introductory philosophy booklet

PageThe exam, Topics 1Specification 2Level descriptors 5Performance descriptions 8Past examination questions 9Trigger words 12Glossary 13

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AS Religious Studies

Introduction to Philosophy of

Religion

Examination date:Monday (am) May 13th 2013!

Teacher: Zoe HancockEmail: [email protected]

Name _________________________________________

Resources 19Contents

Topics – Revision Checklist

Topic 1 2 3 4Cosmological ArgumentTeleological ArgumentEvil and SufferingReligious Experience

1 = You have prepared revision notes2 = You can produce revision notes from memory (80% accuracy)3 = You can answer some of the past questions on this topic

from memory4 = You can answer any question on this topic with confidence

(this should be checked two weeks before exams)

The Specification

Topic Issues 1. The existence of God (i) –Cosmological Arguments

The cosmological argument based on ‘first cause’, motion and contingency including reference to Aquinas

The kalam version with reference to both Craig and Miller

Whether the strengths of the cosmological arguments outweigh their weaknesses

Whether the arguments fail to establish the probability of God’s existence

1

Additional cosmological arguments, including Leibniz’ principle of sufficient reason

Arguments against the cosmological argument, including those of Hume, Russell and Kenny

Whether the arguments are unconvincing

Whether the cosmological arguments demonstrate that the existence of God is more probable than the non-existence of God.

Topic Issues 2. The existence of God (ii) –Teleological Arguments

The teleological argument based on evidence of order, design and purpose as originated by Plato, Aristotle and Aquinas

Developments of the argument, including Paley (watchmaker analogy) and the anthropic and aesthetic principles

Arguments against the teleological, including reference to Hume, Kant and the challenges

How strong is the teleological argument in proving the existence of God?

How persuasive is the teleological argument?

Whether the challenge of the counter arguments make the teleological argument ineffective

Does the evidence from science support or discredit the teleological argument?

2

presented by natural selection and the problem of evil

Topic Issues 3. Evil and Suffering

The challenge of evil and suffering to belief in the existence and nature of God based on the ‘inconsistent triad’ and concept of God as Creator

The nature of evil (natural/physical; moral), including appropriate exemplification

Particular problems caused by animal, innocent and immense suffering

The Augustinian and Irenaean theodicies, including both classical and modern presentations and unresolved issues of animal suffering, suffering

Whether there is an adequate religious answer to the problem of evil.

Whether animal, innocent, and immense suffering are strong proofs against the existence of the God of Classical Theism

How successful is each of the stated theodicies in responding to the problem of evil?

Whether either of the theodicies is more convincing than the other in offering a solution to the problem of evil

Whether both of the theodicies fail to explain

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of the innocent and extent of suffering

the existence of suffering in a world supposedly created and controlled by God

Topic Issues 4. An introduction to ReligiousExperience: Mysticism

The nature of mystical experience

Types of mystical experience, including reference to William James

Mysticism in practice: a study of one religious mystic chosen by the candidate, e.g. St Teresa of Avila; Meister Eckhart; Isaac Luria; Rumi; Shankara

Problems of objectivity and authenticity: the challenges to mysticism

What are the challenges for mysticism in an empirical world?

How can the experiences of mysticism affect religious belief and practice?

Should the challenge of difficulties relating to authenticity be allowed to devalue a mystical experience?

How can mysticism support religious belief?

Does mysticism have any value in the modern world?

4

Level DescriptorsAO1: Select and demonstrate clearly relevant knowledge and understanding through the use of evidence, examples and correct language and terminology appropriate to the course of study.Leve

lAO1 Descriptor Mark

s7 A thorough answer in the time available; an accurate and relevant

treatment of the topic, showing thorough knowledge and understanding. Effective use is made of well-chosen evidence and examples where appropriate. Form and style of writing are highly suitable. Material is organised clearly and coherently. Specialist vocabulary is used accurately. Good legibility and high level of accuracy in spelling, grammar and punctuation.

