in bold and referenced in the Anthology ARE compulsory for study at A level.Links to third-party websites are controlled by others and are subject to change.See the Pearson Religious Studies web site for ‘Clarification regarding contributors and seminal figures in AS and A level.’ to use this Scheme of WorkThe first column identifies the week e.g. on page 5 the first column refers to week 1. The second column refers to the Topic number in the Specification, e.g. page 5 the second column refers to 1 which is topic 1 in the Specification. The third column gives details of the Specification concerning ‘what students need to learn’. An example is on p 5 the third column has 1.1 as the heading ‘The nature of God as personal and as Creator’. The fourth column contains Scheme of Work details, including resources and activities. On page 4 there is a list of books. Each one begins with a letter which then enables us to identity the particular source. For example, the first one is: Steven Bullivant, The Trinity: How not to be a Heretic (Paulist Press, 2015, 5th ed. 2012 )In week 2 this source is mentioned in the following way whereby we do not need to repeat all the bibliographical details because these are already contained in the list of books. Bullivant Chs 2, 6 and 7Week 1 in the fourth column shows the meaning of abbreviations and some key text books and websites which will be used in the Scheme of Work.The Anthology is an important resource and whenever this is used it will always be in bold. For example week 7 box 2.2 refers to the first text in the Anthology: ANTHOLOGY: (1) McGrath A (ed)WeekTopicContentSuggested resources and activities:Activities (Act), Assessment (A), Extension paths/Extended tasks (E)Abbreviations:LO = learning outcomesSTR/WK = strengths and weaknesses1IntroductionsIntroduction to Paper 4, Option 4B: Christianity, an overview of topics to be covered including ideas of faith, doctrine, history and practice of religion.Useful web sites:Online Christian Library of Virtual Theological Resources History of Christianity with topical articles Christian Theology Introduction Wide range of articles relevant to this specification: Previous Edexcel Spec textbooks with relevant sections:Sarah K. Tyler and Gordon Reid, AS Religious Studies, (Edexcel, 2006) accompanying CD-ROM - section on ChristianitySarah K. Tyler and Gordon Reid, A2 Religious Studies, (Edexcel, 2007) accompanying CD-ROM - section on ChristianityPrevious text books focused on Edexcel GCE Religious Studies:Peter Freeman, A Student’s Guide to A2 Religious Studies for the Edexcel Specification (Rhinegold Publishing Ltd 2003). Section on Christianity p60-97BooksSteven Bullivant, The Trinity: How not to be a Heretic (Paulist Press, 2015, 5th ed. 2012 ) Lavinia Cohn-Sherbok, Christianity for AS Students (UWIC/Cardiff Met, 2004) Sections 2 & 3 on Some Key Beliefs and Practices in Contemporary ChristianityAlister E. McGrath, Christian Theology, An Introduction (Wiley-Blackwell, 5th ed. 2011). Alister E. McGrath, Christianity, An Introduction (Wiley-Blackwell 3rd ed. 2015)Alister E. McGrath (ed), The Christian Theology Reader (Wiley-Blackwell 4th ed, 2011). Chad Meister and James Stump, Christian Thought A Historical Introduction, (Routledge, 2nd Edition 2017) Ch 7 The Christian Apologists: Interacting with Gnosticism and Other 'Heresies', Ch 8 The Early Church Councils: Christological Controversy and Definition Ch 9. Trinitarian Debate, Ch 18 Preparation for Reform Ch 19 Martin Luther Ch 20 The Reformed Tradition Ch 21 Protesting Against the Protestants: Anabaptism and the Radical Reformation Ch 22 Reformation Continues: The English and the Catholics, Ch 26 Neo-Orthodoxy: Karl Barth and Others Ch 27 Liberal Theology Ch 28 Major Theological Traditions and Developments in the 20th CenturyJohn Macquarrie. Principles of Christian Theology (SCM, 1977) Ch 9 The Triune God, Ch 10 Creation and Creaturely Beings, Ch 12 The Person of Jesus Christ, Ch13 The Work of Christ, Ch 14 The Holy Spirit and Salvation, Ch 19 The Word and Sacraments, Ch 20 Worship and Prayer.Mark Allan Powel, The Jesus Debate: Modern historians investigate the life of Christ (Lion, 1999) (Ch 5 & 9). Peter Vardy, The Puzzle of Christianity (William Collins, 2016) Ch 6 The Development of the Early Church, Ch 7 Unity, Growth, Division and Discord, Ch 8 Reformation and Counter-Reformation, Ch 9 The Rise of the Protestant Churches, Ch 10 The Bible, Ch 15 Christianity TodayGeoffrey Wainwright, Karen B. Westerfield Tucker (eds), The Oxford History of Christian Worship (OUP 2005) Linda Woodhead, Christopher Partridge, Hiroko Kawanami (ed) Religions in the Modern World: Traditions and Transformations, (OUP, 3rd Edition 2016) Ch 3 Christianity, Ch 14 New Religious Movements, Ch 18 Religion and Gender, Ch 19. Religion and Popular Culture, Ch 20. Secularism and Secularization 11. Religious