Learning Outcomes

Knowledge
Upon completion of this module, a successful student will be able to:

• Evaluate the basic ideas and terms invoked in contemporary Islamic metaphysics. (A4, A7)
• Debate the main points of controversy and debates within contemporary Islamic metaphysics. (A1, B2)
• Describe judgements about competing views in metaphysical debates.(A4, B1)

Skills
This module will require a successful student to:

• Discuss ideas at different levels of abstraction, to develop logical and well-thought-out arguments, and to critically assess the views of others. (B4, B5, C2, C4, C5, C7, D1-D4)

Learning, Teaching and Assessment Strategy

In addition to attending lectures, students are expected to augment their learning through research and preparation leading to a research-based essay. Seminars are used to debate and explore specific issues while the use of questioning and small group work in class ensures that students are constantly engaged and take an active role in the learning process. Furthermore, the module will involve a systematic study of a modern work on metaphysics, and students are encouraged to critically examine the text and carry out further research on the topics it deals with, as well as engaging in independent study circles to discuss it with their classmates and enhance their understanding and retention of its contents and arguments.

Assessment strategy
Participation in debates on a question around topics covered within class provides students the basis formative assessment, whereby students will be expected to present the case for or against a particular position and the quality of their argument be judged by peers. The module leader will regularly give feedback to student regarding the progress of their coursework, a draft copy of the completed coursework need be handed in to the module leader before the 10th learning week as part of the formative learning process. Additionally, revision sessions are arranged that will cover topics in preparation for exams, providing constructive formative feedback to students.
Summative, graded assessment is by coursework and written examination. The coursework will require students to write an essay of 3,000  words that demonstrates a critical understanding of one of the main topics covered in class (Outcome 4). A 2-hour written examination will take place at the end of the semester. (Outcomes 1, 2, 3).

Assessment weighting
Coursework: 40%
Written examination: 60%

Learning materials

Core readings

• Tabataba’i, S. M. H. (2003). The Elements of Islamic Metaphysics. Qara’i trans., London: ICAS Press.
• Misbah Yazdi, M.T. (1999). Philosophical Instructions: An Introduction to Contempoary Islamic Philosophy. Binghamton: Global Publications.
• Ubodiyat, A. (2000). An Introduction to Islamic Philosophy. F. Asadi & M. Dasht Bozorgi trans., Qum: The International Organisation of Seminaries and Islamic Schools.

Learning Outcomes 

Knowledge 
On completion of this module, the successful student will be able to:

• Compare and contrast theological views of the Abrahamic Faiths (A1, A6, B4)
• Debate the various contexts and circumstances in which these religions have developed (A6, A7)

Skills 
This module will call for the successful student to:

• Construct and communicate well-reasoned arguments concerning the relationship between religious ideas and institutions and the surrounding cultures in which they developed. (B5, C1, C2, C7, D1, D3, D5, D6)

Learning, Teaching and Assessment Strategy

A variety of teaching and learning methods are used, including lectures, assignments, class discussions and individual study. The use of questioning and small group work in class ensures that students are constantly engaged and take an active role in the learning process. Individual study will consist of general reading, specific historical texts and reading on selected topics.

Assessment Mode
Formative assessment includes a class presentation of a critical review of a theme covered within the course syllabus, also including observation of group exercises on chosen themes. Revision sessions are arranged that will cover topics in preparation for exams, addressing student understanding and providing constructive formative feedback to students.  Tutorial time enables the module leader to give guidance to students on topics of concern and provide constructive feedback related to summative work.
Summative, graded assessment for this module consists of a 2 hour written examination, which will take place at the end of the semester. (Outcomes 1, 2, 3).

Assessment Weighting
Written examination: 100%

Learning Materials

Core readings

• Peters, F. E. (2003). The Montheists: The Words and Will of God, Vol. 2. Princeton: Princeton University Press.

Learning Outcomes

Knowledge
On completion of this module, the successful student will be able to:

• Analyse the context of the long interaction between Muslims and the West (A4, B2)
• Evaluate the background of various Muslim communities in the West (B4)

Skills
This module will call for the successful student to:

• Demonstrate effective development of argument and discussion on key issues as related to Muslim communities in the West (B2, B4, B5, C1, C2, D1- D3, D5, D6)

Learning, Teaching and Assessment Strategy

The basic structure of the module will be provided by the lectures, within which time will be allocated for group work and documentary clips. There will also be several seminars to discuss key moments and movements that have had a radical impact on relation between Muslims and the West. Individual study will consist of general reading, specific historical texts and reading on specific topics. A number of topics will be selected for special reading and seminar discussion and the exam questions will focus on these.

Assessment Mode
Questions arising from lectures form the basis formative assessment, through small group discussions leading to student-led seminar presentations. The module leader will regularly give feedback to student regarding the progress of their coursework, a draft copy of the completed coursework need be handed in to the module leader before the 10th learning week as part of the formative learning process. Additionally, revision sessions are arranged that will cover topics in preparation for exams, providing constructive formative feedback to students.
Summative, graded assessment is by coursework, which will require students to demonstrate their learning of key issues and to present their findings effectively in the form of an essay of 1,500  words (Outcomes 3). The 2 hour written examination will take place at the end of the semester (Outcomes 1, 2).