30-28

6 A fairly full answer in the time available, including key facts and ideas, presented with accuracy and relevance, along with evidence of clear understanding. Apt use is made of evidence and examples where appropriate. Form and style of writing are suitable. Material is organised clearly and coherently. Specialist vocabulary is used accurately. Clear legibility and high level of accuracy in spelling, grammar and punctuation.

27-25

5 Addresses the question; mainly accurate and largely relevant knowledge; demonstrates understanding of main ideas. Some use is made of evidence or examples where appropriate. Form and style of writing are suitable. Most of the material is organised clearly and coherently. Some accurate use is made of specialist vocabulary. Satisfactory legibility and accuracy in spelling, grammar and punctuation.

24-20

4 A partially adequate treatment of the topic; mainly accurate and largely relevant knowledge; basic or patchy understanding; little use made of relevant evidence and examples. Form and style of writing are suitable in some respects. Some of the material is organised clearly and coherently. Some accurate use is made of specialist vocabulary. Satisfactory legibility and accuracy in spelling, grammar and punctuation.

19-15

3 Outline answer. Knowledge limited to basics, or low level of accuracy and or/relevance. Limited understanding. Evidence and examples lacking or barely relevant. May be disorganised. Specialist vocabulary is used sparingly and/or imprecisely. Legibility and accuracy in spelling, grammar and punctuation are adequate.

14-10

2 A bare outline with elements of relevant accurate information showing a glimmer of understanding, or an informed answer missing the point of the question. Specialist vocabulary is used sparingly

9-5

5

and/or imprecisely. Legibility and accuracy in spelling, grammar and punctuation are barely adequate.

1 Isolated elements of approximately accurate information loosely related to the question. Little coherence and little correct use of specialist vocabulary. Legibility and accuracy in spelling, grammar and punctuation are such that meaning is unclear.

4-1

0 No accurate, relevant knowledge or understanding demonstrated. 0

AO2: Critically evaluate and justify a point of view through the use of evidence and reasoned argument.

Level

AO2 Descriptor Marks

7 A thorough response to issue(s) raised in the time available. Different views are analysed and evaluated. The argument is strongly supported by reasoning and/or evidence, with an appropriate conclusion being drawn. Form and style of writing are highly suitable. Material is organised clearly and coherently. Specialist vocabulary is used accurately. Good legibility and high level of accuracy in spelling, grammar and punctuation.

15-14

6 A fairly full response to issue(s) raised in the time available. Different views are considered, with some critical analysis or comment. The argument is adequately supported by reasoning and/or evidence. Form and style of writing are suitable. Material is organised clearly and coherently. Specialist vocabulary is used accurately. Clear legibility and high level of accuracy in spelling, grammar and punctuation.

13-12

5 Addresses the main issue(s). More than one view is mentioned (though not necessarily in a balanced way), with limited analysis or comment. The argument is partially supported by reasoning and/or evidence. Form and style of writing are suitable. Some of the material is organised clearly and coherently. A little accurate use is made of specialist vocabulary.Satisfactory legibility and accuracy in spelling, grammar and punctuation.

11-10

4 Some grasp of the main issue(s) is shown; analysis or comment is limited. An attempt is made to construct an argument, partially supported by some reasoning and/or evidence. Little or no recognition of more than one view. Form and style of writing are suitable in some respects. Some of the material is organised clearly and coherently. Some accurate use is made of specialist vocabulary. Satisfactory legibility and accuracy in spelling, grammar and punctuation.

9-7

3 Issue(s) only partly understood and appreciated. Some limited attempt made at analysis or comment. Reasoning is simplistic and basic. Evidence is minimal. May be disorganised. Specialist vocabulary is used sparingly and/or imprecisely. Legibility and accuracy in spelling, grammar and punctuation are adequate.