beliefs, values and teachings1.1 The nature of God as personal and as CreatorPersonal relationship, omnipotence and immutability; ex nihilo, emanation, construction and artistic expression, goodness of creation, stewardship.Implications of these teachings about God for an understanding of the self, the meaning and purpose of life, death and the afterlife.Interpretations of these teachings and evidence for these views, the challenges of these interpretations and their significance for Christianity, the experience of these roles of God in the life of a Christian.With reference to the ideas of M Buber and Augustine.Buber: and Augustine: The following two youtube links are a very watchable two part background presentation on Augustine and his ‘Confessions’ General site for this topic 1.1 c) McGrath, Ch 9, Mcquarrie, Ch 12 (Tyler & Reid AS CD-ROM Ch 2)AIM/LO: Outline and describe key ideas about the nature of God as personal and as Creator.Define and explain key terms (encourage students to build their own glossary of technical/theological vocabulary and terms (Act)Summarise the implications of the key terms (Act)Test on terminology and implications (A)AIM/LO: Evaluate the interpretations of these teachings, challenges and their significance for Christianity. In groups, create a PowerPoint to present to the class outlining the details of one of the implications: God for an understanding of the self or the meaning and purpose of life or death and the afterlife. (Act)Construct an essay plan responding to one of the forgoing implications that includes the challenges to such an interpretation (A)For revision identify links with other components of study (Philosophy of Religion and Religion and Ethics) and develop a portfolio of such connections. (E)21. Religious beliefs, values and teachings (cont’d)1.2 The TrinityBiblical basis for ideas about the Trinity.Notions of relation and analogy to understand the Trinity.Modern views on the Trinity, their strengths and weaknesses, the impact of these views on the life of a Christian and their significance for Christianity.With reference to the ideas of K Barth and K Rahner.What is the Trinity: The following link for ‘In our Time’ BBC Radio 4 presented by Melvyn Bragg on the 13/3/2014 is a good scholarly discussion on ‘The Trinity’: c) McGrath, Ch 10, a) Bullivant Chs 2, 6 and 7, f) Meister and Stump Ch 9, g) Macquarrie Ch 9 (Tyler & Reid AS CD-ROM Ch 2.1)(*Some exemplars of possible modern views of the Trinity:Barth’s view of the Trinity develops out of a revelational rather than a philosophical or ontological basis. Rahner’s view that "The economic Trinity is the immanent Trinity, and the immanent Trinity is the economic Trinity". For Moltmann, a social Trinity is espoused. A thorough case for the Trinity as an object of experience, in recent decades, has been made by Catherine Mowry LaCugna.)AIM/LO: Explore the Biblical basis for the Trinity.Students to research and produce a table of biblical quotations that support the concept of ‘trinity’. (Act)AIM/LO: Students to see if they can produce their own versions of analogy to explain the concept of the Trinity.Students to create a diagram/pictorial representation of the ‘trinity’. (Act)AIM/LO: Explore the sources and consequences of the filioque ('and the son') controversy. Students need to be aware of the implications for Christian understanding of the relationship between the Father, Son and Holy Spirit.Students could do a google research and summarise their findings in no more than 200 words (Act/A)AIM/LO: Assess the strengths and weaknesses of holding a modern view of the Trinity.Debate in class whether a belief in the Trinity suggests that Christianity is polytheistic rather than monotheistic with students taking the position of a key contributor (Act)Prepare an essay plan on ‘Assess the strengths and weaknesses of holding a modern view of the Trinity’. (A)Write the essay as an assignment and identify links with other components of study (Philosophy of Religion and Religion and Ethics) - students to add relevant material to their portfolio of connections. (E)31. Religious beliefs, values and teachings (cont’d)1.3 The nature of the ChurchKey concepts of unity, holiness, catholicity and apostolicity.Interpretations of these teachings, challenges to these views and their impact on the life of Christian communities and individuals.With reference to the ideas of Cyprian of Carthage and M Luther.1.4 Key moral principles The concept of Love as the principal Christian value and the basis of all other values and qualities.The love of God as revealed in creation, the incarnation and the Trinity as the basis of this value.The relationship of all Christian values with the key principle of love.Article on the Nature of the Church: Cyprian of Carthage: and Martin Luther: d) McGrath, Ch 15, g) Macquarrie Ch 10 (Tyler & Reid