Assessment Weighting
Coursework: 50%
Written Examination: 50%

Learning Materials

Core readings

• Haddad, Y.Y. ed. (2002). Muslims in the West: From Sojourners to Citizens. New York: Oxford University Press.
• Allen, C. (2010). Islamophobia. Farnham: Ashgate Publishing Ltd. 

Learning Outcomes

Knowledge
On completion of this module, the successful student will be able to:

• Evaluate key contemporary debates in a Muslim context. (B4)
• Represent an overview of the broader picture of Islam as understood by different modern Muslim thinkers. (A3, A4)
• Summarise and evaluate key points raised in a debate on current issues in Muslim societies. (B4, B5, B6)

Skills
This module will call for the successful student to:

• Build appropriate methods to identify, gather and organize information on current issues from primary and secondary sources and use them effectively. (B6, C1, C5, D5, D6)
• Verbally argue and challenge modern and traditional understanding of Islamic issues. (B5, C2, C4, D2, D3, D4)

Learning, Teaching and Assessment Strategy

The module will be taught through lectures, discussion, and seminars. Students work will be developed through class work and search of primary and secondary sources. Certain topics will be addressed in round table discussions.

Assessment Modes
Formative assessment involves an in-depth search and review of publications related to the specific paper will be required. Students will receive formative feedback on their debate performance after completing them which will help them improve for future debates. They may also hand in their debate notes to the lecturer for feedback and guidance, and discuss and clarify and outstanding issues before the debate commences. Additionally, as part of the formative learning process each student will meet at least once with the module leader in order to discuss their critical learning for their assessed essay. The tutorial or meeting will not be assessed but will form part of the formative learning process with constructive feedback given to the student. A draft of the critical review may be submitted for formative assessment before the 10th week.
Summative, graded assessment for this module is based on a debate and a critical review. The debate will last for 30 minutes and will require students to present researched arguments on differing perspectives concerning current issues in Muslim societies (Outcomes 2, 4, 5). The critical review will be of 1,500  words and will consist of a summary and evaluation of key points raised in the debate (Outcomes 1, 3).

Assessment Weighting
Debate: 60%
Critical review: 40%

Learning Materials

Core readings

• Mutahhari, M. (2014) The Rights of Women in Islam, CreateSpace Independent Publishing Platform
• Masud K. M. (2009). Islam and Modernity: Key Issues and Debates, Edinburgh University Press
• Nasr, S.H. and Religionsphilosoph, I. (2010) Islam in the modern world: Challenged by the west, threatened by fundamentalism, keeping faith with tradition. New York: HarperOne.

Learning Outcomes

Knowledge
On completion of this module, the successful student will be able to:

• Analyse the linguistic style and features of the Qur’an. (B1, B3)
• Compile examples of Word Order, Figures of Speech and Embellishments in Arabic. (A1, B3)

Skills 
This module will call for the successful student to:

• Formulate advanced language skills to arrive at a deeper understanding of Arabic texts and resources. (B1, B3, C1, C6, D1, D2, D6)

Learning, Teaching and Assessment Strategy

Lectures provide the basic structure of this module. The use of questioning and small group work focused largely on selected verses of the Qur’an and traditions ensures that students are constantly engaged and take an active role in the learning process. Furthermore, students are expected to undertake individual study consisting of set and free reading, and to discuss material presented in class in their mubāḥathah (study circle) sessions to enhance understanding and retention.

Assessment Modes
Students are set bi-weekly formative assignments on Arabic, and receive feedback as they are handed in throughout the year. Although portfolios are done during class, students are required to see the module leader regularly in tutorials to receive formative feedback on their performance and support with their portfolio work. Additionally, revision sessions are arranged that will cover topics in preparation for exams, continuously strengthening and developing students’ competence in the Arabic language.  Moreover, tutorial time enables the module leader to supported continuously while providing the opportunity for constant engagement with the language, and constructive feedback related to the development of language skills.
Summative, graded assessment is by portfolio and written examination. The portfolio will comprise of two completed exercises about 500 words each on syllabus topics (Outcomes 3). The 2 hour written examination will take place at the end of the semester (Outcomes 1, 2).

Assessment Weighting
Portfolio: 50%
Written examination: 50%

Learning Materials

Core readings

• Abdul-Raof, H. (2006). Arabic Rhetoric: A Pragmatic Analysis. Abington: Routledge.
• Al-Daqiq, M. (2010). Durusun fi al-Balaghah. Qum: Al-Mustafa International Translation and Publication Centre.

Learning, Teaching and Assessment Strategy

Assessment Mode
Assessment is by portfolio and role play. The portfolio will consist of two assignments of 500 words each. The role play will last 10 minutes and will take the form of a mock scenario in which the student will play the role of a teacher who has to advise someone on particular problems relating to their spiritual well-being. The self-reflective journal of personal development will be marked as a pass or fail. Although the journal is a necessary component of the module, it does not carry any assessment weighting.