6-5

2 Some brief attempt made to address the question in a very simple way, with little understanding, analysis or reasoning. Specialist vocabulary is used sparingly and/or imprecisely. Legibility and accuracy in spelling, grammar and punctuation are barely adequate.

4-3

6

1 Some isolated points relevant to the question. Little coherence and little correct use of specialist vocabulary. Legibility and accuracy in spelling, grammar and punctuation are such that meaning is unclear.

2-1

0 No valid relevant reasoning 0

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Performance descriptionsAssessment objective 1 Assessment objective 2

Assessment objectives

Select and demonstrate clearly relevant knowledge and understanding through the use of evidence, examples, and correct language and terminology appropriate to the course of study.

In addition, for synoptic assessment, A level candidates should demonstrate knowledge and understanding of the connections between different elements

Critically evaluate and justify a point of view through the use of evidence and reasoned argument.

In addition, for synoptic assessment, A level candidates should relate elements of their course of study to their broader context and to aspects of human experience.

A/B boundary performance descriptors

Candidates characteristically:a) select accurate and relevant materialb) explain clearly relevant features or key ideas,

supported by examples and/or sources of evidence

c) use accurately a range of technical language and terminology

d) show evidence of being familiar with issues raised by relevant scholars, or a variety of views, where appropriate.

Candidates characteristically:a) construct a coherent and well-organised

argument supported by examplesb) and/or sources of evidencec) identify strengths and weaknesses of the

argumentd) use accurate and fluent expression.

E/U boundary performance descriptions

Candidates characteristically:a) select limited but relevant materialb) show basic understanding of relevant features

or key ideas, supported by occasional examples and/or sources of evidence

c) show limited accurate use of technical language and terminology.

Candidates characteristically:a) demonstrate minimal organisation and/or limited

coherenceb) offer mainly descriptive answers with little

argument, justification orc) evaluationd) use language and expression that lacks

precision.

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Philosophy and Religion Examination (RS2 PHIL)

Monday am May 13th 2013 1hour 15 minutes written paper 25% of your A-Level Four structured questions will be set, of which you will be

required to answer two. 90 marks available (45 per question) Each question is divided into two parts

(a) (AO1) This part tests your knowledge and understanding (30 marks)

(b) (AO2) This part tests your skills of reasoning and evaluation (15 marks)

You should spend no more than 25 minutes answering part (a) and 12 minutes answering part (b)

Past Examination Questions

May 2012Answer two questions

1. (a) Examine the arguments against the cosmological argument for the existence of God. [30]

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(b) ‘The cosmological argument fails to demonstrate that God’s existence is probable.’

Assess this view. [15]

2. (a) Examine the arguments against the teleological argument for the existence of God. [30]

(b) ‘The teleological argument for the existence of God is a strong argument.’


3. (a) Explain how the Irenaean theodicy addresses the problem of evil. [30]

(b) ‘There has never been a successful theodicy in responding to the problem of evil.’


4. (a) Explain why some people question whether mystical experiences are authentic. [30]

(b) ‘A mystical experience should not be devalued by the challenge of authenticity.’


January 2012Answer two questions

1. (a) Examine the following ideas in the cosmological argument: first cause, motion, contingency, and sufficient reason. [30]

(b) ‘The strengths of the cosmological argument clearly outweigh its weaknesses.’Assess this view. [15]

2. (a) Examine how the teleological argument for the existence of God has developed. [30]

(b) ‘Scientific evidence strongly supports the teleological argument.’ Assess this view. [15]

3. (a) Explain why the existence of evil poses a challenge to a belief in the existence of God. [30]

(b) ‘Religious solutions to the problem of evil fail to convince anyone.’ Assess this view. [15]

4. (a) Explain what is meant by mystical experience. [30] (b) ‘Mysticism can never have a positive effect on religious belief and practice.’ Assess this view. [15]

May 2011Answer two questions

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1. (a) Examine how the cosmological argument attempts to prove the existence of God. [30]

(b) ‘The cosmological argument for the existence of God is unconvincing.’


