Evil and suffering Week Learning activities Resources 5–6 Explanations of natural and moral evil, and presentations of arguments. In groups, students could mind map as many as possible and classify them; use newspapers etc. Then the examples of natural and moral evil can be used to the claims of the logical ‘test’ Useful extension material: and evidential problems. Each student/small group of students should be able to explain the two Jordan, Lockyer and Tate, problems of evil with reference to different examples. Religious Studies: Philosophy of Summarise Hick’s soul-making: encounter with is the way to maximise potential’ ‘the ‘evil’ Religion, process thought, Nelson and evaluate its strengths and weaknesses when applied to the problems of evil. Thornes Discuss key ideas of the free will defence, use examples such as Swinburne’s world, ‘toy Genesis 3, Hick’s robots etc. Identify and evaluate strengths and weaknesses of FWD. Key ideas of process theodicy according to Griffin. Consider the strengths and weaknesses. Summarise the three theodicies as responses to the problems of evil. Students could complete an AO1 style question explaining each theodicy or problem. In small groups plan AO2 responses evaluating the success of each theodicy, or whether evil means there is no God etc. Get students to use the mark schemes to self-assess their answers.
Evil and suffering Week Learning activities Resources 5–6 Explanations of natural and moral evil, and presentations of arguments. In groups, students could mind map as many as possible and classify them; use newspapers etc. Then the examples of natural and moral evil can be used to ‘test’ the claims of the logical and evidential problems. Each student/small group of students should be able to explain the two problems of evil with reference to different examples. Summarise Hick’s soul-making: ‘the encounter with ‘evil’ is the way to maximise potential’ and evaluate its strengths and weaknesses when applied to the problems of evil. Useful extension material: Jordan, Lockyer and Tate, Religious Studies: Philosophy of Religion, process thought, Nelson Thornes Discuss key ideas of the free will defence, use examples such as Swinburne’s ‘toy world, Genesis 3, Hick’s robots etc. Identify and evaluate strengths and weaknesses of FWD. Key ideas of process theodicy according to Griffin. Consider the strengths and weaknesses. Summarise the three theodicies as responses to the problems of evil. Students could complete an AO1 style question explaining each theodicy or problem. In small groups plan AO2 responses evaluating the success of each theodicy, or whether evil means there is no God etc. Get students to use the mark schemes to self-assess their answers.