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Informatie over Ma Programme Religion and Cultural Heritage
Hieronder staan het programma en de vakomschrijvingen van Ma Programme Religion and Cultural Heritage Klik op de naam van een vak in een schema om naar de omschrijving te gaan.
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| Periode | Type | Code | Naam | Taal | ECTS | Uren | |
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| hele jaar | verplicht | THMMENTOR | MA mentorship | Engels | |||
| semester I a | verplicht | THMIRHE5 | Introduction to Religious Heritage | Engels | 5 | variabel | |
| verplicht | THMTPHE5 | The Politics of Heritage | Engels | 5 | 3 | ||
| keuzegroep A | THMMRE5 | Materiële Religie | Engels | 5 | variabel | ||
| keuzegroep A | THM-MSPEH | Mysticism and Science | Engels | 5 | variabel | ||
| keuzegroep A | THMTHPMCE5 | Theological Heritages | Engels | 5 | 3 | ||
| semester I b | verplicht | THMRMSE5 | Research Methods | Engels | 5 | variabel | |
| keuzegroep B | THM-GR | Going Retro | Engels | 5 | variabel | ||
| keuzegroep B | THM-HOD | Heritage of Death | Engels | 5 | 3 | ||
| keuzegroep B | THMRRATE5 | Reception and Re-Use of Aut. Texts | Engels | 5 | 3 | ||
| semester II | verplicht | THMSTAGE10 | Stage Master THRS | Engels en Nederlands | 10 | variabel | |
| semester II a | verplicht | THMTS | Thesis Seminar THRS | Engels | 20 | variabel | |
| Opmerkingen | Keuzemodulen Sem 1a: 1 uit 3 | ||||||
| 1 | Going Retro | THM-GR | ||||||||||||||||||||||||
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| 2 | Heritage of Death | THM-HOD | ||||||||||||||||||||||||
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| 3 | Introduction to Religious Heritage | THMIRHE5 | ||||||||||||||||||||||||
| This course introduces students to the practice and theory of religious and cultural heritage. It begins with the question: what is religious heritage? In a first step towards answering this question, students will engage in a virtual archaeological “dig” of a sector of the city of Groningen. Working in groups, they will traverse a neighborhood and uncover the various types of religious heritage present in specific locations. To help them with their field work, students will engage with key documents from the field of heritage studies. They examine how world heritage organizations, such as the UNESCO have come to define religious heritage as comprising both “tangible”, i.e. physical, and “intangible”, i.e., ritual and cultural forms of heritage. In the second section of this course, students will engage with the literature on “critical heritage studies”. They will then work in teams to come up with criteria for what the critical heritage of religion might entail. Students will have meetings with practitioners of cultural heritage in local government, museums or religious heritage organizations. In a final project, student groups will apply the knowledge gained to trial one of the heritage organizations in the Netherlands and come up with a policy recommendation or a proposal for an exhibit or public outreach campaign. | ||||||||||||||||||||||||||
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| 4 | MA mentorship | THMMENTOR | ||||||||||||||||||||||||
| MA mentors support the first year MA students in their studies by arranging mentor meetings. The meetings are not mandatory, but we do encourage all MA students to attend these meetings. During the mentor meetings you can ask all your questions regarding studying at our faculty and living in Groningen. Also, every mentor meeting has its own theme/topic. Check the planning below to see when which theme is discussed in the mentor meetings. Check the schedule of your master’s degree track to see when exactly the mentor meetings are scheduled. › September This meeting in September will focus on the start of your study. Did you have a good start of their study? Do you have a clear overview of your course programme and the of the upcoming exams. If you have any other study related problem, feel free to ask your peers and the mentors. › October The meeting in October will focus on the placement. Have you already started searching for one? Where can you find suitable placements and what does the process of searching for a placement and finding a placement look like? If you have any other study related problem, feel free to ask your peers and the mentors. › November The meeting in November will focus on the thesis. If you have questions about how to start writing your thesis, finding the right assessor, setting up a thesis contract you can ask them during this meeting. If you have any other study related problem, feel free to ask your peers and the mentors. › January During the mentor meeting of January you will take a look ahead to the next semester. Have you found a placement and maybe already made a start with writing your thesis? Again, if you have any other study related problem, feel free to ask your peers and the mentors | ||||||||||||||||||||||||||
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| 5 | Materiële Religie | THMMRE5 | ||||||||||||||||||||||||
| “Materiality mediates belief … material objects and practices both enable it and enact it.” (Morgan 2010) Wat kunnen dingen en hun gebruik ons leren over religie? Dit vak richt zich op religieuze voorwerpen – en dan niet slechts als ‘rekwisieten van een religieuze levenswijze’ maar als belangwekkende voorwerpen op zich. De module stelt de Westerse aanname ter discussie dat geloof (beschouwd als een innerlijke instemming met bepaalde fundamentele stellingen) voorafgaat aan de voorwerpen, ruimten en gebruiken die gelovigen maken, gebruiken en aanpassen. In dit vak wordt de vraag gesteld hoe gelovigen en hun objecten verwikkeld zijn in dialectische afhankelijkheidsrelaties en wordt onderzocht wat deze verstrengeling betekent voor het begrip van religie en de huidige stand van zaken van religieus erfgoed. Dit vak bestaat uit 1) het kritisch lezen van diverse theoretische uiteenzettingen over de relatie tussen mensen en dingen, 2) grondige bestudering tijdens de colleges en in individuele onderzoeksprojecten van een aantal illustratieve religieuze voorwerpen, ruimten en gebruiken, 4) grondige lezing van en reflectie op illustratieve middeleeuwse theologische teksten waarin religieuze voorwerpen, gebaren en ruimten geïnterpreteerd worden en waarin getracht wordt de rol van materie bij de verlossing van de mens te begrijpen, 5) een excursie en 6) de voorbereiding van een gezamenlijke virtuele tentoonstelling. | ||||||||||||||||||||||||||