2. (a) Examine how the teleological argument attempts to prove the existence of God. [30]

(b) ‘The teleological argument for the existence of God is unpersuasive.’


3. (a) Explain what religious believers mean by the problem of evil. [30] (b) ‘The Irenaean theodicy solves the problem of evil for religious believers.’


4. (a) Examine the life and work of one religious mystic that you have studied. [30] (b) ‘There is no place for religious mystics in the world today.’



1. (a) Explain the cosmological argument for the existence of God. [30] (b) ‘The cosmological argument simply fails to prove God’s existence.’


2. (a) Explain the teleological argument with reference to Aquinas, Paley and the

anthropic and aesthetic principles. [30] (b) ‘The teleological argument for the existence of God is not a strong argument,

so it fails.’Assess this view. [15]

3. (a) Outline the Augustinian and Irenaean theodicies. [30] (b) ‘There is no adequate religious answer to the problem of evil.’


4. (a) Examine the various types of mystical experiences, with reference to the work

of William James. [30] (b) ‘Mystical experiences have no place in the modern empirical world.’


June 2010Answer two questions

1. (a) Examine the arguments against the cosmological argument. [30]

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(b) ‘The cosmological argument is still a convincing proof for God’s existence.’


2. (a) Explain the teleological argument. [30] b) ‘Scientific evidence discredits the teleological argument.’


3. (a) Outline what is meant by the inconsistent triad and explain the particular

problems caused by animal suffering and immense suffering. [30] (b) ‘The immensity of suffering proves there is no God.’


4. (a) Describe, with reference to one mystic you have studied, what is meant

by ‘mysticism in practice’. [30] (b) ‘Religious belief and practice should never be affected by mysticism.’



1. (a) Outline the cosmological argument with reference to Aquinas, Leibniz and the Kalam version. [30]

(b) ‘The strengths of the cosmological argument outweigh its weaknesses.’


2. (a) Examine the arguments against the teleological argument for the existence of God. [30]

(b) ‘The arguments against the teleological argument have made it completely

ineffective .’Assess this view. [15]

3. (a) Explain how Augustine’s theodicy addresses the problem of evil. [30] (b) ‘The Augustinian theodicy successfully resolves the problem of evil.’


4. (a) Explain why some question the authenticity of mystical experiences. [30]

(b) ‘The challenge of authenticity should not be allowed to devalue a mystical

experience.’Assess this view. [15]

June 2009Answer two questions.

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1. (a) Examine two versions of the cosmological argument for the existence of God. [30] (b) ‘The cosmological argument demonstrates that God’s existence is probable.’


2. (a) Examine the origins and development of the teleological argument for the

existence of God. [30] (b) ‘The teleological argument for God’s existence is persuasive.’


3. (a) Give an account of the Augustinian and Irenaean theodicies. [30] (b) ‘There is no justification for the existence of suffering in a world supposedly created and controlled by God.’


4. (a) Explain what is meant by mystical experience. [30] (b) ‘Religious belief is totally dependent on mystical experience.’


Trigger WordsToo often candidates attempt to answer a question which they think is there or for which they have prepared rather than the one which is actually set. Describing when evaluating is required or explaining when considering critically is demanded are common examples of failure to recognise the exact instruction of a question.

Knowledge of the precise meanings of 'trigger' words is essential if candidates are to achieve their optimum performance. The following is an attempt to describe what is required by the main 'trigger' words in the Religious Studies papers.

AO1Analyse Explain, compare and point out the complexity of

different components of an issue, process, argument or proposition and consider to what degree they are supported by evidence, related, are logically consistent or able to be tested empirically.

Define Write down the precise meaning of the term and all that term implies, using examples where appropriate.

Describe If the 'trigger' word is modified by 'briefly', identify and 13

Give/Write an account

write a few sentences on each of the main factual elements of the required content; if the 'trigger' word is modified by 'in detail', write as much factual information as possible on the precise term, activity or concept.

