Bachelor of Arts Honours in Christian Philosophy

Purpose

The purpose of the Bachelor of Arts Honours in Christian Philosophy is to equip learners with a consolidated and in-depth knowledge of Reformational-Christian philosophy. The qualification will introduce learners to rigorous analysis, synthesis, and evaluation to critically engage with the systematic themes, ideas, and concepts inherent in Reformational-Christian philosophy, while also exploring other relevant philosophies, especially philosophies relevant to the South African context.

The qualification will allow learners to gain insight into how Reformational-Christian thinking shapes contemporary culture and empowers learners. This qualification will cultivate learners' research skills, enabling them to address unfamiliar problems, complexities, and uncertainties from a Christian philosophical perspective and effectively communicate their findings to diverse audiences.

On completion of the qualification, qualifying learners will be able to

• Articulate a consolidated and in-depth understanding of the history and systematic themes, ideas, and concepts of philosophy in general and Reformational-Christian philosophy in particular.
• Philosophically analyse, synthesise, and evaluate salient themes, ideas, and concepts. The Reformational-Christian perspective will be prioritised while also exploring other pertinent philosophies.
• Theoretically engage on a high level with salient philosophical ideas that influence current philosophy and culture and reflect on how Christian thinking could positively influence this discourse.
• Prepare learners for research-based postgraduate study by encouraging the research of unfamiliar problems, complexities, and uncertainties and communicating newly acquired knowledge.

Rationale

The qualification adopts a Reformational-Christian perspective, which aims to give direction to the renewal of society. The institution's mission is to develop outstanding scholarship using a Christian approach and to produce qualified, excellent Christian professionals. The institution offers a range of qualifications, such as Honours Degrees in Education and a Higher Certificate in Education.

All qualifications have a scholarly, accountable Christian perspective that aims to be inclusive of other views by engaging in conversations with as many relevant perspectives as possible. However, the institution has noted that lecturers are not well-prepared for this engagement from a systematic personal Christian perspective. The institution has introduced a qualification that cultivates these virtues. The qualification will not be limited to the teaching profession, staff, or alumni. All persons in possession of a cognate bachelor's degree and with experience in a Christian perspective in their field of study or profession will profit from obtaining the degree.

The transdisciplinary need demands coherent content and approach in the qualification. When Christian scholars are aware of their ties with all facets of the culture and society in which they live, they contribute to a radical, scripturally informed critique of the distortions and derailments present within that very culture and society. This critique begins with immanent criticism, the antinomies or contradictions that manifest themselves in arguments within the various trends of thought operative within philosophy. It is imperative to be engaged in a constructive development and elaboration of a systematic alternative. The qualification will contribute in a scholarly way to the restored paradise order of shalom and obedience through serious (though in principle redeemed but in practice fallible) work, will fade and shrink into insignificance.

Attention should be given to the following four interlocking aspects in a Christian philosophy

• The systematic alternative: A consolidated and in-depth background in the development, scope and systematic way of thinking as it is manifested in Reformational-Christian philosophy.
• An immanent critique of antinomies and contradictions: Learners should be able to reflect and employ views and thinking skills that enable them to measure current culture critically and appreciatively.
• A critique of the various trends of thought within philosophy: In a pluralistic world, learners must be exposed to and be able to interact with various religious, ideological, and secular viewpoints that have a significant impact on the South African idea-situation and that of civilisation in a broader context.
• Prevent scholarly work from fading into insignificance: Learners need to be challenged to research their critique and alternatives and communicate their findings with interlocutors of a broad spectrum of persuasions.

Recognition of Prior Learning (RPL)

The institution's policies on RPL and Credit Accumulation and Transfer (CAT) allow for RPL for access and exemption, in line with the CHE's policy in this regard, and for CAT for specific modules.

RPL for access

• RPL for access applies to all qualifications within the HEQSF in the case of applicants who do not meet the formal entry requirements of a qualification for admission purposes but may have completed informal learning that prepared them adequately for the specific qualification, may be considered.
• A full qualification cannot be obtained through RPL.
• The maximum portion of a full qualification that could be obtained through RPL is 50% of the credits of a full qualification.
• No more than 10% of a cohort will be allowed to access this qualification via the RPL route.

Entry Requirements

The minimum entry requirement for this qualification is

• Advanced Diploma in Theology, NQF Level 7.

