THEO2531: Sects, Prophets and Gurus

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• To discuss theoretical perspectives of the sociology and anthropology of religion, along with appropriate historical and theological material, concerning selected phenomena of religious sects, prophets, and gurus.
• To relate theoretical issues to case studies of selected sects, prophets, and gurus within a comparative worldview study.
• To prepare students for the skills and knowledge needed to undertake a dissertation in the final year.

• This module explores the foundational theoretical notions of charisma, conversion, authority, identity, cognitive-dissonance, the failure of prophecy, sexuality, gender, and salvation, as well as periodic cultural concerns with fundamentalism, cults and brainwashing. Established accounts of types of sect and prophet, the relation between sects, denominations, and churches, and of shamanism and neo-shamanism will also be considered as will recent concerns with emotional management of group members and of ex-members of sect-like groups. Study will, notably, embrace the work of Ernst Troeltsch, H. Richard Niebuhr, Max Weber, Werner Stark, Bryan Wilson, Eileen Barker, Charlotte Hardman and Susan Palmer.
• This module will encourage students to focus on one or two particular case studies for their summative essay. The modules scope will include Christian sectarianism, especially in the nineteenth to twenty-first century period, with major attention paid to the western tradition of Mormonism and the Eastern Sikh tradition with their respective prophets, gurus, and ongoing internal distinctions. Other groups studied will include the Indian-originating Hare Krishna (ISCON) and Rajneesh movements, the Japanese sourced Soka Gakkai, and the Korean originated Unification Church. Transformation in sect-like groups will be explored, for example, in the UK case of Joanna Southcott, The Community of the Holy Ghost and todays Panacea Society. The place of death and apocalypse-response will also be considered for selected groups, including the distinctive cases of The Order of the Solar Temple, and The Branch Davidians of Waco.

Subject-specific Knowledge:

• A knowledge and critical understanding of the development of principles of study and methods of social scientific enquiry on religious group innovation and leadership with an ability to evaluate critically the appropriateness of different approaches.
• Detailed study of selected sects, prophets, and gurus.

Subject-specific Skills:

Key Skills:

• Skills in the acquisitiSects,Sectson of information through reading and research, and in the structured presentation of information in written form.

• Lectures convey information and exemplify an approach to the subject-matter, enabling students to develop a clear understanding of the subject and to improve their skills in listening and in evaluating information.
• Seminars enhance subject-specific knowledge and understanding both through preparation and through interaction with students and staff, promoting awareness of different viewpoints and approaches.
• Formative essays develop subject-specific knowledge and understanding, along with student skills in the acquisition of information through reading and research, and in the structured presentation of information in written form.
• Examinations assess subject-specific knowledge and understanding, along with student skills in the structured presentation of information in written form under time constraints.
• Summative essays assess subject-specific knowledge and understanding, along with student skills in the acquisition of information through reading and research, and in the structured presentation of information in written form.

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