HSD119 – Islamic Moral Values


Syllabus

To achieve the goals of the modules the students are tasked with independently researching specific issues related to Islamic morality and preparing class-room presentations in the forms of lectures. The first few sessions of the module are spent with guest lecturers whom will give practical advice on how to deliver lectures. Topics that may be explored by students include:

  • Pride and arrogance
  • Remembrance of death
  • Truthfulness
  • Piety and taqwa
  • Repentance  Ostentation
  • Envy
  • Tafakkur (pondering)
  • Hypocrisy
  • Reliance on God
  • Patience
  • Thankfulness
  • Intentions

Learning Outcomes

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

  • Identify and outline the main concepts of Islamic moral values. (A1)
  • Distinguish and apply the main features of Islamic moral values from their primary sources. (A2, A7)

Skills
 This module will call for the successful student to:

  • Point out verses and stories of the Qur’an, the main thrust of which are morality and moral values; and use appropriate ahadith to provide support for explaining normative values. (B1, B2, B5, C1, C4, D3)
  • Present findings and be able participate in class discussions. (B4, B5, C2, C4, D2)
  • Demonstrate awareness of reflective learning by reviewing considered thoughts and ideas of scholars. (C7, D1)

Learning, Teaching and Assessment Strategy

The lessons will consist of taught sessions by the lecturer and guest speakers, students are expected to develop their learning through research and preparation leading to a research based presentation. The use of questioning, discussion participation and small group work in class ensures that students are constantly engaged and take an active role in the learning process.

Assessment Mode
Formative assessment involves participating in ethical discussion on topics covered in class. As part of the formative learning process each student will meet with the module leader in order to discuss their book review. A draft of the book review may be submitted for formative assessment before the 10th week. Additionally, revision sessions are arranged that will cover topics in preparation for exams, addressing student understanding and providing constructive formative feedback to students.  tutorial time enables the module leader to give guidance to students on topics of concern and provide constructive feedback related to summative work.
Summative, graded assessment for this module consists of book review and a written examination. The book review will consist of two assignments of 500 words each (Outcomes4, 5). This will require students to demonstrate their learning of key skills and concepts by reviewing brooks with a particular moral theme as mentioned in the Qur’an and Hadith. The 2 hour written examination will take place at the end of the year (Outcomes 1, 2, 3).

Assessment Weighting
Book Review: 50%
Written Examination: 50%

Learning material

Core Reading

  • al-‘Amili, al-Hurr. (2003) Combat with the Self, London: ICAS Press

HSD109 – Introduction to Islamic Art


Syllabus

  • Historical overview and Historiography of Islamic Art
  • Calligraphy and calligraphic art of the Qur’an
  • Arts of the book: Painted and illuminated manuscripts
  • Painting and figural representation in Islam
  • Ceramics
  • Metalwork
  • Islamic ornament: Geometry, Arabesque
  • Muslim places of worship and devotion: mosques and shrines
  • Urban planning: Baths,  Gardens and Palaces   Funerary landscape: tombs and mausoleums

Learning Outcomes

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

  • Analyse Islamic Art theme based on religious, theological and philosophical aspects (A6)
  • Examine important factors related to aesthetic appreciation of Islamic Art (A4)

Skills
This module will call for the successful student to:

  • Identify and evaluate ideas about different aspects of Islamic Art by gathering and processing information and Artwork from a variety of sources (B5, C4, C5, D2, D3, D6)
  • Formulate written material accurately in the form of a catalogue entry on a museum artefact effectively (B6, C6, D3,D4)

Learning, Teaching and Assessment Strategy

The main means of course delivery will be through lectures, seminars, presentations, class discussions and exercises. Students are required to write cultural visit reports encouraging analysis and critical reflection. Using a variety of material, teaching is organised around themes such as a region (Syria, or Iran), a chronological period (1st Century of Islam), or a topic (royal iconography).

Assessment strategy
Formative assessment will be by means of discussions, and continuous questioning cultural visits and theoretical aspects of the course syllabus. Revision sessions are arranged that will cover topics in preparation for exams, providing constructive formative feedback to students.  Students may hand in their PowerPoint slides to the lecturer for guidance prior to the 9th learning week. They will also receive formative feedback on their presentations after completing them, and guidance and feedback can be gained from student-led discussion, which will help them improve future performance.
Summative assessment is by presentation and the written report. The 20 minute presentation will require students to convey their research on an agreed area of the course in an effective manner, and should consist of roughly 10 PowerPoint slides (Outcome 2, 3). The written report on the cultural visit made will require the student to write 1,500  words examining topics covered as part of the module. (Outcomes 1,4).