Examine Write out, with some details or examples, the essentialelements of the concept, theory or reason and establish the relationship or links between them; but if the 'trigger' word is modified by 'critically' see Assess above.

Explain Demonstrate understanding by exploring reasons, usually with the use of examples.

Indentify Write a little about each specific, salient feature.Illustrate Provide examples to explain a statement.Outline/Summarise Write a concise account of the main features, incidents

or principles, omitting examples and detailed or peripheral information.

AO2AssessDetermineEvaluate

Appraise a specific statement by weighing up two or more opinions or appraise a defined aspect through a review of its strengths and weaknesses and conclude with a reasoned personal judgement.

Consider critically how far/to what extent/the validityDiscuss how far/to what extent

Elucidate the pros and cons of a particular view or issue by stating and explaining the evidence, and then reach a reasoned judgement about the accuracy, validity or truth of that view or issue.

Glossary of Key TermsTerms which are used in the specification are printed in bold print. It is particularly important to be familiar with these, as they may be used on examination question papers.

Please note however the brief definition provided in these lists is merely a general introduction and should not be treated as sufficient for the answering of questions asked about the specific terms as listed.

a posteriori On the basis of experience; used of an argument, such as the cosmological argument, which is based on experience or empirical evidence

a priori Without or prior to experience; used of an argument, such as the ontological argument, which is based on acquired knowledge independent of or prior to experience

aesthetic An appreciation of beautyaesthetic principle The belief that humans have an inherent

appreciation for things such as art, music, literature and nature, which aids nothing to our survival as a species but is purely for our own pleasure and enjoyment

agnosticism The state of not knowing or asserting the impossibility of knowing if God exists

anthropic principle The concept that all fundamental features of the

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universe are necessary as they are for the origin, development and maintenance of human life; term used in the teleological argument

atheism The view that there is no GodAquinas 13th Century Dominican priest, commonly regarded

as the most influential philosopher and theologian of the Roman Catholic Church. Famous works include Summa Theologica and Summa Contra Gentiles.

Aristotle Greek philosopher, originally student of Plato, but later developed his own distinct systems of philosophy, ethics and metaphysics. Also tutored Alexander the Great. Favoured deductive and inductive reasoning and laid the foundations for much of modern scientific forms for classification and investigation. One of the most important figures in the founding of ideas that have influenced the development of Western civilisation

Augustine Early Church Father, Augustine of Hippo, converted to Christianity relatively late on in his life. Great intellectual force responsible for the formalisation of what is now accepted as Christian orthodoxy in terms of belief and ethics. Famous works include his Confessions and The City of God.

Augustinian theodicy Argument based on ideas that evil is caused by created beings, not God, and that God is justified in permitting evil to occur

authenticity When something is genuine, real or true.beneficent Performing good acts; helping peopleclassical theism The generally accepted ideas, prevalent in the main

Western religions (Christianity, Islam, Judaism) relating to God and his characteristics, i.e. that God is omnibenevolent, omnipotent and omniscient

contingency Something which may or may not be—the opposite of necessity; term used in the cosmological argument

cosmological argument

Argument for the existence of God based on the existence of the universe; commonly associated with Aquinas’ concepts of motion, causality and contingency

Craig William Lane Craig, one of the proponents of the modern day Kalam aspect of the Cosmological Argument for the existence of God

critique An examination or report on another’s ideas, usually in terms of a negative response

deductive proof Argument constructed on factually true premises reaching a valid, inevitable and certain conclusion

design Relating to the teleological argument, the suggestion that the world in which we live demonstrates both order and purpose, leading to a conclusion that this could not have happened by random chance but demonstrates evidence of design and therefore is the result of a designer

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efficient cause That which is capable of bringing about a desired result

emotional A feeling, usually intense or strong in nature, such as love or fear

empirical Based on what is experienced or seenempiricism The view that knowledge is best gained through

experience, observation and/or experimentepistemic distance A distance of knowledge. A phrase used by John

