Bachelor of Theology Honours

Purpose

The purpose of the qualification is to enable learners to acquire a comprehensive, critical and systematic knowledge of Christian Theology, and/or a particular theological discipline, and to become conversant with contemporary theological discourse. Furthermore learners will be enabled to develop a foundational understanding and use of the research methodologies relevant to theological disciplines.

The qualification will also provide learners with the necessary applied and theoretical competencies to carry out a limited research project and communicate their new insights creatively (e.g. a mini-dissertation of approximately 10 000 words), thus playing a constructive role within church and society. Learners who achieve this qualification can, with a more advanced measure of independence:

• Demonstrate an understanding of selected topics in the Old and New Testament studies.
• Analyse the different historical periods and/or persons in relation to the bible, for example, Patristic Trinitarian Thought, or, Thomas Cranmer and 16th century Anglican theology.
• Display extensive, systematic and profound knowledge of pastoral care and counselling as a practical theology discipline and biblical task.
• Justify mission from a biblical and theological perspective.
• Display extensive, systematic and profound knowledge of homiletical theory and practice by, first, familiarizing themselves with the state of research in this field and, by in-depth study of a representative selection of relevant primary texts, for example. Augustine, Chrysostom, Bernard, Luther, Calvin, Edwards, Barth, Bonhoeffer, Thielicke.
• Understand methodologies of research to be utilised in the field of theology and ethical norms and practices to be followed.

Rationale

The Bachelor of Theology Honours (B.Th. Hons) seeks to increase the critical insights and theological competence of the learners. The majority of the learners for this qualification may be working in churches, other Christian Ministry ventures, community organisations and society. The qualification will equip learners with further exegetical, theological and/or ministerial skills which will inter alia enable them to further contribute to Christian ministry in church and society and/or advance their intellectual theological skills. Some learners may, upon completion, proceed to advanced post graduate studies.

Recognition of Prior Learning (RPL)

This qualification can be achieved in part through Recognition of Prior Learning in terms of the criteria laid out. Evidence can be presented in a variety of forms, including previous local or international qualifications, reports, testimonials mentioning functions performed, work records, portfolios, videos of practice and performance records. All such evidence should be judged according to the general principles of assessment described in the note to assessors.

Entry Requirements

Learners are required to have one of the following qualifications in order to be considered for admission

• Bachelor of Theology Degree at NQF Level 7.

Or

• Advanced Diploma in Theology at NQF Level 7 or a related field.

This qualification comprises 7 compulsory modules at NQF Levels 8 and 5 electives at NQF Level 8 totalling 120 Credits. Learners must choose one elective.

Compulsory modules, 104 Credits

• Old Testament, 16 Credits.
• New Testament, 16 Credits.
• Christian Doctrine, 16 Credits.
• Research Methodology, 8 Credits.
• Research Proposal, 8 Credits.
• Specialist Reading, 8 Credits.
• Mini-dissertation, 32 Credits.

Electives, 80 Credits (Choose 1)

• Church History, 16 Credits.
• Pastoral Theology, 16 Credits.
• Missiology, 16 Credits.
• Homiletics16, Credits.
• Ethics 16, Credits.

1. Demonstrate an understanding of selected topics in the Old and New Testament studies.
2. Analyse the different historical periods and/or persons in relation to the bible, for example. Patristic Trinitarian Thought, or, Thomas Cranmer and 16th century Anglican theology.
3. Display extensive, systematic and profound knowledge of pastoral care and counselling as a practical theology discipline and biblical task.
4. Interrogate the concept of mission from a biblical and theological perspective.
5. Display extensive and profound knowledge of homiletical theory and practice by, first, familiarizing themselves with the state of research in this field and, by in-depth study of a representative selection of relevant primary texts.
6. Understand methodologies of research to be utilised in the field of theology and ethical norms and practices to be followed.

Associated Assessment Criteria for Exit Level Outcome 1

• Relevant materials, including both exegesis of primary biblical sources and in-depth mastery of appropriate contemporary secondary literature are identified, analysed and synthesized.
• Relevant themes are selected and analysed, evaluated, and the result is communicated in various suitable formats.
• Viewpoints on utilisation of socio-historical data in biblical exegesis are assessed.
• Independent and defensible views in an ethical framework are developed and communicated orally and in a written format.
• Complex problems relating to germane themes are identified, especially in contemporary and current biblical research.

Associated Assessment Criteria for Exit Level Outcome 2

• Coherent and critical understanding of the relevant subject material, including primary texts and leading-edge secondary literature is demonstrated.
• Knowledge is effectively and critically selected, analysed and evaluated, and presented in a suitable academic forum, all within an ethically acceptable framework.
• Information appropriate to propose solutions to complex issues in the history of theology is identified and synthesized.

Associated Assessment Criteria for Exit Level Outcome 3

• Intelligent understanding of key terms, rules, concepts, principles and theories is shown.
• One or more relevant themes from existing pastoral care models are selected, evaluated independently, and results communicated in various suitable formats.
• Complex problems relating to appropriate issues are identified, especially in contemporary and current research in pastoral counselling, by means of critical analysis, synthesis and independent evaluation of data in the form of an argument and defended individually, in class context and written form.

Associated Assessment Criteria for Exit Level Outcome 4

• Intelligent understanding of key terms, rules, concepts, principles and theories is shown.
• One or more relevant themes from existing pastoral care models are selected, evaluated independently, and results communicated in various suitable formats.
• Complex problems relating to appropriate issues are identified, especially in contemporary and current research in pastoral counselling, by means of critical analysis, synthesis and independent evaluation of data in the form of an argument and defended individually, in class context and written form.

Associated Assessment Criteria for Exit Level Outcome 5

• Intelligent understanding of key terms, rules, concepts, and principles and theories is demonstrated.
• Complex problems relating to relevant homiletical themes are identified, especially in contemporary and current research, by means of critical analysis, synthesis and data in the form of an argument.

Associated Assessment Criteria for Exit Level Outcome 6

• Key terms, rules, concepts, and principles and theories are understood.
• Complex problems relating to relevant ethical issues are identified.
• Complex problems relating to the practical methodology of research as applied to theological disciplines are identified.
• Conceptual precision with regard to the methodology of research through the practical process of data collection, organisation of ideas, critical analysis and interpretation is displayed.

Integrated Assessment

Formative assessment

Each module in excess of 4 Credits requires at least one formative assessment per 8 Credits. The number of tests, assignments, and other formal and informal formative assessments is dependent on the nature of the module.

Summative assessment

Summative assessments include tests and assignments.