Master of Theology in Christianity

Purpose

The primary purpose of the Master of Theology (MTh) in Christian Ministry is to provide graduates with the necessary advanced knowledge, research skills and applied competence within the field of Christian ministry, to do independent research and to act as leaders, educators, and facilitators in their communities and in society at large.

A secondary purpose of the programme is to provide faith communities and the South African society at large with graduates who have the critical knowledge, skills and competence required to make a positive but critical contribution to theological, ethical and global-political debates; and who are able to design, write and offer courses to foster an awareness of the importance of religion in contemporary society.

Rationale

This Master of Theology (MTh) in Christianity is a coursework qualification. This degree differs from the MTh and MTh in Christian Ministry with regard to the content as well as the objective: The compilation of the qualification took the need for exhibiting the following attitudes and skills by successful postgraduate students in a South African context into consideration.

Related to formative issues

The ability to apply knowledge by critically employing a variety of methods including historical debate, textual and literary analysis and philosophical discourse. Successful students will therefore be able to:

• Understand the critical and hermeneutical issues specific to Theology.
• Demonstrate functional capacity in Theology.
• Demonstrate an ability to analyse and interpret knowledge with methodological soundness.

Related to summative issues (research)

Understand and contribute to relevant academic debates through engagement with specific research problems. Successful students will therefore be able to:

• Demonstrate the capacity for informed, independent, critical thinking and ability to perform appropriate library and online research utilized in the professional study of Theology.
• Demonstrate an aptitude for being a lifelong student in Theology (continuing professional development).
• Construct an informed synthesis between the primary evidence and current research findings.
• Present a coherent written research model supported by references as appropriate by means of effective communication skills.
• Write a concise and substantial dissertation that utilize theories from the discipline of Theology that integrate knowledge and interpretative skills to analyse topics related to the field of Theology.

Related to summative issues (praxis)

Understanding the impact of Theology in the broader community. Successful students will therefore be able to

• Demonstrate a sensitivity to, knowledge of, and understanding of ethical needs of the country.
• Identify problems and questions and critically evaluate solutions and answers in the practical aspects of research into theological problems.

Recognition of Prior Learning (RPL)

The outcomes of this qualification can be achieved in part through Recognition of Prior Learning in terms of the following criteria.

Non-formal and informal prior experiential learning

Students will be given Recognition of Prior Learning (RPL) if they can produce a portfolio of evidence to show that they meet the outcomes and Associated Assessment Criteria, obtaining the relevant credits according to the assessment of the institution.

Rules governing the award of the qualification

The institution subscribes to the principles underlying outcomes-based, source-based and lifelong learning. In this RPL context, considerations of articulation and mobility play an important role. The institution endorses the view that Recognition of Prior Learning (RPL) constitutes an essential element in deciding on admission to and awarding credits in an explicitly selected teaching-learning programme at honours level. RPL for admission implies assessment of not only cognate knowledge and skills gained through work experience or other qualifications, to determine the level of skills and knowledge comparable to Level 7 the candidate already possesses, but also the skills and knowledge the candidate has to master additionally prior to being accepted for the honours qualification.

The assessment processes involved with RPL are the same as those followed for awarding credits in the formal graduate setting. An RPL candidate seeking credits for previously acquired skills and knowledge, must still comply with all the requirements as stated for modules, programmes and qualifications. The difference lies in the route of the assessment, since RPL assessment may be holistic in nature taking the context of the qualification as well as the prior knowledge and experience of the person who is being assessed into account.

Entry Requirements

• Bachelor of Theology Honours.

Or

• Bachelor of Divinity.

This qualification comprises of elective modules totalling 180 Credits

• Pastoral Perspectives, 16 Credits.
• Hermeneutics, 16 Credits.
• Ethics, 16 Credits.
• Mini-dissertation, 116 Credits.
• Mini dissertation, 116 Credits.
• Church and Dogma History, 16 Credits.
• Missiology, 16 Credits.
• Mini-dissertation, 116 Credits.
• Church and Dogma History, 16 Credits.
• Biblical Hermeneutics, 16 Credits.

1. Apply knowledge by critically employing a variety of methods including historical debate, textual and literary analysis and philosophical discourse.
2. Understand the critical and hermeneutical issues specific to Theology.
3. Demonstrate functional capacity in Theology.
4. Analyse and interpret knowledge with methodological soundness.
5. Understand and contribute to relevant academic debates through engagement with specific research problems.
6. Demonstrate the capacity for informed, independent, critical thinking and ability to perform appropriate library and online research utilised in the professional study of Theology.
7. Demonstrate an aptitude for being a lifelong student in Theology (continuing professional development).
8. Construct an informed synthesis between the primary evidence and current research findings.
9. Present a coherent written research model supported by references as appropriate by means of effective communication skills; write a concise and substantial dissertation that utilizes theories from the discipline of Theology, which integrate knowledge and interpretative skills to analyse topics related to the field of Theology.
10. Understand the impact of Theology in the broader community.
11. Demonstrate a sensitivity to, knowledge of, and understanding of ethical needs of the country.
12. Identify problems and questions and critically evaluate solutions and answers in the practical aspects of research into theological problems.
13. Engage in analytical, critical, independent and creative theological thinking and research and write a research report, which reflects their ability to do research independently.
14. Use theological and related sources effectively in their study and practice to explore faith, spiritual and ethical questions and to address problems encountered in society, and be able to facilitate Christian ministry and evaluate its effectiveness, in particular with reference to issues of power and transformation within multicultural and multi-faith communities.
15. Identify, analyse and critique contemporary societal needs and develop constructive and creative strategies for transformation, both at the local and national level.

The following Associated Assessment Criteria will be applied in an integrated manner across the Exit Level Outcomes

• Show and understanding of systematic and integrated knowledge and an ability to analyse, evaluate and apply the fundamental terms, concepts, facts, principles, rules and theories.
• Effectively communicate scientific understanding and own opinions/ideas in written or oral arguments, using appropriate discipline-related and academic discourse as well as in technology.
• Apply appropriate discipline-related methods of scientific inquiry and independently validate, evaluate and manage sources of information.
• Show professional and ethical behaviour within an academic and discipline-related environment, with sensitivity towards societal and cultural considerations.
• Effectively function as a member and/or leader of a team or a group in scientific projects or investigations, with self-directed management of learning activities and responsibility for own learning progress.
• Critically reflect on, and show understanding and application of, appropriate methods or practices to resolve complex discipline-related problems and thereby introduce change within related practice.

Integrated Assessment

The qualification will employ both formative and summative assessments throughout the study. Students will be assessed on the application of the skills they develop in the various sub-disciplines, mainly in the form of written assignments and examinations. The research component of the qualification will be assessed in an integrated manner by means of a research proposal, which, after acceptance by the faculty board, will culminate in a mini-dissertation. Evidence of the mastering of advanced knowledge, both disciplinary and research, and skills are assessed, but also writing and communication skills, as well as computer literacy and Information Technology (IT) skills.