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| 6 | Mysticism and Science | THM-MSPEH | ||||||||||||||||||||||||
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| 7 | Reception and Re-Use of Aut. Texts | THMRRATE5 | ||||||||||||||||||||||||
| This module explores the reception history of the Bible and other authoritative texts. Major themes include the processes through which ancient stories and concepts were incorporated into scripture, as well as their interpretations in varying historical, political, and sociocultural conditions. In the introductory sessions we reflect on basic questions regarding reception history. Then we look at the reception and interpretation of texts and traditions in a range of sources, especially in the Bible itself, and in early Jewish literature of the Second Temple period. Using specific examples drawn from themes (e.g. creation, the flood, eschatology) and figures (e.g. Abraham, Joseph) found in these sources, we compare interpretations of authoritative texts in these individual traditions. How have religious or political authorities used these authoritative texts? What challenges arise when a narrative found in one source is re-used in another source, or by another tradition? The sessions conclude with a general hermeneutical reflection on the reception of authoritative texts in ancient times, preparing students for critical engagement with the contemporary use of authoritative texts in religious or political circles. Assessment: Self-study, assignments, presentations, paper. | ||||||||||||||||||||||||||
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| 8 | Research Methods | THMRMSE5 | ||||||||||||||||||||||||
| The module aims at preparing the students for their individual projects in the second semester i.e. the thesis and the internship, bringing together more practical skills (economic, organisational and managerial aspects of constructing heritage and making it accessible) and the necessary research skills the students need for their projects (such as interview techniques, discourse analysis, digital humanities, hermeneutics, theory of aesthetics, more advanced aspects of cultural studies, historical methods). The idea is that students must be well prepared both theoretically and practically. Typically, the classes have the format of a one- or a half day clinic, which will be focused on a specific topic. | ||||||||||||||||||||||||||
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| 9 | Stage Master THRS | THMSTAGE10 | ||||||||||||||||||||||||
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| 10 | The Politics of Heritage | THMTPHE5 | ||||||||||||||||||||||||
| This course explores the complex relationship that exists between categories of ‘heritage’, ‘identity’ and ‘memory’ across various levels of politics and society. Rather than seeing heritage that something that is factual, the course explores the ways in which notions of what constitutes heritage shift over time, and the political agendas and assumptions that influence the ways in which certain objects and events are deemed ‘significant’ components of heritage, while other objects and events are not. The course will further explore how heritage features in the construction of particular conceptions of national, religious and cultural identity, noting also that the lines between what is national, religious or cultural identity are not always clear, and that certain objects, spaces and events can be sites of contestation across different groups and communities. Through the use of case studies, including the Standing Rock protests against the North Dakota Pipeline Access in the United States and the Lautsi v Italy case at the European Court of Human Rights, the course will also explore how the contestations over what is heritage, what is sacred, what is religious and what is cultural – and for whom – have very real impacts on law, policy and peoples’ daily lives. | ||||||||||||||||||||||||||
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| 11 | Theological Heritages | THMTHPMCE5 | ||||||||||||||||||||||||
| What is truth? Throughout the history of Christianity, theological traditions have understood ‘truth’ in different ways. The traditional understandings of ‘truth’ – both conceptually and with regard to content – are highly contested since early modernity. This contest has been the object of much academic reflection, for instance in the work of Jonathan Israel on the Radical Enlightenment. Some authors, such as Brad Gregory, trace the roots of the crisis in the understanding of ‘truth’ to the Reformation itself. In the 19th century Christian theology developed two responses to this threat. On the one hand, Liberal Theology based its theology on the universal epistemological idea of Schleiermachers Schlechthinniges Abhängigkeitsgefühl, thereby accepting the results of the modern sciences. On the other hand, confessional theology strengthened its own theological truths and challenged atheistic truth claims. In postmodernism both these approaches are considered troublesome. Universal truth claims have largely been rejected in the collapse of Grand Narratives. The predicted disappearance of religion however has not taken place. This course unit explores how critical thought on the nature of truth became a part of theological heritage, how the discussions and the different results were embraced as markers of the identities of specified groups of others and denounced by others. | ||||||||||||||||||||||||||
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| 12 | Thesis Seminar THRS | THMTS | ||||||||||||||||||||||||
| The thesis seminars will take place every two weeks starting halfway the first semester. During the seminar meetings, students will discuss and practice specific aspects of the writing, planning and researching process involved in producing a thesis on a master level. Through peer-review, each student will benefit from regular feedback. Apart from the seminar meetings, students will be offered a choice of methodology clinics to discuss and practice the use of specific methodologies such as interviewing, observation, discourse analysis and statistical analysis. Each student must follow two of these clinics. Part of the requirements is that students hand in a plan for their thesis and a first draft on pre-arranged dates. This document will be taken into account for the final grade (10%) | ||||||||||||||||||||||||||
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