Course Rationale This module is designed for students who have covered the essentials of Greek and Latin grammar and syntax and who need to develop their ability to read Graeco/Latin texts in the original. The focus of the module will be on translating, interpreting, and commenting selected authors in the original language.

Learning Outcomes Students who successfully complete this course will be able to read long passages of Latin prose and a have sophisticated appreciation of the Latin language.

Convenor Contact Details: Prof Marco Fantuzzi; email marco.fantuzzi@roehampton.ac.uk

Office: Howard 107 (online "meetings" are preferable in the Fall semester of 2020/2021)

Class Details:

Mondays, h. 9 to 11am. 

Online (no face to face class attendance is required. 

Course start date: Week beginning Monday 5 October 2020. 

Class plan: Apart from the first introductory session, which will only marginally tackle the text of the play, each student will have to prepare a mental trans. of the entire set text for each session, select and read how much of the advised bibliography as possible, and outline a literary analysis of about 30 lines from the  lines of Hippolytus or Phaedra assigned as set text for each session. The teacher will also try his literary analysis of about 30 more lines. Mainly, students and teacher will discuss in class about their interpretations/analyses of their 30 lines selections.

Absences All absences must be logged in the mitigating circumstances portal: https://webapps.roehampton.ac.uk/studentsite/default.aspx

Course Rationale

This module is designed for students who have covered the essentials of Greek or Latin grammar and syntax and who need to develop their ability to read Latin texts in the original, and to interpret/comment them. The focus of the module will be on translating and interpreting  selected authors in the original language.

Learning Outcomes

Students who successfully complete this course will be able to read long passages of Latin of Greek prose and poetry (mainly poetry, this year) and to a have sophisticated appreciation of the Greek or Latin language.

When we pick up a book whose title page identifies it as a work of 'History', what do we expect to find within? And how does this differ from what we anticipate when we open a work of fiction? Our expectations are altogether different, but this has not always been the case. The word 'History' meant something quite different to readers of Henry Fielding's novel Tom Jones (pictured above) in 1749.

What we will study on this module is how historiography - that is, what historians write - and fiction or poetry about events in the past have developed alongside one another over the last two hundred years. We will explore key historiographical models, philosophies of history, theories of narratology, and a range of genres of historical writing. This module will examine the ways in which the concepts of ‘literature’ and ‘history’ have been defined in relation to and opposition to each other over the last two centuries. It will survey the broad developments in the literary uses of history, while also situating works in their immediate social and cultural contexts, and it will focus on the ways in which the notion of history has been used for a variety of ideological and aesthetic purposes by both historians and writers of literature. Finally, it will consider theoretical and philosophical issues such as the nature of historical ‘fact’, the distinction between fact and fiction, the knowability of the past, and the ways in which historical narratives are structured.

This module explores the history of childhood in Europe. It examines how childhood has been understood in the past; analyses different ideological models of a 'child'; and considers the experiences of children themselves. Students will gain an understanding of the ways in which conceptions of children and childhood have changed over time; the rights and responsibilities of parents and the state have been re-negotiated; and how children's experiences have been shaped by particular political, economic, social, national and international contexts.

This module focuses on ancient traveling within and beyond the Mediterranean as a form of exploration, discovery and knowledge. The course looks at both Greek and Roman travel experiences, types of travelers – including adventurers, traders, diplomats and tourists – and travel-writing on historical and mythical places in Africa, Asia and Europe. Students learn to examine ancient maps and itineraries showing land and sea routes, as well as to understand the hazards and the advantages of navigating the ancient seas. The module also explores topics such as the intellectual exchange between cultures, advances in technology, knowledge and power. Taking an approach that is both chronological and thematic, students will gain a general appreciation of ancient geographic and ethnographic knowledge, though different types of ancient evidence.

