Associate Professor Tom Aechtner
Course overview
- Study period
- Semester 2, 2024 (22/07/2024 - 18/11/2024)
- Study level
- Undergraduate
- Location
- External
- Attendance mode
- Online
- Units
- 2
- Administrative campus
- St Lucia
- Coordinating unit
- Historical & Philosophical Inq
The course aims to introduce students to the Bible, to the different ways it is read, and to some of the common problems associated with interpreting it.
This course may not run if there are fewer than 20 enrolments.
The course introduces students to the Bible in its historical context. How did we get the Bible? In what different ways has the Bible been read across different historical and political contexts? What relevance does the Bible have today in a "post-Christian" context? Students will encounter readings of the Bible from early councils to reformers, from First Nations perspectives to Social Justice causes.
Course requirements
Assumed background
There is no assumed knowledge/background for this course. It is assumed that you will be open to new ways of thinking and to different expressions of opinion within the class.
Incompatible
You can't enrol in this course if you've already completed the following:
RE116, RELN1402
Course staff
Course coordinator
Lecturer
Associate Professor Tom Aechtner
Associate Professor Adam Bowles
Dr James Lancaster
Mr Richard Leo
Tutor
Mr Richard Leo
Timetable
Additional timetable information
There are 10 tutorials for this course starting in week 2 and ending in week 11.
Aims and outcomes
The course aims to make students familiar with the contents of the Bible, with the various ways it is read, and with some of the approaches taken to interpret it
Learning outcomes
After successfully completing this course you should be able to:
LO1.
speak and write in an informed way about the Bible and its interpretation
LO2.
appreciate the complexities of biblical language and culture
LO3.
appreciate the diversity of opinions
LO4.
critically analyse a biblical text
Assessment
Assessment summary
| Category | Assessment task | Weight | Due date |
|---|---|---|---|
| Reflection |
Weekly Diary Entries
|
20% | |
| Essay/ Critique | Short Essay | 35% |
13/09/2024 2:00 pm |
| Essay/ Critique | Long Essay | 45% |
25/10/2024 2:00 pm |
A hurdle is an assessment requirement that must be satisfied in order to receive a specific grade for the course. Check the assessment details for more information about hurdle requirements.
Assessment details
Weekly Diary Entries
- Hurdle
- Online
- Mode
- Written
- Category
- Reflection
- Weight
- 20%
Task description
External students are expected to complete 10 diary entries over the semester, to be submitted in via Turnitin in Blackboard. Entries should be between 150 and 200 words each, and demonstrate an engagement with the course material and set readings in line with the stated topic.
Diary entries are due each week starting in week 2 for 10 weeks. Students will find the readings for each diary entries in blackboard for each respective week. Diary entries are due by 2pm on the day of scheduled lectures (see timetable) for each respective topic. Students do not need to view lectures to complete diary assessments. The first diary entry is based on the reading assigned in week 2 and due in week 2. The second diary entry is based on the reading assigned in week 3 and due in week 3, and so on for up to 10 weeks. If 5 or fewer diary entries are completed, the student will receive 0 diary entry marks.
This assessment task evaluates student’s abilities, skills and knowledge without the aid of artificial intelligence (AI). Students are advised that the use of AI technologies to develop responses is strictly prohibited and may constitute student misconduct under the Student Code of Conduct.
Hurdle requirements
If 5 or fewer diary entries are completed, the student will receive 0 diary entry marks.Submission guidelines
Submit via Turnitin through Blackboard >assessment
Deferral or extension
You cannot defer or apply for an extension for this assessment.
Short Essay
- Mode
- Written
- Category
- Essay/ Critique
- Weight
- 35%
- Due date
13/09/2024 2:00 pm
Task description
Topic: Students can choose any topic they wish to write on. They can feel free to consult with the tutor and lecturers. It would be helpful to consider writing on subjects covered in Lectures 2-8.
Referencing Style: Students are strongly encouraged to use Chicago style for references and bibliographies: http://www.chicagomanualofstyle.org/tools_citationguide/citation-guide-1.html
Word Limits: 1,500 words. Within ±10% of the set length (word limit) is acceptable. Word count does not include footnotes, however, discursive footnotes are included in the word count. A word count that is outside these 10% will receive a proportionate penalty and will be graded against the grading criteria.
