Learning Outcomes

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

• Examine the continuation and preservation of the Qur’an as it was revealed to the Prophet of Islam. (A1, A2, A6)
• Define two key concepts, tafsīr (exegesis) and ta’wīl (esoteric interpretation) and their relationship to the literal meaning of the Qur’an. (A1, A2, A5)
• Analyse key concepts discussed in mainstream sciences of the Qur’an and exegetical approaches. (A2, A4, B4, C1, D6)
• Compare and evaluate opinions held by scholars on Qur’anic sciences and exegetical approaches. (B1, B4, B5, B6, C1, C2, D1, D3, D6)

Skills
This module will call for the successful student to:

• Demonstrate an ability to identify and explain exegetical methods and approaches,  and examine opinions held by scholars on Qur’anic sciences. (B2, C1, D1, D5)

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. Students are expected to undertake independent study consisting of set and free reading.

Assessment Modes
Questions arising from lectures form the basis formative assessment, through small group discussions leading the development of exegetical skills. 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. Moreover, tutorial time enables the module leader to give constructive feedback to student on the preparation and development of their case studies. Tutorials will not be assessed but will form part of the formative learning process, helping develop students’ learning and enhance their final submissions.
Summative, graded assessment is by coursework and case study. The coursework will require the student to write an essay of 2,500 words examining topics agreed on Qur’anic Sciences as part of the module. (Outcomes 1,2, 5) The case study will be of 1,500 words in which students will be required to examine scholarly exegetical approaches in relation to syllabus topics discussed in class (Outcomes 3, 4, 5).

Assessment Weighting
Coursework: 50%
Case Study: 50%

Learning materials

Core readings

• Adel, G.H. and Elmi, M.J. eds. (2012). Qur’anic Commentaries; An Entry from Encyclopaedia of the World of Islam. London: EWI Press.
• Jaffer, A. and M. (2009). Quranic Sciences. London: ICAS Press
• Ma’rifat, M.H. (2014). Introduction to the Sciences of the Qur’an. Translated from Arabic by S. Rossier and M. Limba. Tehran. SAMT.

Learning Outcomes

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

• Differentiate in approach, the process of leadership in early Islam and outline theories behind the fundamental differences that exist between the institutions of Caliphate and Imamate. (A3, B2, B6, C1, D6)
• Examine and assess the lives of the Fourteen Infallibles and their contribution to Islam and Islamic sciences. (A2, B4, C1, D6)
• Compare and examine the relationship between Islamic themes and their historical context. (A2, A6)

Skills
This module will call for the successful student to:

• Select, collect and organize historical primary sources and use sources effectively. (B6, C5, D1, D5, D6)
• Formulate material accurately and present research accurately and concisely, both in written form and verbally. (C1, C2, C4, C5, D1, D2, D3, D6)

Learning, Teaching and Assessment Strategy

This module is taught through the medium of lectures, discussions, seminars, independent research and presentations. Students will be encouraged to engage in discussions facilitated by the lecturer in order to learn from others, collaborate and share their understanding of the issues covered. Students are expected to discuss material presented in class in their mubāḥathah (study circle) sessions to enhance understanding and retention.

Assessment Modes
Formative assessment is an important part of the learning process and has been shown to help improve both grades and learning style.  As students you receive formative feedback in a variety of ways, orally, in writing, to the whole class or individually. 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. 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.
Summative assessment for this module is by presentation and written exam. The 20 minute presentation will require students to convey their research on an agreed area of the course in an effective manner, and should consist of roughly 10 PowerPoint slides (Outcomes 4, 5). The 2-hour written exam will take place at the end of the semester (Outcomes 1, 2, 3).

Assessment Weighting
Written Examination: 60%
Presentation: 40%

Learning materials

Core readings

• Dabashi, H. (2017). Authority in Islam: From the Rise of Mohammad to the Establishment of the Umayyads. Routledge.
• Jačfaryān, Rasul (2003), History of the Caliphs from the death of the messenger to the decline of the Umayyad dynasty 11-132 AH, Qum, Ansariyan.
• Jafri, S. H.M. (1979). The Origins and Early Development of Shi‘a Islam. London: Oxford University Press.
• Madelung, W. (1997) The Succession to Muhammad: A Study of the Early Caliphate, Cambridge University Press.
• Mufid, M.M.N. (2004). Kitab al-Irshad. Qum: Ansariyan Publications.
• Qarashi, B.S. (2010). The Ahlulbayt Encyclopaedia. Qum: Ansariyan Publications.

Learning Outcomes

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

• Discuss the basic rules of Arabic Syntax. (A5, D1)
• Grammatically analyse sentences in classical Arabic texts. (B1, B3, C6, D1)

Skills 
This module will call for the successful student to:

• Apply Arabic Grammar to formal written and spoken Arabic. (B1, B3, C6, D1, D2, D4)
• Utilize Arabic dictionaries and sourcebooks of Arabic grammar. (C5, D5, D6)

Learning, Teaching and Assessment Strategy

Lectures provide the basic structure of this module. 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. The portfolio of students’ work requires learners to apply their learning to carefully selected verses of the Qur’an and traditions. Students are expected 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, which will comprise of three exercises to be completed in class, of around 350 words each, on syllabus topics assigned by the lecturer (Outcomes 3, 4). Additionally, 2 hour written examination will take place at the end of the module (Outcomes 1, 2).

Assessment Weighting
Portfolio: 30%
Written examination: 70%

Learning materials

Core readings

• Al-Shartuni, R. (2007). Mabadi al-Arabiyyah (volumes 2 and 3). Qum: Dar al-Ilm.
• Shirafkan, H. ed. (2008). Al-Hidayah fi al-Nahw. Qum: Al-Mustafa International University.
• Abdur-Rasheed, A. (translator). (2008). The Guidance in Arabic Grammar. Madani E Publications.