AS CD-ROM Ch 2.2)(*Some exemplars of possible creation models:Young Earth, Old Earth, Theistic Evolution, , Darwin’s Theory of Evolution, Gap Theory, Scientific Creationism etc)AIM/LO: Explain the key concepts of the nature of the Church.Students to define and illustrate the key terms and add to their glossary (Act) AIM/LO: Explore various interpretations of these concepts.Students to produce a short newspaper report on Cyprian of Carthage’s and Martin Luther’s understanding of the nature of the Church (Act/A)AIM/LO: Examine the challenges posed by these views and their impact on the life of the Church today.Students to produce an essay accordingly (E) AIM/LO: Explore the basis of notions of God as love – as revealed in creation models, through incarnation purposes and relational models of the Trinity.Students to research and create a ‘table’ with columns to compare and contrast the various models of creation, the concept of incarnation and roles of relationship as depicted in relevant models of the Trinity and identify within the ‘table’ how God’s love might be revealed. (Act)AIM/LO: Assess the centrality of the notion of love to key Christian values/teachings.Timed essay (with notes) on the above as an assignment and then repeat in class without notes. Students should identify links with other components of study (Philosophy of Religion and Religion and Ethics) - students to add relevant material to their portfolio of connections. (A/E)42. Sources of wisdom and authority 2.1 The BibleRole as a source of authority, its compilation and use, including as a basis for ethical teaching of the Church and the role of tradition.The Bible as revealed theology and its relationship to natural theology, role of Spirit in revelation/mysticism.Strengths and weaknesses of various models of interpretation of the text.Hermeneutics: Role of the Spirit in Hermeneutics: Authority of the Bible with lots of relevant links to mp3s etc:‐of‐the‐bible c) McGrath Ch 6 & 7, d) McGrath, Ch 2, g) Macquarrie Ch 19 i) Vardy Ch 10, AIM/LO: Explore ideas about the Bible as a source of authority for Christian anise a class debate about the Bible and its authority for believers; its tradition; inerrancy; inspired word of God; its various genres. (Act) Students in groups could create a simple handout covering the issues arising in the debate. (Act) AIM/LO: Assess the relationship of revealed and natural theology.Students to be given a copy of the following and produce a summary in no more than 200 words: (Act/A)Students to research the scholars identified in the article above and make notes on each scholar’s contribution to revealed and/or natural theology (E)AIM/LO: Analyse the merits of different understandings of how to interpret scripture and the role of the Spirit.Brainstorm the various understandings on how to interpret scripture (Act)Having identified through the brainstorming the various hermeneutic approaches to interpreting the scriptures have students create a ‘word search’ using a range of appropriate terms (Act)Essay: Analyse the different approaches to interpreting scripture. Students should identify links with other components of study (Philosophy of Religion and Religion and Ethics) - students to add relevant material to their portfolio of connections (A/E)52. Sources of wisdom and authority (cont’d)2.2 The nature and role of JesusThe nature and role of Jesus, including the strengths and weaknesses of key ideas, their impact on the development of Christianity and understanding the nature of Jesus in the life of Christians. The Early Church – the Arian heresy and the Chalcedonian definition concerning the two natures of Jesus and his work in salvation.With reference to the ideas of Arius and Athanasius.Arius: Athanasius: b) McGrath Ch 11, h) Powel Ch 5 & 9, g) Macquarrie Ch 12 (Tyler & Reid AS CD-ROM Ch 1.1)AIM/LO: Assess differing views of the nature and role of Jesus in the Arian controversy and its ensuing impact on Christianity.Brainstorm with the class the claims that Arianism was a threat to the Christian Church (Act) Students to produce either a spider graph or mind map that reflects the main aspects and teachings of Arianism (Act)Identify the STR and WK of the key ideas of the nature and role of Jesus, complete two columns and attempt to rank STR and WK, group task (Act)Essay: Assess whether the Arian heresy has any relevance for the Christian church today and the pursuit of unity between the churches. Students should identify links with other components of study (Philosophy of Religion and Religion and Ethics) - students to add relevant material to their portfolio of connections (A/E).62. Sources of wisdom and authority (cont’d)2.2 The nature and role of Jesus (cont’d)The Reformation – views on salvation and justification, including notions of sin, sacrifice, justification by grace, revelation of God, Mediator, Prophet, Priest