Assessment Weighting 
Written report: 50%
Presentation: 50%

Learning Materials

Core Readings 

  • Hillenbrand R. (1999) Islamic Art and Architecture:The World of Art, New York: Thames and Hudson.
  • http://www. discoverislamicart.org

HSD104 – Introduction to Islamic Philosophy


Syllabus

The module traces back philosophical thinking to its earliest period in the Islamic era. It examines such towering figures of Islamic philosophy as Kindi, Farabi, Ibn Sina, Ghazali, Ibn Rushd, Ibn Hazm, Ibn Tufayl, Ibn Bajjah, Suhrawardi, Ibn al-Arabi, Nasir al-Din Tusi and Mulla Sadra. The course discusses the central issues and concepts of Islamic philosophy, including existence and essence, God’s existence and knowledge of the world, knowledge and its foundations, cosmology and causality. These concepts are examined from the point of view of different philosophical perspectives, most notably those of the Peripatetic, Illuminationist and Transcendental schools. The module also explores the relationship between philosophy and religion and the attitude taken by Muslim philosophers towards Greek philosophical texts.

Learning Outcomes

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

  • Identify the main concepts and questions in Islamic philosophy and major philosophical schools in Islam. (A1, A3, B4)
  • Examine the main points of controversy and basic issues in Islamic philosophy. (B2, B3)

Skills
This module will call for the successful student to:

  • Analyse the relation between science, philosophy, and faith. (B2, B5, C1, C2, D1, D3)

Learning, Teaching and Assessment Strategy

Alongside lectures, students are expected to develop their learning through research and preparation leading to a research based essay. Seminars are used to debate and explore specific issues while 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 strategy
Participation in debates on a question around topics covered within class provides students the basis formative assessment, whereby students will be expected to present the case for or against a particular position and the quality of their argument be judged by peers. 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. Additionally, revision sessions are arranged that will cover topics in preparation for exams, providing constructive formative feedback to students.
Summative, graded assessment is by coursework and written examination. The coursework will require students to write an essay of 1,500  words that demonstrates a critical understanding of one of the main topics covered in class. A 2-hour written examination will take place at the end of the semester.

Assessment weighting
Coursework: 40%
Written examination: 60%

Learning Materials

Core Reading

  • Tabataba’i, S.M.H. (2003). The Elements of Islamic Metaphysics. Translated from Arabic by S.A.Q. Qara’ie. London: ICAS Press.
  • Ubodiyat, A. (2000). An Introduction to Islamic Philosophy. F. Asadi & M. Dasht Bozorgi trans., Qum: The International Organisation of Seminaries and Islamic Schools.

HSD103 – Life of the Prophet


Syllabus

  • Pre-Islamic Arabia and the Prophet’s early life
  • The primary message and the leading Meccan opposition
  • The persecution in Mecca and the migrations
  • The Constitution of Medina
  • Mecca versus Medina
  • The return to Mecca
  • The social reforms of the Prophet
  • The Farewell Pilgrimage
  • The final days of the Prophet
  • The Prophet’s succession
  • Images of the Prophet in Medieval non-Muslim and Orientalists

Learning Outcomes

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

  • Examine basic approach between the religious side of the Prophet and the Prophet as a man with historical connation (A1).
  • Identify the reasons behind the formation of the Muslim society in Medina rather than Mecca (A5, B2).
  • Distinguish the role of the Prophetic period in forming the moral outlook of the Muslim mind (A4, B5).

Skills
This module will call for the successful student to:

  • Select, collect and organize historical primary sources and use sources effectively. (B6, C1, C5, D5)
  • Formulate written material accurately in the form of an essay effectively, arguing and debating historical narratives (B5, C4, D3)

Learning, Teaching and Assessment Strategy

The module will be taught through lectures, which will allow time for discussions. Students work will be developed through search of primary and secondary sources.

Assessment Mode
Formative assessment is an important part of the learning process and has been shown to help improve both grades and learning style.  As students you receive formative feedback in a variety of ways, orally, in writing, to the whole class or individually. 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. Additionally, revision sessions are arranged that will cover topics in preparation for exams, providing constructive formative feedback to students.
Summative assessment for this module is by coursework and written exam. A 1,500  words coursework will be written on a title agreed by the lecturer (Outcomes 4, 5). One draft of each coursework may be handed in to the lecturer before the 6th and 9th learning week respectively for formative assessment, in which the lecturer will give the student feedback on how to improve their research and quality of writing. The 2 hour written exam will take place at the end of the semester (Outcomes 1, 2, 3).