Hick in his development of Irenaeus’ theodicy to refer to the distance of knowledge between God and humankind

eschatological verification

Meaning that all things will be made clear or ‘verified’ in the end times or ‘eschaton’. Can also mean that a person will find out the truth of the matter after death

evil That which produces suffering; the moral opposite of good

existence of God The belief that ‘God exists’ in a state that can be experienced, felt, proved or quantified

first cause The concept of the necessary existence of an original Being to cause the existence of the universe; term used in the cosmological argument

five ways Thomas Aquinas’ five-fold basis of proof for the existence of God arguing for a Prime Mover, First Cause, Necessary Being, Absolute Value and Divine Designer

free will The concept that a rational being is able to completely freely determine their own futures or destinies through true freedom in making decisions, both ordinary and moral

Free Will Defence Attempt to reconcile the reality of evil with the existence of God by arguing for the necessity of evil in order to enable full and genuine human freedom

Hick John Hick, modern day philosopher of religion. Champion of religious pluralism; also developed Irenaeus’ Theodicy

Hume David Hume, 18th Century philosopher, whose work relating to empiricism was hugely influential on the twentieth century logical positivists. His Dialogues Concerning Natural Religion (published after his death) are particularly influential on the development of the philosophy of religion.

illusion An idea or belief which is not trueinconsistent triad This idea proposes that God cannot be both

omnibenevolent and omniscient and allow evil to exist

inductive proof Argument constructed on possibly true premises reaching a logically possible and persuasive conclusion

Irenaean theodicy Argument based on ideas that human beings were not created perfect and remain imperfect and that evil is necessary to permit human freedom of

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choiceIrenaeus Early Church Father (2nd Century). Developed a

theodicy which put part of the blame on the existence of evil and suffering onto God. Irenaeus saw evil and suffering as necessary in the development of humans towards moral perfection.

James, William 19th/20th Century psychologist renowned for investigations into religious experience and mysticism

kalam argument Argument for the existence of a personal Creator based on the idea of the universe being finite and having a beginning; a teleological argument

Kant 18th century philosopher, critic of rational arguments for the existence of God, preferring the moral argument to contend for God’s existence and life after death

Kenny In his work The Five Ways (1965) Kenny refuted Aquinas’s arguments by making reference to scientific advances in understanding how the universe works. He showed how Newton’s Law of Motion disproved Aquinas’ First Way.

Leibniz 17th/18th century philosopher and mathematician, whose principle of sufficient reason supports the cosmological arguments for the existence of God

Luria, Isaac 16th century Jewish mystic who was influential in the development of the Kabbalist tradition within the Western world

Meister Eckhart Circa 13th century Christian mysticMiller Ed Miller, one of the proponents of the modern day

Kalam aspect of the Cosmological Argument for the existence of God

moral evil Suffering caused by human actionsmystic One who practises mysticismmysticism Experiences or systematic meditation which cause

a heightened awareness of the divinemotion The concept that, within the universe, all things are

moving from states of potentiality to actualitynatural evil Suffering caused by natural environmental

phenomenanatural selection The process whereby favourable traits within a

species are bred into the genetic make-up of each generation and the less favourable are bred out. Sometimes referred to as ‘survival of the fittest’

Natural Theology Philosophical system based on the natural world and reason, such as Aquinas’ Five Ways

objectivity The ability to make judgements based upon facts and not influenced by personal beliefs or feelings

omnipotent All-powerful; one of the traditional attributes of the God of Classical Theism

omniscient All-knowing/seeing; one of the traditional attributes of the God of Classical Theism

order and regularity A key feature upon which the teleological argument

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for the existence of God rests – that both order and regularity are observable phenomena within the experiential universe, leading to inference that this is a deliberate feature of some intelligent being, responsible for the workings of the universe

