Unit rationale, description and aim
Prophetic literature is at the heart of the Hebrew Bible/Old Testament. Spanning from the time of the monarchy to the Persian period, the prophets are often among our only contemporaneous witness to events in the history of Israel and Judah. Against this historical backdrop the prophetic texts explore big questions related to God’s justice and mercy. Prophecy was not a static phenomenon, however, and the biblical prophets also reflect a range of perspectives on God’s relationship with his people. Moreover, the interpretation of the prophets’ words changed as the texts were transmitted through time and encountered in different contexts. In this way, prophetic literature came to be an important lens through which the life and teachings of Jesus were understood in the New Testament and the writings of the early Church.
Building on the skills and knowledge learned in other biblical studies units within the course, this unit will further students understanding of prophetic texts and the characteristic features and messages of biblical prophetic literature. The aim of the unit is for students to acquire knowledge of the phenomenon of prophecy in its social and historical contexts and to evaluate the significance of prophetic literature within the Christian tradition.
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 nature and role of prophecy in ancien...
Learning Outcome 01
Analyse the social, religious, and historical fact...
Learning Outcome 02
Evaluate the reception of prophetic literature fro...
Learning Outcome 03
Content
Topics will include:
- The nature and function of prophecy in Israel and Judah with reference to the wider phenomenon of prophecy in the ancient Near East;
- The formation, character, and content of biblical prophetic literature;
- The historical and social background of biblical prophetic literature;
- A survey of Prophetic books;
- The theological messages of key prophetic texts and their reception;
- Critical methods applied to prophetic literature.
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 prophetic literature. This task is designed to allow students to display achievement of Learning Outcome 1. The task allows them to monitor their interpretative skills, as well as academic writing techniques. Feedback provided from Task 1 will support preparation for the other two assessment tasks.
Task 2 invites students to demonstrate fundamental skills and knowledge to identify appropriate exegetical methods and use these to analyse critically the meaning and significance of a biblical passage within its social, religious, and political contexts. The principal focus of this task is to allow students to display achievement of Learning Outcome 2.
Task 3 asks students to research the reception of selected prophetic texts, topics, or concepts from a range of hermeneutical perspectives and in different contexts. It requires students to identify the changing contexts of prophetic literature and to reflect on the significance of this for modern interpretation. 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 studen...
Short introductory research task: Require students to identify and describe a key concept or aspect of prophetic literature.
20%
Exegetical task: Require students to demonstrate...
Exegetical task: Require students to demonstrate their exegetical skills by analysing a selected biblical passage or passages with reference to its/their genre and historical context(s) and applying such skills to assist contemporary audiences to understand the Bible, taking into account differences in contexts and hermeneutical perspectives
40%
Major research task: Require students to researc...
Major research task: Require students to research an aspect of the reception of selected prophetic texts within specified contexts or from a specified hermeneutical perspective, and to evaluate the significance of this for the interpretation of those texts.
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 emphasized.
The learning activities enable students to acquire and assimilate knowledge of biblical prophetic literature, particularly through modern interpretative approaches, and to identify the importance of prophetic literature 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.
THBS303 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.