Unit rationale, description and aim
From the late second and third century, the Johannine Corpus (from the time of Irenaeus [c.180] attributed to John the Apostle, namely the Gospel of John, Johannine epistles, and book of Revelation) had a polarised relationship with followers of Jesus. In the early period, the Gospel of John was by far the most popular and widely read New Testament text. This tradition stands in contrast to the reception of the books of 1 2 3 John and Revelation which did not gain universal acceptance, even when they were eventually was accepted into the canon. This phenomenon is evident in the extant record of papyrus manuscripts of the corpus. This unit will explore the Johannine Corpus with particular interest in the major themes and theological uniqueness when read (or heard) within the setting of its original historical, political, cultural and social milieu. This unit builds upon knowledge and skills acquired in THBS100, in order to facilitate the development of greater competency in applying established and emerging methods of interpretation to biblical texts.
Learning outcomes
To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.
Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.
Explore the graduate capabilities.
Describe the world and ideas of the Johannine lite...
Learning Outcome 01
Analyse the literary structure and the emerging th...
Learning Outcome 02
Articulate and evaluate the major issues in curren...
Learning Outcome 03
Content
Topics will include:
The social, cultural and religious milieu of selected texts from the Johannine Corpus.
The application of historical critical and narrative critical methods of interpretation to the selected texts.
The contribution of particular Johannine texts to the development of Christology.
Assessment strategy and rationale
In order to pass this unit, students are required to attempt all assessment tasks and achieve an overall mark of 50% or higher.
The assessment tasks for this unit are designed for students to progressively demonstrate their achievement of each learning outcome.
Task 1 asks students to identify and describe important foundational topics or concepts for the study of Johannine literature. This task is designed to allow students to display achievement of Learning Outcome 1. The task allows them a relatively low-risk piece of assessment to test their interpretative skills, as well as academic writing techniques. Feedback provided from Task 1 will help them with the other two assessment tasks.
Task 2 invites students to demonstrate fundamental skills and knowledge through a range of interpretive methods, and then and use these to critically analyse the meaning and significance of a Johannine passage within its political, social, and cultural context. The principal focus of this task is to allow students to display achievement of Learning Outcome 2.
Task 3 asks students research and evaluate selected Johannine texts, topics, or themes from a range of perspectives. This task requires students to identify the context of Johannine literature, both in tersm of each work within the corpus and the corpus within the New Testament, and to reflect on the significance of this for interpretation. In order to demonstrate the interconnected nature of biblical interpretation, students should be encouraged to draw on and integrate the research undertaken for tasks 1 and 2. The principal focus of this task is to allow students to display achievement of Learning Outcome 3.
Overview of assessments
Short introductory research task: Require student...
Short introductory research task: Require students to identify and describe important foundational topics or concepts for the study of Johannine literature.
20%
Exegetical task: Require students to demonstrate ...
Exegetical task: Require students to demonstrate fundamental skills and knowledge through application of a range of interpretive methods, and then and use these to critically analyse the meaning and significance of a Johannine passage interpreted within its political, social, and cultural context
40%
Major research task: Require students to research...
Major research task: Require students to research and evaluate a selected Johannine text, topic, or theme from a range of perspectives. This task requires students to identify the various contexts of Johannine literature and to reflect on the significance of this for interpretation.
40%
Learning and teaching strategy and rationale
This unit involves 150 hours of focused learning, or the equivalent of 10 hours per week for 15 weeks. The total includes formally structured learning activities such as lectures, tutorials and online learning. The remaining hours typically involve reading, research, and the preparation and submission of tasks for assessment.
The unit is normally offered in attendance mode and multi-mode. Students learn through formally structured and sequenced learning activities that support the achievement of the learning outcomes. Students are asked to critically reflect, analyse, and integrate new information with existing knowledge, draw meaningful new connections, and then apply what they have learned. Collaborative and peer learning is also emphasised.
The learning activities enable students to acquire and assimilate knowledge of the Bible, particularly through modern interpretative approaches, and identify the importance of the text to the life of believers, supported by the presence and articulation of the lecturer and tutors. Building on the foundations laid in THBS100, students will be guided to develop the academic skills needed for biblical study.
This unit emphasises students as active, adult learners. Students are recognised as adult learners who engage best when what they are learning is relevant to them and gives them the opportunity to be responsible for their own learning. In many ways, the student is the one who drives the learning forward. Active participation in this unit is essential. Learning is designed to be an engaging and supportive experience, which helps students to develop critical thinking and reflection skills.