Assessment Weighting
Coursework: 40%
Written exam: 60%

Learning Materials

Core readings

  • Dabashi, H. (2017). Authority in Islam: From the Rise of Mohammad to the Establishment of the Umayyads. Routledge.
  • Ibn Ishaq, M. (1982) The Life of Muhammad, A. Guillame (trans.), Oxford University Press Watt, W.M. (1991) Muhammad at Mecca, OUP Pakistan: Oxford University Press.
  • Watt, W.M. (1991) Muhammad at Medina, New Ed edition. ed, OUP Pakistan: Karachi ; New York.

HSC117 – Qur’anic Sciences and Approaches to Exegesis


Syllabus

The Qur’anic Sciences part of the module examines:

  • What is meant by Revelation?
  • The seven modes (aḥruf) of the Qur’an and different recitations (qirā’āt)
  • Clear and ambiguous verses (muḥkam and mutashābih)
  • Abrogation (naskh)
  • The question of alteration and distortion of the Qur’an (taḥrīf)
  • Compilation of the Qur’an
  • Relevant concepts of Qur’anic sciences, such as: the disjointed letters (ḥurūf muqaṭṭaah), reasons of revelation (asbāb al-nuzūl), and the arrangement of verses and chapters of the Qur’an.

The Approaches to Exegesis part of the module examines:

  • The historical development of Qur’anic exegesis, especially during the time of the Prophet, his Companions, Successors and Imams from the Ahl al-Bayt
  • The need for Qur’anic exegesis, its possibility and permissibility
  • The concept of ta’wīl (esoteric interpretation) and its accepted criteria
  • Exegetical methods and approaches
  • The expertise required by an exegete
  • Sources used in exegesis

Learning Outcomes

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

  • Examine the continuation and preservation of the Qur’an as it was revealed to the Prophet of Islam. (A1, A2, A6)
  • Define two key concepts, tafsīr (exegesis) and ta’wīl (esoteric interpretation) and their relationship to the literal meaning of the Qur’an. (A1, A2, A5)
  • Analyse key concepts discussed in mainstream sciences of the Qur’an and exegetical approaches. (A2, A4, B4, C1, D6)
  • Compare and evaluate opinions held by scholars on Qur’anic sciences and exegetical approaches. (B1, B4, B5, B6, C1, C2, D1, D3, D6)

Skills
This module will call for the successful student to:

  • Demonstrate an ability to identify and explain exegetical methods and approaches,  and examine opinions held by scholars on Qur’anic sciences. (B2, C1, D1, D5)

Learning, Teaching and Assessment Strategy

A variety of teaching and learning methods are used, including lectures, assignments, class discussions and individual study. 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. Students are expected to undertake independent study consisting of set and free reading.

Assessment Modes
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. Moreover, tutorial time enables the module leader to give constructive feedback to student on the preparation and development of their case studies. Tutorials will not be assessed but will form part of the formative learning process, helping develop students’ learning and enhance their final submissions.
Summative, graded assessment is by coursework and case study. The coursework will require the student to write an essay of 2,500 words examining topics agreed on Qur’anic Sciences as part of the module. (Outcomes 1,2, 5) The case study will be of 1,500 words in which students will be required to examine scholarly exegetical approaches in relation to syllabus topics discussed in class (Outcomes 3, 4, 5).

Assessment Weighting
Coursework: 50%
Case Study: 50%

Learning materials

Core readings

  • Adel, G.H. and Elmi, M.J. eds. (2012). Qur’anic Commentaries; An Entry from Encyclopaedia of the World of Islam. London: EWI Press.
  • Jaffer, A. and M. (2009). Quranic Sciences. London: ICAS Press
  • Ma’rifat, M.H. (2014). Introduction to the Sciences of the Qur’an. Translated from Arabic by S. Rossier and M. Limba. Tehran. SAMT.