AI: This assessment task evaluates the student's abilities, skills and knowledge without the aid of artificial intelligence (AI). Students are advised that the use of AI technologies to develop responses is strictly prohibited and may constitute student misconduct under the Student Code of Conduct.
Submission guidelines
Submit via Turnitin through Blackboard >assessment
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
Long Essay
- Mode
- Written
- Category
- Essay/ Critique
- Weight
- 45%
- Due date
25/10/2024 2:00 pm
Task description
Topic: Students can choose any topic they wish to write on. They can feel free to consult with the tutor and lecturers. It would be helpful to consider writing on subjects covered in Lectures 9-13.
Referencing Style: Students are strongly encouraged to use Chicago style for references and bibliographies: http://www.chicagomanualofstyle.org/tools_citationguide/citation-guide-1.html
Word Limits: that is within ±10% of the set length (word limit) is acceptable. Word count does not include footnotes, however, discursive footnotes are included in the word count. A word count that is outside these 10% will receive a proportionate penalty and will be graded against the grading criteria.
AI: This assessment task evaluates the student's abilities, skills and knowledge without the aid of artificial intelligence (AI). Students are advised that the use of AI technologies to develop responses is strictly prohibited and may constitute student misconduct under under the Student Code of Conduct.
Submission guidelines
Submit via Turnitin through Blackboard >assessment
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
Late submission
A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.
Course grading
Full criteria for each grade is available in the Assessment Procedure.
| Grade | Cut off Percent | Description |
|---|---|---|
| 1 (Low Fail) | 0 - 24 |
Absence of evidence of achievement of course learning outcomes. |
| 2 (Fail) | 25 - 44 |
Minimal evidence of achievement of course learning outcomes. |
| 3 (Marginal Fail) | 45 - 49 |
Demonstrated evidence of developing achievement of course learning outcomes |
| 4 (Pass) | 50 - 64 |
Demonstrated evidence of functional achievement of course learning outcomes. |
| 5 (Credit) | 65 - 74 |
Demonstrated evidence of proficient achievement of course learning outcomes. |
| 6 (Distinction) | 75 - 84 |
Demonstrated evidence of advanced achievement of course learning outcomes. |
| 7 (High Distinction) | 85 - 100 |
Demonstrated evidence of exceptional achievement of course learning outcomes. |
Additional course grading information
Tutorial Participation Assessment Criteria
Criteria:
- Evidence of participation in discussions.
- Evidence of preparation for the tutorial, most notably through completing the set readings.
- Quality of contributions to discussions.
- Fostering of group discussions, through courteous and respectful interactions with staff and students.
- Attendance is necessary to fulfill the above criteria, as per the course requirements, but marks cannot be awarded for attendance alone.
To achieve a grade of 7 (High Distinction, 85-100%), your attendance will be flawless and your participation exceptional. This grade reflects exceptional levels of preparation, mastery of course materials, and very high quality contributions to, and fostering of, group discussions. You should be able to engage with your peers very effectively.
To achieve a grade of 6 (Distinction, 75-84) your attendance will be excellent and your participation very substantial. This grade reflects excellent levels of preparation, knowledge of course materials, and high quality contributions to, and fostering of, group discussions. You should be able to engage with your peers effectively.
To achieve a grade of 5 (Credit, 65 – 74%), your attendance and participation will be good. This grade reflects proficient levels of preparation, good knowledge of course materials, and good quality contributions to, and fostering of, group discussions.
To achieve a grade of 4 (Pass, 50 – 64%) your attendance and participation will be satisfactory. This grade reflects adequate levels of preparation and knowledge of course materials, and an acceptable quality of contributions to, and fostering of, group discussions.
To achieve a grade of 3 (Marginal Fail, 45 – 49%) your attendance and participation will be unsatisfactory. This grade reflects irregular attendance and/or participation and superficial knowledge of course materials and basic levels of preparation. However, when in attendance, there is evidence of your ability to demonstrate developing achievement in contributions to, and fostering of, group discussions.
To achieve a grade of 2 (Fail, 25-44%), your attendance and participation will be very unsatisfactory. This grade reflects irregular attendance and/or participation, minimal knowledge of course materials, little evidence of preparation, and mixed to low quality of contributions to, and fostering of, group discussions.