and King.With reference to the ideas of M Luther and J Calvin.Explore and analyse the nature and role of Jesus in the Reformation teachings of Luther and Calvin.Luther (lengthy documentary but worth viewing): Calvin: Justification by works and faith – article: See for table comparing Catholic and Protestant views of Justification.c) McGrath Ch 3 & 14, g) Macquarrie Ch 12 (Tyler & Reid AS CD-ROM Ch 1.1)AIM/LO: Outline and describe key ideas about the nature of Jesus as focused on in the Reformation. Define and explain key terms (encourage students to add to their glossary of technical/theological vocabulary and terms on an ongoing basis) (Act)Students to write up brief summaries of the terms: salvation and justification, notions of sin, sacrifice, justification by grace, revelation of God, Mediator, Prophet, Priest and King (Act)Test on terminology and implications (A)Evaluate the STR and WK of Luther and Calvin’s understanding of the nature of Jesus in a structured essay plan (A).Students attempt the above essay in timed conditions either in the classroom or as an assignment. They should identify links with other components of study (Philosophy of Religion and Religion and Ethics) - students to add relevant material to their portfolio of connections (E).72. Sources of wisdom and authority (cont’d)2.2 The nature and role of Jesus (cont’d)Modern views – whether and how God suffers in or through Jesus, context to these thoughts and the relationship of biblical texts on suffering to notions of impassibility. (1)With reference to the ideas of J Moltmann and T WeinandyANTHOLOGY: (1) McGrath A (ed) – The Christian Theology Reader, 2nd edition, Moltmann J – Chapter 3.30 Jürgen Moltmann, ‘The Suffering of God’, pp. 218–221 (Blackwell, 2001) Bauckham, R. 'Only the Suffering God Can Help'. Divine Passibility In Modern Theology” Themelios 9.3 (April 1984):6-12, accessed A summary of Weinandy’s position of his book Does God suffer? can be found here: article/2001/11/does-god-suffer Also available on JSTOR is Weinandy’s book Does God suffer? reviewed by P Kennedy in New Blackfriars Vol. 81, No. 951 (May 2000), pp. 245-248 c) McGrath, Chs 3 & 9, (Tyler & Reid AS CD-ROM Ch 1.1)AIM/LO: Explore and analyse the debate about whether God suffers in its modern context.Give students a copy of extract 1 from the anthology: Jurgen Moltman, ‘The Suffering God’ and get the students to summarise each paragraph into no more than 2 sentences. Follow this with a plenary session so that agreement can be reached with the whole class as to the content of these paragraph summaries. (Act)AIM/LO: Evaluate the STR and WK of a variety of responses to the problem of suffering.Have a class debate the STR and WK of Moltmann’s position, Weinandy’s response and Bauckam’s arguments on Divine Passibility. The class might be divided into 3 groups with each group taking on one of the above positions. Students to create own notes. (Act)Essay (plan) Assess the STR and WK of Moltmann’s arguments. (A)Students attempt the above essay in timed conditions either in the classroom or as an assignment. They should identify links with other components of study (Philosophy of Religion and Religion and Ethics) - students to add relevant material to their portfolio of connections (E).83. Practices that shape and express religious identity3.1 The diversity of practice in the EucharistThe importance of sacraments in some denominations, the context of differing practices of the Eucharist, interpretations of the variety of practices and their meaning and significance.Key ideas, including sacrament, grace, transubstantiation and transignification, Real Presence, memorial.The experience of believers when taking part in the Eucharist, reflection and self-awareness. Implications for Christian practice in the experience of a believer and Christian communities.William R Crockett, Eucharist: Symbol of Transformation (Liturgical Press, 1989)Accessible article on the Eucharist: c) McGrath, Chs 16, d) McGrath, Ch 6 (Tyler & Reid AS CD-ROM Ch 2.2)AIM/LO: Explore key ideas associated with the meaning and practice of the Eucharist in different denominations.Define and explain key terms (encourage students to add to their glossary of technical/theological vocabulary and terms on an ongoing basis). (Act)A practical observation of the Eucharist on a visit to a church, if possible. (Act)A class discussion along with at least two invited clergy explaining and even demonstrating their specific understanding of the Eucharist. (Act)AIM/LO: Analyse the significance of these practices in the experience of believers.Essay: Assess the role of the Eucharist in contemporary Christian communities. They should identify links with other components of study (Philosophy of Religion and Religion and Ethics) - students to add relevant material to their portfolio of connections (A/E)93. Practices that shape and express religious identity (cont’d)3.2 The diversity of practice in creative expressions of religious identityThe depiction of the Nativity and the crucifixion in Christian art and its interpretations and role in Christian devotion.The role of music in Christian worship in a variety of denominations.The role of prayer in private and public devotion, including the use of aids to prayer.The significance of these creative expressions and their impact on Christianity and the lives of Christians as an expression of religious identity and as a connection to, or vehicle for, religious experience.Lots of links, chronologies and works of art here: Helen de Bouchgrave, A Journey into Christian Art, (Lion Books, 2001)Beth Williamson, Christian Art, A Very Short Introduction (Oxford, 2004)Music in worship: Prayer: McGrath, Ch 6 & 7, j) Wainwright & Westerfield Tucker Ch 1, 30 & 31 (*Centres are free to focus on their own interests and resources and thus select works of art, music, prayers of their choosing.)AIM/LO: Explore and analyse key themes in Christian art and its role in Christian practice.Students research relevant depictions of the Nativity and the crucifixion on the internet etc. They could then consider how the function of these might affect their status as being more than just religious picture. (Act)Students make detailed notes including how they teach visually what Church teaches verbally; their didactic function; whether they are more than just pictures but are sacred in themselves. (A)AIM/LO: Assess the role of music in different denominations.Students to listen and/or watch a selection of different styles of religious music (lots available on youtube) and then discuss what they liked or did not like and give reasons. (Act)Students to summarise the discussion into notes that reflect whether each selected piece of music inspires worship? Does any specific genre inspire more than others? Does the music aid the religious adherent effectively? (A)AIM/LO: Assess the role of prayer in different denominations.Students to look at a selection of different prayers (such as intercessory, petitional, confessional, thankfulness, worshipping etc) and then discuss how these aid believers. (Act)Give students a copy of the prayer of St Francis of Assis and in groups discuss the meaning of the prayer. (Act)Students to make notes on the role of prayer and the use of aids such as a rosary or icons. (A)AIM/LO: Assess the impact of creative expressions of religious identity on Christianity.Students in groups of 2 or 3 to prepare a class presentation using role play to illustrate the role of art, prayer or music and the impact each of these have for religious identity within Christianity. Presentations to be graded on their content. (Act/A)Essay: Assess the impact of creative expressions of religious identity on Christianity. They should identify links with other components of study (Philosophy of Religion and Religion and Ethics) - students to add relevant material to their portfolio of connections (A/E)10Review all topics covered so far. Revise key ideas and terminology.Re-visit essay structure and technique for answering questions across the paper. (Reminder of trigger words.)Set an exam on Topics 1-3 of the Specification to assess knowledge and understanding gained so far.114. Social and historical developments4.1 ScienceThe challenge to Christian belief of modern science, including cosmology and evolution, and the view that science may replace a religious interpretation of the universe.Strengths and weaknesses of these challenges, the responses to them and the impact of these debates on Christian thought. With reference to the ideas of Galileo and Darwin.There are many excellent textbooks that cover the relationship of science and religion and the well-known views of Galileo and Darwin including those by McGrath, Keith Ward et al.Lecture series on Christianity and science with some very good audio lectures worth listening to as well as other articles etc: Article in The Independent Newspaper – ‘Religion vs science: can the divide between God and rationality be reconciled?’: Brief but insightful overview: Documentary that is pro science but has some worthwhile conversations with various protagonists on both sides: c) McGrath, Ch 9, d) McGrath, Ch 7AIM/LO: Identify and assess the challenges posed to Christianity by areas of modern science and its interpretation of the universe.Students in groups of 2 or 3 to be allocated a challenge to Christian belief and prepare a presentation to the whole class. The presentation could be a powerpoint, role play, mini debate or even a short play etc. Encourage students to be as creative as they can. (Act)AIM/LO: Analyse the strengths and weaknesses of these challenges and the responses from Christianity.Students to be given a copy of the interview to read found here and then create a mind map that indicates strengths and weaknesses of both Dawkins and Collins positions. (Act)Using this and other relevant material students to write an essay on the title ‘Is Religion and Science compatible, adversarial or basically different?’ They should identify links with other components of study (Philosophy of Religion and Religion and Ethics) - students to add relevant material to their portfolio of connections (A/E)124. Social and historical developments (cont’d)4.2 Secularisation (2)Religion in today’s society, declining numbers, the role of the Church in formal worship and in modern life and the strengths, weaknesses and impact of the teachings of popular atheists.The rise of New Religious Movements and definitions of ‘spiritual’ and ‘religious’.Disillusionment with some aspects of traditional religion compared to hard line atheism.With reference to the ideas of C Hitchens and R Dawkins.ANTHOLOGY: (2) McGrath A, McGrath J C – The Dawkins Delusion?: Atheist Fundamentalism and the Denial of the Divine, Chapter 1 Deluded About God?, pp. 1–13 (SPCK, 2007) There are many populist atheist writings and critiques of these are readily accessible. Bryan S. Turner, Religion and Modern Society: Citizenship, Secularisation and the State, (CUP, 2011)William Lane Craig in response to Dawkins and his ‘God Delusion’: Why God Won't Go Away: Reflections on the "New Atheism" - Alister McGrath: d) McGrath, Ch 4, k) Woodhead et al Ch14AIM/LO: Explore the fact that the influence of religion and that, as life has become more modern, religion has become less influential.Students, on their own, write down a brief definition of ‘religion’. Students are then put into groups of 4/5 and have a discussion on their definitions and decide which ones they like, agree with or disagree with. (Act)Brainstorm why are people are less religious than they used to be? (Act)Students to write up notes from the previous activities and then produce an essay plan on ‘Do you think people are less religious than they used to be? Why?’ (A)AIM/LO: Explore the arguments of modern atheists including Richard Dawkins and evaluate the impact of these views and the responses to them.This could be given as an independent research task and the student then produces an extended essay entitled ‘Have modern atheists been successful in undermining Christianity?’ They should identify links with other components of study (Philosophy of Religion and Religion and Ethics) - students to add relevant material to their portfolio of connections (A/E)134. Social and historical developments (cont’d)4.3 New movements in theologyThe context and key themes of Liberation theology, Feminist theology and Black theology.The development of these ideas and their impact on the lives of believers and communities in Christianity today.With reference to the ideas of G Gutiérrez, S McFague and J H Cone.G. Gutierrez. A Theology of Liberation (SCM, 2001) Rosemary Radford Ruether, Sexism and God‐talk:Toward a Feminist Theology: with a New Introduction (SCM 2010)Susan Frank Parsons (ed). The Cambridge Companion to Feminist Theology (CUP, 2002)James H Cone, Black Theology of Liberation, (Orbis, 2010)Informative video on key people from early feminist theology: Liberation Theology presentation: Succinct introduction to Black Theology: c) McGrath, Ch 4 (Tyler & Reid AS CD-ROM Ch 1.1, A2 CD-ROM Ch 1.2)AIM/LO: Explore and assess the key themes and development of Liberation theology, Feminist theology and Black theology.Following a teacher led introduction on Liberation Theology get students to read Gutierrez’ Theology of Liberation pp 64-71 followed up with a class discussion. (Act)Have students watch the video above on key people from early feminist theology and afterwards have them make notes on the salient points made. (Act/A) Teacher to cut the following article into smaller sections and distribute to groups of students and ask them to reconfigure the pieces so that they read as originally intended. Expect students to read each section and discuss where they should place each in order to make sense of them as a whole and replicate the original: (Act)AIM/LO: Evaluate the impact of these ideas on the lives of believers and communities in Christianity today.Student to select either Liberation, Feminist or Black Theology and evaluate the impact of their selected choice on the lives of believers and communities in Christianity today. They should prepare this as either a newspaper or television news report. They should identify links with other components of study (Philosophy of Religion and Religion and Ethics) - students to add relevant material to their portfolio of connections (A/E)144. Social and historical developments (cont’d) New movements in theology (cont’d)The global development of Evangelicalism, and of the nature and influence of Pentecostal and