HSD115 – Formative Period of the Shi’a


Syllabus

  • The Demise of the Prophet
  • The Life of Fatima al-Zahra
  • Major Events of Imam Ali’s Caliphate
  • The Life of each Imam after Imam Ali
  • The Minor and the Greater Occultation of Imam Mahdi
  • The Main Branches of the Shia and the History of their Development

Learning Outcomes

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

  • Differentiate in approach, the process of leadership in early Islam and outline theories behind the fundamental differences that exist between the institutions of Caliphate and Imamate. (A3, B2, B6, C1, D6)
  • Examine and assess the lives of the Fourteen Infallibles and their contribution to Islam and Islamic sciences. (A2, B4, C1, D6)
  • Compare and examine the relationship between Islamic themes and their historical context. (A2, A6)

Skills
This module will call for the successful student to:

  • Select, collect and organize historical primary sources and use sources effectively. (B6, C5, D1, D5, D6)
  • Formulate material accurately and present research accurately and concisely, both in written form and verbally. (C1, C2, C4, C5, D1, D2, D3, D6)

Learning, Teaching and Assessment Strategy

This module is taught through the medium of lectures, discussions, seminars, independent research and presentations. Students will be encouraged to engage in discussions facilitated by the lecturer in order to learn from others, collaborate and share their understanding of the issues covered. Students are expected to discuss material presented in class in their mubāḥathah (study circle) sessions to enhance understanding and retention.

Assessment Modes
Formative assessment is an important part of the learning process and has been shown to help improve both grades and learning style.  As students you receive formative feedback in a variety of ways, orally, in writing, to the whole class or individually. 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. Students may hand in their PowerPoint slides to the lecturer for guidance prior to the 9th learning week. They will also receive formative feedback on their presentations after completing them, and guidance and feedback can be gained from student-led discussion, which will help them improve future performance.
Summative assessment for this module is by presentation and written exam. The 20 minute presentation will require students to convey their research on an agreed area of the course in an effective manner, and should consist of roughly 10 PowerPoint slides (Outcomes 4, 5). The 2-hour written exam will take place at the end of the semester (Outcomes 1, 2, 3).

Assessment Weighting
Written Examination: 60%
Presentation: 40%

Learning materials

Core readings

  • Dabashi, H. (2017). Authority in Islam: From the Rise of Mohammad to the Establishment of the Umayyads. Routledge.
  • Jačfaryān, Rasul (2003), History of the Caliphs from the death of the messenger to the decline of the Umayyad dynasty 11-132 AH, Qum, Ansariyan.
  • Jafri, S. H.M. (1979). The Origins and Early Development of Shi‘a Islam. London: Oxford University Press.
  • Madelung, W. (1997) The Succession to Muhammad: A Study of the Early Caliphate, Cambridge University Press.
  • Mufid, M.M.N. (2004). Kitab al-Irshad. Qum: Ansariyan Publications.
  • Qarashi, B.S. (2010). The Ahlulbayt Encyclopaedia. Qum: Ansariyan Publications.

HSC114 – Islamic Laws


Syllabus

Following an introduction to the subject, the syllabus focuses on jurisprudential edicts of leading jurists pertaining to the following acts of worship:

  • Following a Qualified Jurist
  • Purification
  • Prayer
  • Fasting
  • Alms Tax (Zakāh)
  • One-fifth Tax (Khums)
  • Pilgrimage
  • Enjoining Good and Forbidding Evil

Learning Outcomes

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

  • Identify and represent an overview of the main topics relating to acts of worship. (A1)
  • Demonstrate awareness and outline the main terminology used in Islamic law. (A5)
  • Identify and privide examples of contemporary edicts on matters applicable to Muslims living in the West. (A4, A7, B5)

Skills 
This module will call for successful student to:

  • Be able to examine and practically demonstrate and verbally communicate rulings relating to ritual acts of worship. (C2, C3, C4, C7, D1, D3)

Learning, Teaching and Assessment Strategy

Delivery of this module is in the traditional Hawza style, whereby the teacher carefully reads and explains the core text, and discusses areas of particular complexity in more detail. This is supplemented by practical demonstrations when applicable. Students are encouraged to examine the text critically and to engage in the discussions. Furthermore, students are expected to discuss material presented in class in their mubāḥathah (study circle) sessions to enhance understanding and retention.

Assessment Modes
Formative assessment will be by means of discussions, and continuous questioning on the practical and theoretical aspects of the course syllabus. Students will receive formative feedback on their role play after completing them which will help them improve further. Students may discuss and clarify and outstanding issues before the role play commences. Practical presentation of one of the covered topics will be used to address student understanding of issues of importance, providing constructive formative feedback to students.  Further development in student-led discussion groups allows for module leader observation and feedback.
Summative, graded assessment is by role play and practical demonstration. The role play will last for 15 minutes, consisting of a mock scenario in which the student will play the role of a teacher who has to explain rulings on two acts of worship to a student (Outcomes 1, 2, 3). The practical demonstrations will require students to correctly perform two common acts of worship, providing them with an opportunity to practically apply their learning and to have any mistakes corrected (Outcome 4).