Assessment Weighting
Portfolio: 75 %
Role play: 25 %
Each assessment component must be passed in order to pass the module.

Learning materials

Core readings
Amini, I. (1997). Self Building. Qum: Ansariyan Publications.
Khomeini, R. (2003). Forty Hadiths: An Exposition of Ethical and Mystical Traditions. Tehran: The Institute for Compilation and Publication of Imam Khomeini’s Works.
Khomeini, R. (2008). Combat with the Self: The Greater Jihad. Translated from the Persian by M. Legenhausen and A. Sarvdalir. Tehran: The Institute for Compilation and Publication of Imam Khomeini’s Works.

Learning Outcomes

Knowledge
On completion of this module, the successful student will be able to:

• Debate the process Islamic law derivation. (A2-A5)
• Construct an overview of the historical development of Islamic Jurisprudence. (A2, A3, A6)
• Evaluate the jurisprudential basis for rulings pertaining to the main ritual acts of worship in Shia law. (B1, B3, B4)

Skills
This module will call for the successful student to:

• Display an ability to correctly read and debate selected excerpts on ritual acts of worship from a leading
• Hawza text on Demonstrative Jurisprudence. (B1, B3, C1- C3, C6, D2, D3, D6)

Learning, Teaching and Assessment Strategy

Delivery of this module is in the traditional Hawza style, whereby the teacher carefully reads and explains the core text, and discusses areas of particular complexity in more detail. Students are encouraged to examine the text critically and to engage in the discussions. Furthermore, students are expected to discuss material presented in class in their mubāḥathah (study circle) sessions to enhance understanding and retention.

Assessment Modes
Formative assessment will be by means of discussions, and continuous questioning on the practical and theoretical aspects of the course syllabus.  Revision sessions are arranged that will cover topics in preparation for exams, providing constructive formative feedback to students.  Students may hand in their PowerPoint slides to the lecturer for guidance prior to the 9th learning week. They will also receive formative feedback on their presentations after completing them, and guidance and feedback can be gained from student-led discussion, which will help them improve future performance. Finally, formative feedback is also gained through mubāḥathah, providing an invaluable opportunity for students to consolidate their learning. Unresolved matters or new ideas resulting from mubāḥathah sessions are researched and brought to the attention of the module leader for feedback as part of the formative learning process.
Summative, graded assessment is by presentation and written examination. The presentation will last for 20 minutes and will require students to demonstrate correct reading and comprehension of an excerpt from the core text. (Outcomes  4). The 2 hour written examination will take place at the end of the semester (Outcomes 1, 2, 3).

Assessment Weighting
Written examination: 60%
Presentation, Reading & Comprehension: 40%

Learning materials

Core readings

• Al-Irawani, B. (2009). Durus Tamhidiyyah fi al-Fiqh al-Istidlali. Qum: Al-Mustafa International Translation and Publication Centre.

Learning Outcomes

Knowledge
On completion of this module, the successful student will be able to:

• Theorize an overview of various disciplines of Hadith Studies and the significance of hadith among other Islamic sources (A1, A2, A5)
• Debate the criteria used to evaluate traditions in order to differentiate an authentic tradition from a dubious one (A2, B5)
• Assess and evaluate the major collections of traditions (A4, B4)
• Acquainting skills to analyse classical and modern methodologies for accepting and rejecting traditions (A2, A7)

Skills
This module will call for the successful student to:

• Use a number of methods to evaluate traditions reported from the Prophet, the Companions and the Shia Imams (B1, B3, B4, B6, C1, C5, C7, D1, D5, D6)

Learning, Teaching and Assessment Strategy

The basic content of the module will be provided by lectures. There will also be seminars for interactive discussion on more difficult concepts. Individual study will consist of general reading, specific historical texts and reading on selected topics.

Assessment Modes
Formative assessment includes evaluation of text, in an advanced, critical and informative manner. Tutorial time enables the module leader to give constructive feedback to student on the preparation and development of their case studies. Tutorials would help develop students’ learning and enhance their final submissions. Additionally, revision sessions are arranged that will cover topics in preparation for exams, providing constructive formative feedback to students.
Summative, graded assessment for this module consists of a case study and a written examination. The case study will be of 1,500  words in which students will be required to examine a hadith in relation to syllabus topics discussed in class (Outcome 5). The 2 hour written examination will take place at the end of the semester (Outcomes 1, 2, 3, 4).

Assessment Weighting
Case Study: 40%
Written examination: 60%

Learning materials

Core readings

• Brown, J.A.C. (2009). Hadith: Muhammad’s Legacy in the Medieval and Modern World. Oxford: Oneworld.
• Fadli, A.H. (2002). Introduction to Hadīth. Translated from Arabic by N. Virjee. London: The Islamic College Press.
• Nasiri, A. (2013). An Introduction to Hadith: History and Sources. Translated from Persian by M. Limba. London: MIU Press.
• Siddiqhi, M.Z. (1993). Hadith Literature: Its Origin, Development and Special Features. Cambridge: The Islamic Texts Society.