HSD220 – Thematic Exegesis


Syllabus

  • Introduction to Thematic Exegesis
    • What is Thematic Exegesis?
    • What Difficulties can Thematic Exegesis of the Qur’an Solve?
    • The Benefits of Thematic Exegesis
    • The Precedence in Thematic Exegesis
    • Difficulties with Thematic Exegesis
  • Knowledge in the Qur’an
    • The Emphasis of the Qur’an on Learning and Teaching
    • The Importance of Knowledge in the Qur‘an
  • The Sources of Knowing Allah (Ma‘rifah)
    • Sensory Perception
    • The Intellect
    • History and Historical Evidence
    • Inherent Nature
    • Divine Revelation and Messages
    • Unveiling and Spiritual Witnessing
  • Barriers and Obstacles to Attaining Ma‘rifah
  • Prerequisites to Knowing Allah

Learning Outcomes

Knowledge
On completion of this module, the successful student will be able to:

  • Assess the benefits of and difficulties with thematic exegesis. (B4)
  • Discuss a major theme in the Qur’an. (A1, A2, A5)
  • Analyse verses of the Qur’an that relate to a particular theme. (A7, B1, B2, B3)

Skills
This module will call for the successful student to:

  • Organise and examine in light of each other verses of the Qur’an relating to a particular theme. (B1, B3, C1, C5, C6, C7, D1-D3, D6)

Learning, Teaching and Assessment Strategy

Alongside lectures and seminars, students are expected to develop their learning through research and preparation leading to a research based essay. The use of questioning and small group work in class ensures that students are constantly engaged and take an active role in the learning process.

Assessment Mode
Questions arising from lectures form the basis formative assessment, through small group discussions leading the development of exegetical skills. The module leader will regularly give feedback to student regarding the progress of their coursework, a draft copy of the completed coursework need be handed in to the module leader before the 10th learning week as part of the formative learning process. Formative feedback is also gained through mubāḥathah, a well-established and integral part of the Hawza tradition of learning. Informal and interactive, the mubāḥathah is an invaluable opportunity for students to consolidate their learning. Unresolved matters or new ideas resulting from mubāḥathah sessions are researched and brought to the attention of the module leader, serving to further student learning through formative learning process.
Summative, graded assessment is by coursework, which will require students to demonstrate their learning of key skills and concepts by researching a particular theme mentioned in the Qur’an and presenting their findings effectively in the form of an essay of 3,000  words (Outcomes 1, 2, 3, 4).

Assessment Weighting
Coursework: 100 %

Learning Materials

Core readings

  • Shirazi, N. M. (2010). Message of the Qur’an, Volume 1: Knowledge and Comprehension in the Noble Qur’an. London: The World Federation of KSIMC.
  • Al-Tabatabai, S.M.H. (1996). Al-Mizan fi Tafsir al-Qur’an. Qum: Office of Islamic Publications.