To achieve a grade of 1 (Low Fail, 0-24%), your attendance and participation will be unsatisfactory. This grade reflects irregular attendance and/or participation, an no evidence of preparation, and little or no evidence of quality of contributions to, and fostering of, group discussions.
Essay Assessment Criteria
Criteria:
- Ability to construct a well-reasoned argument.
- Depth and breadth of knowledge and understanding of central issues.
- Ability to form a well-structured essay.
- Engagement with academic sources and evidence.
- Insight and/or creativity in interpreting texts or constructing a point of view or argument.
- Capacity to produce a coherent and well-written essay using correct grammar and syntax.
- Appropriately referenced, as per discipline conventions.
To achieve a grade of 7 (High Distinction, 85-100%), your essay should reflect an exceptional level of achievement. It should demonstrate that you have undertaken extensive, high-level research, that you are able to form a very rigorous, well-organised argument, and that your discussion is original and creative. It should also demonstrate that you are able to evaluate and organise data and/or evidence in a critical manner and that you have a sophisticated and insightful understanding of problems and issues. Your essay should be very well written, clear and concise, pay strict attention to discipline conventions and have minimal, if any errors in referencing, expression, grammar, spelling and punctuation.
To achieve a grade of 6 (Distinction, 75 – 84%), your essay should reflect an advanced level of achievement. It should demonstrate that you have undertaken wide research, that you are able to form a rigorous, well-organised argument, and that your discussion is coherent and convincing. It should also demonstrate that you are able to evaluate data and/or evidence in a perceptive manner, and that your understanding of problems and issues is perceptive and insightful. Your essay should be well written, clear and concise, follow discipline conventions and have few errors in referencing, expression, grammar, spelling and punctuation.
To achieve a grade of 5 (Credit, 65 – 74%) your essay should reflect a proficient level of achievement. It should demonstrate that you have undertaken the expected level of research, that you are able to develop or adapt convincing arguments and justify them adequately, that you are able to evaluate data and/or evidence in a proficient manner, and that you have a proficient understanding of problems and issues. The presentation and referencing of your essay will largely follow discipline conventions, perhaps have some errors in grammar, spelling and punctuation, and demonstrate your ability to communicate effectively.
To achieve a grade of 4 (Pass, 50 – 64%) your essay should reflect a functional level of achievement. It should demonstrate that you are able to apply fundamental concepts and skills, that you have undertaken a basic level of research and have the basic ability to evaluate data and/or evidence, to identify problems and issues, to offer insights and to develop routine arguments. Your organisation, writing, referencing, spelling and grammar will be adequate and use some of the discipline conventions to communicate appropriately.
To achieve a grade of 3 (Marginal Fail, 45 – 49%) your essay should reflect developing levels of achievement. It should demonstrate that you have a superficial level of knowledge of fundamental concepts and skills, that you have undertaken a basic level of research, made some attempt to evaluate data and/or evidence, to identify problems and issues, and to offer some insights. Your arguments, while underdeveloped, show your emerging ability to apply knowledge and skills. Your organisation, writing, spelling and grammar will be adequate, perhaps poor, and your referencing and use of discipline conventions poor/and or inconsistent.
To achieve a grade of 2 (Fail, 25-44%) your essay will reflect deficiencies in skill acquisition and in your understanding of the fundamental concepts of the course. It will demonstrate that you have not undertaken adequate research, that you are unable to evaluate data and/or evidence, to identify problems and issues, or to offer insights adequately. Your arguments will be unsupported and/or inappropriate, your organisation and writing will be poor and/or inappropriate, and referencing and use of discipline conventions poor/and or inconsistent.
To achieve a grade of 1 (Low Fail, 0-24%), your essay will reflect that you have failed to meet the minimum learning requirements and skill acquisition for this course. Your essay will demonstrate an absence of research, evaluation of data and/or evidence, and lack argumentation. Use of discipline conventions will be absent, poor or inappropriate, and written expression poor or inappropriate
Supplementary assessment
Supplementary assessment is available for this course.
Additional assessment information
- Do not rely on Grade Centre in Blackboard for your results. Look at your assessment grade and feedback in Turnitin.
- Failure to submit all major assessment items (those worth 15% and above) will result in a maximum grade of 2 (Fail).