Assessment Weighting
Role play: 60%
Practical demonstrations: 40%

Learning materials

Core readings

  • Al-Faqihi, M. (2006). Ma’rifat Abwab al-Fiqh. Qum: The International Centre for Islamic Studies Publications.
  • Al-Khafaji, N. ed. (2001). A Code of Practice for Muslims in the West. London: Imam Ali Foundation.
  • Al-Sistani, A.H. (2015). Islamic Laws. Volume One: Ritual Acts of Worship. Translated and annotated by M.A. Ismail. London: The World Federation.

HSC113 – Arabic Syntax


Syllabus

  • The Verb (al-Fi‘l)
    o The Indicative Mood (al-Marfū‘) of the Imperfect Verb (al-Fi‘l al-Muḍāri‘)
    o The Subjunctive Mood (al-Manṣūb) of the Imperfect Verb (al-Fi‘l al-Muḍāri‘)
    o The Jussive Mood (al-Majzūm) of the Imperfect Verb (al-Fi‘l al-Muḍāri‘)
  • The Noun (al-Ism)
    o The Nominative Case (al-Marfū‘)
    o The Accusative Case (al-Manṣūb)
    o The Genitive Case (al-Majrūr)
    o The Followers
  • The Particle (al-Ḥarf)
    o Prepositions (Ḥurūf al-Jarr)
    o Particles of Oath (Aḥruf al-Qasam)
    o Conjunctions (Aḥruf al-‘Atf)
    o Interrogative, Answer, Negative and Aversion Particles (Aḥruf al-Istifhām, al-Jawāb, al-Nafī wa al-Rad‘)

Learning Outcomes

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

  • Discuss the basic rules of Arabic Syntax. (A5, D1)
  • Grammatically analyse sentences in classical Arabic texts. (B1, B3, C6, D1)

Skills 
This module will call for the successful student to:

  • Apply Arabic Grammar to formal written and spoken Arabic. (B1, B3, C6, D1, D2, D4)
  • Utilize Arabic dictionaries and sourcebooks of Arabic grammar. (C5, D5, D6)

Learning, Teaching and Assessment Strategy

Lectures provide the basic structure of this module. 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. The portfolio of students’ work requires learners to apply their learning to carefully selected verses of the Qur’an and traditions. Students are expected to discuss material presented in class in their mubāḥathah (study circle) sessions to enhance understanding and retention.

Assessment Modes
Students are set bi-weekly formative assignments on Arabic, and receive feedback as they are handed in throughout the year. Although portfolios are done during class, students are required to see the module leader regularly in tutorials to receive formative feedback on their performance and support with their portfolio work. Additionally, revision sessions are arranged that will cover topics in preparation for exams, continuously strengthening and developing students’ competence in the Arabic language.  Moreover, tutorial time enables the module leader to supported continuously while providing the opportunity for constant engagement with the language, and constructive feedback related to the development of language skills.
Summative, graded assessment is by portfolio, which will comprise of three exercises to be completed in class, of around 350 words each, on syllabus topics assigned by the lecturer (Outcomes 3, 4). Additionally, 2 hour written examination will take place at the end of the module (Outcomes 1, 2).

Assessment Weighting
Portfolio: 30%
Written examination: 70%

Learning materials

Core readings

  • Al-Shartuni, R. (2007). Mabadi al-Arabiyyah (volumes 2 and 3). Qum: Dar al-Ilm.
  • Shirafkan, H. ed. (2008). Al-Hidayah fi al-Nahw. Qum: Al-Mustafa International University.
  • Abdur-Rasheed, A. (translator). (2008). The Guidance in Arabic Grammar. Madani E Publications.

HSC112 – Logic


Syllabus

  • Introduction to Traditional Logic
  • Definition in Traditional Logic
  • Syllogism in Traditional Logic
  • Linguistic Requirements and the Importance of Relevant Linguistic Knowledge
  • Informal Fallacies
  • Introduction to Modern Logic
  • Propositions in Modern Logic
  • Syllogism in Modern Logic
  • The Method of Deduction in Symbolic Logic
  • Quantification Theory in Symbolic Logic

Learning Outcomes

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

  • Define and explain key logical terms and concepts. (A1, A5)
  • Identify fallacies, ill-structured definitions and ill-formed arguments in materials related to Islamic studies. (B1, B3)

Skills
This module will call for the successful student to:

  • Select and apply logical reasoning to produce correct definitions and valid arguments. (B5, C2, C6, D1, D3, D4)
  • Use logical analysis in the field of Islamic studies. (B1, B2, B3, C2, D1, D3)

Learning, Teaching and Assessment Strategy

Learning and teaching takes place by means of lectures, discussions, small group exercises and portfolio. Students are expected to undertake individual study consisting of set and free reading and are encouraged to participate in discussions, led by the lecturer, in order to enhance learning and to cover any gaps in knowledge and understanding of the subject matter. Furthermore, students are expected to discuss material presented in class in their mubāḥathah (study circle) sessions to enhance understanding and retention.