Or

• Bachelor of Arts in Religious Studies, NQF Level 7.

Or

• Bachelor of Arts in Theology, NQF Level 7.

Or

• Bachelor of Theology in Christian Ministry, NQF Level 7.

Or

• Bachelor of Theology, NQF Level 7

Or

• Bachelor's degree in cognate field, NQF Level 7.

This qualification consists of the following compulsory modules at National Qualifications Framework Level 8, totalling 120 credits.

Compulsory Modules, Level 8, 120 Credits

• Thinking Skills, 18 Credits.
• A Critique of Directional Motives, 18 Credits.
• Systematic Philosophy, 18 Credits.
• History of Christian Philosophy, 18 Credits.
• History of Philosophy, 18 Credits.
• Research Project, 30 Credits.

Exit Level Outcomes

1. Demonstrate and articulate a consolidated and in-depth understanding of the history and systematic themes, ideas, and concepts of philosophy in general and Reformational-Christian philosophy in particular.
2. Philosophically analyse, synthesise, and evaluate salient themes, ideas, and concepts. The Reformational-Christian perspective will be prioritised while also exploring other pertinent philosophies.
3. Theoretically engage on a high level with salient philosophical ideas that influence current philosophy and culture and reflect on how Christian thinking could positively influence this discourse.
4. Prepare learners for research-based postgraduate study by encouraging the research of unfamiliar problems, complexities, and uncertainties and communicating newly acquired knowledge.

ASSOCIATED ASSESSMENT CRITERIA

Associated Assessment Criteria for Exit Level Outcome 1

• Demonstrate a systematic, integrated, and comprehensive knowledge and understanding of philosophy, especially Reformational-Christian philosophy.
• Define, analyse, evaluate, and apply the fundamental ideas, terms, concepts, and theories of Reformational-Christian philosophy.
• Compare and contrast Reformational-Christian philosophy with other philosophies, including non- Reformational Christian, Western, African, and Eastern philosophies.

Associated Assessment Criteria for Exit Level Outcome 2

• Engage with the Reformational-Christian tradition by defining, analysing, evaluating, and applying this philosophy's fundamental terms, concepts, ideas, principles, rules, and theories.
• Apply appropriate philosophical enquiry and evaluation methods as well as validate and manage information sources.

Associated Assessment Criteria for Exit Level Outcome 3

• Assess and interpret how Reformational-Christian philosophy could influence current culture and compare it to learners' views.
• Critically evaluate various theoretical viewpoints, evaluate conclusions, and participate in coherent and relevant academic arguments.

Associated Assessment Criteria for Exit Level Outcome 4

• Apply research methodology in philosophy.
• Design and execute a research study using an appropriate and ethical research methodology.
• Report critically and analytically on findings and recommendations.

INTEGRATED ASSESSMENT

The institution views assessment as a structured process of learning and teaching activities aimed at evaluating a learner's ability to achieve an objective. These objectives are guided by the purpose, exit-level outcomes of the qualification, as well as the outcomes and assessment criteria of the individual modules.

A variety of appropriate assessment tasks and instruments are included in the assessment design to ensure constructive alignment with the assessment tasks/methods with the learning outcomes and the learning activities/methods. Frequent assessment moments throughout the qualification also support the institution's approach to assessment for learning in the chosen mode of distance education. The assessment practices are aligned with the Learning and Teaching Strategy of the Diploma in Grade R and the institution's Assessment and Moderation Policies.

Both formative and summative assessments are an integral part of the qualification's assessment strategy. The definitions of these types of assessments are made explicit in the Assessment Policy.

Formative assessment focuses on monitoring and supporting the learning and teaching process, and lecturers and learners receive ongoing information on the learner's progress. Formative assessment can be regarded as assessment for learning. Modules are developed in such a way that there are sufficient informal formative self-assessment opportunities/activities that guide the learner through the learning material.

Summative assessment can be defined as the assessment of learning in which the overall outcome of learning of a given module or study unit is measured.

Both formative and summative assessments serve to ensure that the outcomes of modules and the Exit Level Outcomes (ELOs) of the qualification are reached. Feedback to learners is regarded as an integral part of learning in line with the Assessment Policy, which states that feedback should be timely, meaningful, and aimed at improving the learner's learning strategy, progress, and performance. All modules are moderated internally, and exit-level modules are subject to external moderation by suitably qualified and experienced peers.