- By submitting work through Turnitin you are deemed to have accepted the following declaration: ‘I certify that this assignment is my own work and has not been submitted, either previously or concurrently, in whole or in part, to this University or any other educational institution, for marking or assessment’.
- All students must ensure that they receive their Turnitin receipt on every submission of assessment items. YOU MUST CHECK THAT THE RECEIPT CONFIRMS THAT SUBMISSION HAS BEEN SUCCESSFUL.
- A valid Turnitin receipt will be the only evidence accepted if assessments are missing.
Without evidence, the assessment will receive the standard late penalty, or after ten calendar days, will receive zero.
In the case of a Blackboard outage, please contact the Course Coordinator as soon as possible so that they can confirm the outage with ITS.
- It is the responsibility of the student to ensure that they are submitting assessment items on a device that is capable of the task, and that appropriate internet bandwidth and speed is available.
If you cannot be sure that your device or internet will enable you to complete or submit an assessment task, you must come onto campus and use one of the University Computers in the Library or Computer Labs.
- Plagiarism, and asking or paying someone else to do your work is cheating and constitutes academic misconduct. See ECP Section 6.1
- Feedback against the assessment criteria in the form of comments on your script will be provided through Turnitin or on your script directly.
- For information on assessment remarks see: https://my.uq.edu.au/information-and-services/manage-my-program/exams-and-assessment/querying-result
Learning resources
You'll need the following resources to successfully complete the course. We've indicated below if you need a personal copy of the reading materials or your own item.
Library resources
Find the required and recommended resources for this course on the UQ Library website.
Learning activities
The learning activities for this course are outlined below. Learn more about the learning outcomes that apply to this course.
Filter activity type by
Please select
| Learning period | Activity type | Topic |
|---|---|---|
Week 1 (22 Jul - 28 Jul) |
Lecture |
Introduction |
Week 2 (29 Jul - 04 Aug) |
Lecture |
How was the Bible Written I: From Scrolls to King James |
Week 3 (05 Aug - 11 Aug) |
Lecture |
How was the Bible Written II: Making the Bible |
Week 4 (12 Aug - 18 Aug) |
Lecture |
How was the Bible Written III: Canon from Conflict |
Week 5 (19 Aug - 25 Aug) |
Lecture |
Reading Genesis in Context This lecture will outline the context in which the Book of Genesis was composed and explore it's reception history: the primeval history of divine creation in the first book of the Pentateuch, the ancestral history of Abraham's covenant with God, and the significance of Genesis for Western thought and culture. |
Week 6 (26 Aug - 01 Sep) |
Lecture |
Reading Job in Context This lecture will outline the context in which the Book of Job was composed and explore it's reception history: it will detail Job's major theme of theodicy - the problem of human suffering and divine justice in the world - and discuss its ongoing significance for Western thought and culture. |
Week 7 (02 Sep - 08 Sep) |
Lecture |
Reading Matthew in Context This lecture will outline the context in which the Gospel of Matthew was composed and explore it's reception history: it will detail Matthew's construction of Jesus in the specific context of his community of Jewish Christians, and discuss the Gospel's ongoing significance for Western thought and culture. |
Week 8 (09 Sep - 15 Sep) |
Lecture |
Empire and the Bible |
Week 9 (16 Sep - 22 Sep) |
Lecture |
Indian Christianity and the Bible |
Mid Sem break (23 Sep - 29 Sep) |
No student involvement (Breaks, information) |
Break |
Week 10 (30 Sep - 06 Oct) |
Lecture |
Indigenous Australia and the Bible |
Week 11 (07 Oct - 13 Oct) |
No student involvement (Breaks, information) |
Public Holiday No lecture, no tutorials, no online diary entries. |
Week 12 (14 Oct - 20 Oct) |
Lecture |
The Bible and Liberation: Queer and Black Readings |
Week 13 (21 Oct - 27 Oct) |
Lecture |
The End? Revelation, the Bible, and Climate Justice |
Policies and procedures
University policies and procedures apply to all aspects of student life. As a UQ student, you must comply with University-wide and program-specific requirements, including the:
- Student Code of Conduct Policy
- Student Integrity and Misconduct Policy and Procedure
- Assessment Procedure
- Examinations Procedure
- Reasonable Adjustments - Students Policy and Procedure
Learn more about UQ policies on my.UQ and the Policy and Procedure Library.