Charismatic Christianity in the US and beyond, migration as a factor in the spread of a variety of forms of Christian worship, notably in the African Christian diaspora.The development of these ideas and their impact on the lives of believers and communities in Christianity today.E. L. Hyatt - 2000 Years Of Charismatic Christianity: A 21st Century Look at Church History from a Pentecostal/Charismatic Perspective, (Charisma House, (2002).Brief article on Evangelicalism with some good links including audio: c) McGrath, Ch 4, d) McGrath, Ch5AIM/LO: Explore and assess the development of Evangelicalism, Pentecostal and Charismatic Christianity and clarify its relationship to migration.Create a table of similarities or connections and significant differences between Evangelicalism, Pentecostal and Charismatic Christianity. (Act)Create a diagram indicating areas of overlap in the nature and influence of Pentecostals and Charismatics (Act)Research the role of migration in affecting worship styles and write up notes for revision. (Act/A)AIM/LO: Evaluate the impact of these ideas and forms of worship on the lives of believers today.Research and write up notes on the impact that Evangelicals, Pentecostals and Charismatics have had on believers in traditional churches. They should identify links with other components of study (Philosophy of Religion and Religion and Ethics) - students to add relevant material to their portfolio of connections (A/E)155. Works of scholars Atonement theorya) An analysis of the key terms atonement and soteriology.b) Models of atonement, including sacrifice, victory, substitution and moral exemplar.With reference to the ideas of Anselm and G Aulén.5.2 A comparison of key ideas in the work of Karl Barth and John Hick (3) (4)Barth’s work on Jesus’ death as a substitution for sinful humanity and taking God’s judgment on himself, the idea of ‘the Judge Judged in Our Place’, biblical background, context of the Reformed tradition, the context of the language and traditional imagery of guilt, judgment and forgiveness.Beilby, & Eddy (eds), The Nature of the Atonement: Four Views, (InterVarsity Press, 2006)Anselm and atonement: Aulén with links to three of the models of atonement that are worthy of consideration: c) McGrath, Ch 13, d) McGrath Ch 3, g) Mcquarrie Ch 13, (Tyler & Reid A2 CD-ROM Ch 2.1)Article of various models of atonement: 8 Karl Barth Quotes on the Atonement: Short introductory video about John Hick: AIM/LO: Assess the key ideas of different models of atonement.Brainstorm a list of films, books, song lyrics etc in which someone makes a sacrifice for the benefit of others. Identify those on the list that bring no personal benefit whatsoever to the one making the sacrifice. Have a discussion of the merits or not, as the case may be, of sacrifice and introduce the various models of atonement. (Act)Students to make a table of the various models of atonement and list the strengths and weaknesses of each model (Act)Essay (plan): Assess the key ideas of different models of atonement. Write up the essay as a timed exercise. They should identify links with other components of study (Philosophy of Religion and Religion and Ethics) - students to add relevant material to their portfolio of connections (A/E) ANTHOLOGY (4) Barth K – Church Dogmatics: The Doctrine of Reconciliation, Volume IV, Part 1, Chapter XIV, extracts from vs 157–357 (A&C Black, 2004) AIM/LO: Clarify the key features of Barth’s view of atonement.Give students a copy of extract 4 from the anthology. Request the students to summarise each of the 3 main sections into no more than 250 words for each of the 3 sections. (Act)Follow this with a plenary session so that agreement can be reached with the whole class as to the key features of Bath’s view of the Atonement. (Act)Students to write up revision notes accordingly. (A)165. Works of scholars (cont’d)5.2 A comparison of key ideas in the work of Karl Barth and John Hick (3) (4) cont’dHick’s work on the role of Jesus as a moral exemplar, divinity and resurrection of Jesus as myth and metaphor, implications for doctrines of incarnation and Trinity, notions of sin, the role of the cross in the modern age, context of 20th century atrocities for an understanding of sin and human nature, the impact of Hick’s ideas for interfaith dialogue.The strengths and weaknesses of these views, their meaning and significance for Christians and the impact of these views on Christianity in the modern age.ANTHOLOGY (3) Hick J – The Metaphor of God Incarnate, 2nd edition, Chapter 11 Atonement by the Blood of Jesus, pp. 112–127, (Westminster John Knox Press, 2006) AIM/LO: Clarify the key features of Hick’s view of atonement and its implications.Give students a copy of extract 3 from the anthology (this is a lengthy extract and so the task of summarising is important for students to have a working