Learning Outcomes

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

• Define and explain key logical terms and concepts. (A1, A5)
• Identify fallacies, ill-structured definitions and ill-formed arguments in materials related to Islamic studies. (B1, B3)

Skills
This module will call for the successful student to:

• Select and apply logical reasoning to produce correct definitions and valid arguments. (B5, C2, C6, D1, D3, D4)
• Use logical analysis in the field of Islamic studies. (B1, B2, B3, C2, D1, D3)

Learning, Teaching and Assessment Strategy

Learning and teaching takes place by means of lectures, discussions, small group exercises and portfolio. Students are expected to undertake individual study consisting of set and free reading and are encouraged to participate in discussions, led by the lecturer, in order to enhance learning and to cover any gaps in knowledge and understanding of the subject matter. Furthermore, students are expected to discuss material presented in class in their mubāḥathah (study circle) sessions to enhance understanding and retention.

Assessment Modes
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 for this module consists of a coursework and a written examination. The coursework will require the student to write an essay of 1,500  words to be done based on class discussions (Outcomes 3, 4). 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

• Copi, I.M. (2010) Introduction to Logic. 14^th ed. New York: Macmillan.
• Shirazi, S.M.H. (2006). A Summary of Logic. Translated from Arabic by A. Abdur-Rasheed. Madani EPublications.

Learning Outcomes

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

• Examine the requirements for researching and presenting a project. (A1, A6) 2) Identify the main sources in various aspects of Islamic studies. (A2)

Skills
This module will call for the successful student to:

• Employ suitable research methods to investigate a subject matter in the field of Islamic studies. (B6, C1, C5, D1, D5, D6)
• Identify and provide an appropriate structure and style for writing an essay. (B5, C2, C5, C6, D1, D3, D6)
• Select an appropriate citation and referencing style for academic writing. (B6, C5, D1, D5, D6)
• Demonstrate awareness of reflective learning by expressing considered thoughts and ideas in the form of a self-reflective journal. (A7, B2, B4, C7, D1)

Learning, Teaching and Assessment Strategy

Alongside lectures and seminars, students are expected to develop 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 debate in class ensures that students are constantly engaged and take an active role in the learning process. All students are assigned a mentor from amongst the third year Project students who will give them advice and support relating to their coursework.

Assessment Modes
Formative assessment will be Module leader led seminars and workshops, students will discuss and presented topics. 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. Students will also be asked to complete and submit a weekly reflective learning exercise based on the teaching and learning, student will be provided feedback regarding it and discuss the student’s progress and areas for future exploration. This is based on their formative learning process and students will be encouraged to complete these tasks to improve learning and satisfaction with the module.
Summative assessment for this module is by means of coursework and self-reflective journal. Students are required to write a coursework of 2,500 words on a subject of their own choice in the field of Islamic studies in which they are expected to demonstrate their learning of research methods and written presentation skills (Outcomes 1, 2, 3, 4, 5). Students will be further required to produce three self-reflective journals of about 500 words each. The journal is expected to reflect personal development and discussions in the class. Every journal must be submitted every four weeks. The journal is a necessary component of the module and  part of the overall assessment. (Outcome 6).

Assessment Weighting
Coursework: 70%
Journal: 30%

Learning materials

Core readings

• Booth, W.C., Colomb, G.G., Williams, J.M. (2003). 2nd ed. The Craft of Research. Chicago and London: The University of Chicago Press.
• Nicholas Walliman, N. (2017) Research Methods: The Basics: 2nd edition
• Routledge. Cottrell, S. (2017) Critical Thinking Skills: Effective Analysis, Argument and Reflection, Macmillan International Higher Education,
• Cottrell, S. (2011) Critical Thinking Skills: Developing Effective Analysis and Argument, Palgrave Macmillan

Learning outcomes

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

• Demonstrate awareness and explain the similarities and contrasts between the disciplines of science, theology and philosophy. (A4)
• Analyse the way in which scientific concepts and theories affect classical debates within theology. (A3, A4)
• Identify and provide an outline of the debates surrounding different proofs for God’s existence. (A1, B4)
• Demonstrate awareness in Identifing the origins, development and history of Islamic doctrine. (A4, A6)

Skills
This module will call for the successful student to:

• Examine and engage in debates on the relation between science and theology. (B4-B5, C2, C4, D1, D3)
• Point out logical and well-thought-out arguments while assessing the views of others. (B2-B4, C2, C4, C6, D2-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.

Assessment Modes
Questions arising from lectures form the basis formative assessment, through small group discussions leading to the development of theological understanding. Each portfolio assignment is entitled to formative feedback from the module leader before the 10th learning week. Students are required to see the module leader regularly to receive feedback and support with their portfolio work. Additionally, tutorial time enables the module leader to give guidance to students on topics of concern and provide constructive feedback related to portfolio work. Revision sessions are also arranged that will cover topics in preparation for exams, providing constructive formative feedback to students.
Summative, graded assessment for this module consists of portfolio and a written examination. The portfolio will consist of two assignments of 1000 words each (Outcomes 5, 6). The 2 hour written examination will take place at the end of the semester (Outcomes 1, 2, 3, 4).

Assessment Weighting
Portfolio: 50%
Written Examination: 50%

Learning materials

Core readings

• Copan, P. & Moser, P. K. eds., (2003) The Rationality of Theism, London: Routledge
• Dawkins, R., (2007) The God Delusion, London: Black Swan
• Mutahhari, M., (2002). Understanding Islamic Sciences. London: ICAS