Note from June 29, 2020
Although we do not yet know how long the social distancing related to the Covid-19 pandemic will last, and regardless of the changes that had to be made in the evaluation of the June 2020 session in relation to what is provided for in this learning unit description, new learnig unit evaluation methods may still be adopted by the teachers; details of these methods have been - or will be - communicated to the students by the teachers, as soon as possible.
Although we do not yet know how long the social distancing related to the Covid-19 pandemic will last, and regardless of the changes that had to be made in the evaluation of the June 2020 session in relation to what is provided for in this learning unit description, new learnig unit evaluation methods may still be adopted by the teachers; details of these methods have been - or will be - communicated to the students by the teachers, as soon as possible.
5 credits
30.0 h
Q1
This biannual learning unit is not being organized in 2019-2020 !
Teacher(s)
Gay Jean-Pascal;
Language
French
Aims
At the end of this learning unit, the student is able to : | |
| 1 |
At the end of the course, the student will be able: · to locate the chronology of the history of Christianity in the modern era; · to identify the major issues of the religious history of the period; · to know the main paradigms of interpretations; · to initiate reflection on the importance of the doctrinal fact in religious history; · to use the historian's work instruments profitably; · to comment on a historical document on the history of modern Christianity. |
| · to identify the major issues of the religious history of the period; | |
| · to know the main paradigms of interpretations; | |
| · to initiate reflection on the importance of the doctrinal fact in religious history; | |
| · to use the historian's work instruments profitably; | |
| · to comment on a historical document on the history of modern Christianity. | |
The contribution of this Teaching Unit to the development and command of the skills and learning outcomes of the programme(s) can be accessed at the end of this sheet, in the section entitled “Programmes/courses offering this Teaching Unit”.
Content
The course alternates a sequence of knowledge acquisition and a sequence of implementation of the knowledge gained from the study of cross-cutting issues. The sequence of acquisition of knowledge is organized into two chronological subsequences (1. of late medieval Christianity in the mid 17th century; 2. from the confessional age to revolutionary Europe). The sessions in this framework are thematic and related to the major issues that cross the history of Christianity and especially of the Catholic Church on each of these periods.
The sequence of knowledge implementation examines both the religious dynamics at local level in Belgium and the dynamics at work on a more general scale (churches and globalization). In these sessions, the work is mainly based on documentary studies.
The sequence of knowledge implementation examines both the religious dynamics at local level in Belgium and the dynamics at work on a more general scale (churches and globalization). In these sessions, the work is mainly based on documentary studies.
Teaching methods
The course will operate on the principle of the inverted class on the basis of a syllabus for the first 10 sessions of knowledge acquisition.
Bibliography
Faculty or entity
TEBI
