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Topic title: The Problem of Evil: Why is there suffering?

Year group: 9

When taught: February – March

What are we learning?

  • In this module we will consider the Logical Problem of Evil and how it challenges faith (using the inconsistent triad as put forward by J L Mackie and Epicurus)
  • We will consider religious responses to the problem of evil and suffering (for example the Augustinian theodicy, the Irenaeun theodicy, the book of Job in the Bible, free will, the devil)
  • We will explore how religious and non-religious beliefs affect how people respond to suffering and how suffering can affect their faith.
  • We will evaluate religious and humanist responses to the problem of evil and suffering.

Why is this important to know? 

  • Evil and suffering has always posed a challenge to belief in God. Through this module, students will be able to consider how evil and suffering is approached by members of faith communities.
  • Students will have an opportunity to evaluate different views/solutions to the problem of evil and assess if these are valid responses.

Where does this link into our past and future learning? 

  • In year 7 students explored the characteristics of the God of classical theism. This module will enable students to consider how evil and suffering poses a challenge to this belief and how people of faith communities have responded.
  • This also links directly to our previous year 9 module, where we had explored matters of life and death.
  • After this module, students will focus on a particular instance of suffering, poverty, and how different faiths respond.

How will we be assessed on this topic?

  • Ongoing assessment of knowledge and understanding of key terms through Satchel One quizzes/homework/retrieval tasks/ longer written tasks in lessons.

What makes a strong piece of work in this topic?  What are teachers hoping to see? 

In PBE longer answers we use codes to identify what makes a good answer. These include:

  • Use of key terms (KT)
  • Knowledge of key terms (K)
  • Use of sources of authority (SOA) to help explain different views. For example: quotes from the Bible, religious figures such as Aquinas, Fletcher.
  • Explanation of points in detail (EXPN)
  • Giving different views towards the topic studied (DV)
  • An understanding of how religious beliefs motivate people to act (I)
  • Evaluation of different views looked at (EV) using critical sentence starters e.g. ‘It could be argued….’, ‘on the other hand….’
  • Linking points back to the specific question asked (L)
  • In evaluation questions, concluding/reaching a judgement is important (RJ)

What key words are there in this topic?

Quizlet: Click here

What can I try if I want to stretch and challenge myself on this topic?

  • Use key terms in your written work but also when you are contributing to class discussions.
  • Use the Quizlet cards to continually remind yourself of key terms. Create your own flashcards for these to use for revision. Create your own key quotes flash cards.
  • Read the news and consider how articles link to what we have been studying.
  • Discuss the issues we have looked at in lessons with your family members.
  • Attend Philosophy Club to engage in further debate with students from a different year group.

What wider reading can be done on this topic? 

Click here to return to the Curriculum page.