This course will introduce students to the study of ethics – one of the core sub-disciplines of philosophy. Ethics, at its most basic, is the study of what is right and wrong; the study of what we ought to do and how we ought to live. The course familiarizes students with the major normative theories in moral philosophy through looking at both at historical figures and contemporary debates. Topics may include: virtue ethics; deontology; utilitarianism; hedonism; relativism; freedom and moral responsibility; care ethics; existentialism and second-personal ethics.

The course will equip students with the concepts and argumentative abilities to think deeply and critically both about their own moral responsibilities and about the rich tradition of philosophical ethics. As such, it will develop student’s skills in philosophical analysis and argumentation, whilst preparing them to do more advanced work in practical philosophy.

MA Theology and Religious Studies TRS060L455Y Dissertation 

This course is awaresome

What is love? How does it relate to desire? And what is the relation between love and goodness, love and God, and love and sex? These are just some of the fascinating topics we shall cover in this module beginning with some themes from Plato's Symposium, and approaching the relevant topics from philosophical, theological, and naturalistic perspectives. Feel free to get in touch with me for further details, questions, and sample handouts.

Treason in the Age of Ideologies HSA020X378A - 2018-19

Study Trip to Berlin (HSA020N292A)

The course tutors for this Module are Rev'd Dr. Andrew Goodliff and Rev'd Dr. Paul Goodliff

Paul.Goodliff@roehampton.ac.uk

Andy.Goodliff@roehampton.ac.uk

This course will introduce students to the beginnings of Western philosophy by looking at the Ancient Greeks. The course will work chronologically through the Ancient Greek canon, looking at the 'Presocratics, the sophists, and Socrates, before moving on to a more in-depth examination of Plato and Aristotle. In the process, we'll learn: why the whole world is made of water; why you can never step into the same river twice; why all motion is impossible; who discovered atoms; why having knowledge requires having an immortal soul; and why all living beings have a necessary function. By engaging with these ancient thinkers, students will discover the very beginnings of western thought, many aspects of which are still vital today.

The course will explore several aspects of these ancient thinkers, but it will focus in on their answers to the following three questions: What is the nature of the world? (metaphysics); How do we come to know this nature? (epistemology); and what is the nature of human beings (psychology)?

This module supports new Ministerial Theology students in developing the necessary skills (and virtues) necessary for a rewarding learning experience. We address academic reading and writing, character development, using the online systems (library, Moodle, Turnitin) as well as the actual library. Accurate referencing in addressed in some detail, as we spend a day working on our presentation skills as well.

This module provides students with a grounding in empirical research for those wishing to investigate aspects of Christian ministry. Framing research questions and developing a research design will be key, alongside exploring the variety of methodologies and methods available to the theologian. Debates around how theology and social science work together are evaluated, and methods such as questionnaires, interviews, focus groups and participant observation are considered and trialled. Formative assessment will provide students an opportunity to be hands-on with research methods, and the summative tasks challenge students to synthesise their learning from this module through designing and conducting small research projects. The module is designed to prepare students for their dissertation later in the programme.

In this module, students will examine and evaluate key theologies of religions, i.e. how do Christians understand other world faiths? Within this framework, students will be introduced to central beliefs and practices of a number of the world’s religious traditions, enhanced through visits to a number of places of worship in London. Issues arising from encountering other faiths in our highly diverse city will be addressed.

How are we to approach the philosophy of religion? Is it more than the philosophy of God? and what, if anything, does it have to do with the various practical and moral issues which occupy us as human beings? We shall approach the subject in a manner which acknowledges the significance of these practical and methodological issues, and will consider questions such as the following. What is the relation between science and religion? Does it make sense to say that there is purpose in the natural world? How are we to understand the purpose of our human lives? What is the relation between spirituality and religion? Is God necessary for morality? What is religious experience? Is there anything problematic in the idea that we need to be saved? Feel free to get in touch with me for further details, questions, and sample handouts.

This module relates to student's long ministry placement, especially their Journal of Ministry Development. We focus on the pastoral cycle as a means of developing the habit of theological reflection.

MA in Christian Ministry

Dissertation