knowledge of the content) get the students to summarise each paragraph into no more than 2 sentences. (Act)Follow this with a plenary session so that agreement can be reached with the whole class as to the key features of Hick’s view of the Atonement. (Act)AIM/LO: Identify the key differences between these two views and their relative strengths and weaknesses.Students to create a table that illustrates the key differences between Bart and Hick and identifies strengths & weaknesses. (Act/A)AIM/LO: Assess the impact of these ideas on Christianity in the modern age.Essay: Assess the impact of these ideas on Christianity in the modern age. They should identify links with other components of study (Philosophy of Religion and Religion and Ethics) - students to add relevant material to their portfolio of connections (A/E)176. Religion and society 6.1 Pluralism and diversityThe sociological reality of multicultural societies and the philosophical sense of pluralism in terms of equally valid routes to the same ultimate reality. Key concepts, including particularism, inclusivism and pluralism.A study of the context and content of modern Christian thought on other religions.The relative strengths and weaknesses of these views and their significance for Christians today.The work of the Ecumenical movement and its impact on the unity of Christianity.With reference to the ideas of K Rahner and J Hick.John Hick, The Rainbow of Faiths: Critical Dialogues on Religious Pluralism, (SCM Press, 2009) Article that has relatively brief material of the key concepts: Prezi presentation that covers the key concepts (useful as a teaching resource): c) McGrath, Ch 17, d) McGrath Ch 5, (Tyler & Reid A2 CD-ROM Ch 1.1)AIM/LO: Explore the key concepts of particularism, inclusivism and pluralism.Students to prepare for a formal debate (follow the parliamentary model) ‘This house believes that there can only be one true religion’. Students should be encouraged to include the key concepts (particularism, inclusivism and pluralism). (Act)Students to make notes and write up a summary of the main points. (Act/A) AIM/LO: Assess the strengths and weaknesses of modern Christian thought on the role of and relationship with other religions. Essay (plan) on the above and a timed essay writing exercise. (A)AIM/LO: Analyse the work of the Ecumenical movement and its contribution to unity. Students in groups of 4/5 to research the Ecumenical movement and produce a poster reflecting the purposes of the movement. (Act)As usual students should identify links with other components of study (Philosophy of Religion and Religion and Ethics) - students to add relevant material to their portfolio of connections (E)186. Religion and society (cont’d)6.2 Equality and discrimination – genderA study of the concept of equality in Christianity, including biblical bases and emphases in Christian teaching across denominations.Views about progress in gender equality in Christianity and reasons for its status, focusing on the debates about the role of women in the ministry of the Church and its relationship with equality debates in society.The significance of these debates for individuals and the community.There is a good deal of recent material on the internet covering the debates and changing status of the role of women in the Christian ministry. The following example has some excellent articles that can be accessed: i) Woodhead et al Ch 18AIM/LO: Clarify the biblical notion of equality in Christianity and differing emphases on the role of women across denominations. Give students a handout with the following biblical verses in full, Galatians 3:25; Romans 2:11; Leviticus 19:33-34; John 13:16; Acts 10:34-35; Mark 12:31; Ephesians 5:21. Ask the students to consider how these verses might support or undermine equality in groups then have a feedback to the class plenary. (Act)AIM/LO: Explore the importance of the role of women in the ministry for individuals and communities in the context of equality debates in society. Students to research the role of women past and present in the Roman Catholic Church, The Anglican Church, The Protestant Church, Evangelical and Pentecostal/Charismatic Churches. (Act)Students could then prepare a presentation & power point on each of the churches mentioned above. (Act)AIM/LO: Assess the significance of the role of the gender equality debate for individuals and the community as a whole. Essay on the above title. Students should identify links with other components of study (Philosophy of Religion and Religion and Ethics) - students to add relevant material to their portfolio of connections (A/E)19Complete any remaining topic areas, re-visit key terms and test knowledge of basic concepts before planning and embarking upon systematic revision and exam question practice. ................
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