Assessment Modes
Participation in debates on a question around topics covered within class provides students the basis formative assessment, whereby students will be expected to present the case for or against a particular position and the quality of their argument be judged by peers. 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. Additionally, revision sessions are arranged that will cover topics in preparation for exams, providing constructive formative feedback to students.
Summative, graded assessment for this module consists of a coursework and a written examination. The coursework will require the student to write an essay of 1,500  words to be done based on class discussions (Outcomes 3, 4). The 2 hour written examination will take place at the end of the semester (Outcomes 1, 2).

Assessment Weighting
Coursework: 50%
Written Examination: 50%

Learning Materials

Core readings

  • Copi, I.M. (2010) Introduction to Logic. 14th ed. New York: Macmillan.
  • Shirazi, S.M.H. (2006). A Summary of Logic. Translated from Arabic by A. Abdur-Rasheed. Madani EPublications.

HSC111 – Research Methodology for Hawza Studies


Syllabus

  • Research methods particular to Islamic Studies
  • Research methodology and Quran
  • Critical thinking skills
  • Essay writing skills for academic purposes
  • Research process and essay structure
  • Preparation of a research proposal
  • Literature review and its role in academic research
  • Writing a research report
  • Presentation of a research report and peer reviewing techniques
  • Using the internet and software for research in Islamic studies
  • Major resources in Islamic studies
  • The Hawza tradition of learning and teaching
  • The role of faith in Hawza studies

Learning Outcomes

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

  • Examine the requirements for researching and presenting a project. (A1, A6) 2) Identify the main sources in various aspects of Islamic studies. (A2)

Skills
This module will call for the successful student to:

  • Employ suitable research methods to investigate a subject matter in the field of Islamic studies. (B6, C1, C5, D1, D5, D6)
  • Identify and provide an appropriate structure and style for writing an essay. (B5, C2, C5, C6, D1, D3, D6)
  • Select an appropriate citation and referencing style for academic writing. (B6, C5, D1, D5, D6)
  • Demonstrate awareness of reflective learning by expressing considered thoughts and ideas in the form of a self-reflective journal. (A7, B2, B4, C7, D1)

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. Seminars are used to debate and explore specific issues while the use of questioning and debate in class ensures that students are constantly engaged and take an active role in the learning process. All students are assigned a mentor from amongst the third year Project students who will give them advice and support relating to their coursework.

Assessment Modes
Formative assessment will be Module leader led seminars and workshops, students will discuss and presented topics. 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. Students will also be asked to complete and submit a weekly reflective learning exercise based on the teaching and learning, student will be provided feedback regarding it and discuss the student’s progress and areas for future exploration. This is based on their formative learning process and students will be encouraged to complete these tasks to improve learning and satisfaction with the module.
Summative assessment for this module is by means of coursework and self-reflective journal. Students are required to write a coursework of 2,500 words on a subject of their own choice in the field of Islamic studies in which they are expected to demonstrate their learning of research methods and written presentation skills (Outcomes 1, 2, 3, 4, 5). Students will be further required to produce three self-reflective journals of about 500 words each. The journal is expected to reflect personal development and discussions in the class. Every journal must be submitted every four weeks. The journal is a necessary component of the module and  part of the overall assessment. (Outcome 6).

Assessment Weighting
Coursework: 70%
Journal: 30%

Learning materials

Core readings

  • Booth, W.C., Colomb, G.G., Williams, J.M. (2003). 2nd ed. The Craft of Research. Chicago and London: The University of Chicago Press.
  • Nicholas Walliman, N. (2017) Research Methods: The Basics: 2nd edition
  • Routledge. Cottrell, S. (2017) Critical Thinking Skills: Effective Analysis, Argument and Reflection, Macmillan International Higher Education,
  • Cottrell, S. (2011) Critical Thinking Skills: Developing Effective Analysis and Argument, Palgrave Macmillan