Paley 18th century Archdeacon of Carlisle, famed for his Watchmaker analogy, which forms part of the teleological argument for the existence of God

Phillips 20th century philosopher who articulated (contra Irenaeus) that it could never be morally justifiable to hurt someone in order to help them

physical evil Suffering which is brought about via the physical world

Plato Greek philosopher, considered one of the fathers of Western thought, he was the tutor to Aristotle. Originally a pupil of Socrates (all that we know of Socrates is preserved within the writings of Plato, and others, as Socrates himself did not write philosophical texts). Plato’s theory of the Forms or Ideas has been hugely influential in the development of philosophy. His analogy of the cave is a useful illustration of how he viewed the relationship of the material world to this realm of the Forms

privation Deprivation or absence of something; term used in Augustinian theodicy

probability The likelihood of something happening or being true

problem of evil The philosophical notion that evil should not exist if God possesses the characteristics traditionally ascribed to him

Process Theology Philosophical system based on emphasis of God’s immanence and denial of God’s omnipotence; associated with A.N. Whitehead and David Griffiths’ process theodicy

purpose The reason why something is in existence or being done

rationalism View that true knowledge is gained only through reason

religious experience An experience which is denominated by certain characteristics, as identified by the scholars such as James, Swinburne, Moonan, et al.

Rumi 13th Century Persian Sufi mystic produced many influential works of both prose and poetry

Russell Bertrand Russell; 20th century philosopher who introduced the expression ‘philosophical logic’. Rejected the cosmological argument on the grounds that there was no need to ask where the universe came from but that we should just accept its existence as a ‘brute fact’.

Schleiermacher Prominent German theologian and philosopher of the 18th and 19th Centuries. Responsible for producing an effective critique against the

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Augustinian Theodicyseminal presence An Augustinian reference to the idea that,

biologically, the whole human race was present ‘within Adam’s loins’

Shankara Circa 8th Century Indian philosopher, was the first philosopher to consolidate the doctrine of Advaita Vedanta. His teachings are based on the unity of the soul and Brahman, in which Brahman is seen as without attributes.

soul-making A concept within the traditions of the Irenaean theodicy that describes how suffering helps humans develop morally (from God’s ‘image’ into his ‘likeness’ – cf Genesis 1:26)

St Teresa of Avila 16th century Spanish mystic and Carmelite nun. Her writings were produced primarily for teaching purposes although they are now regarded as some of the most influential mystical texts within the Catholic tradition

Suffering

animal

immense

innocent

The experience, or showing the effects, of something which is evil or bad

Part of natural world, lives and moves but, in this context, refers to non-human

Huge magnitude of scale; can also refer to intensity

pure and guilt freeSufficient reason The principle suggested by Gottfreid Leibniz that all

things need a full and proper explanation or ‘sufficient reason’ in order to explain why they exist

supernatural Those forces which cannot be rationally explained by science

Swinburne Modern day philosopher Richard Swinburne, influential in his work on the existence of God, religious experience and miracles

teleological argument Argument for the existence of God based on observation of design and purpose in the world

Tennant 19th/20th century philosopher who developed forms of aesthetic arguments to infer the existence of an intelligent designer behind the Universe. Within his book, Philosophical Theology, he also advocated a form of the anthropic principle (although he did not use the term itself) to support his arguments for God’s existence

theodicy Argument justifying or exonerating God; term used in relation to the existence of evil and suffering

watchmaker analogy Famous analogy of William Paley, relating the intricacies and design of a watch (which therefore implies an intelligent watchmaker) to the similarly observed intricacies of the phenomenal universe, therefore implying an intelligent ‘universe-maker’, i.e. God

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ResourcesBlackburn, S. (2001), Think: A Compelling Introduction to Philosophy (OUP)978-0192854254

Bowie, R.A. (2004), AS/A2 Philosophy of Religion and Religious Ethics for OCR. StudyGuide (Nelson Thornes) 0-7487-8081-5

Clarke, P.J. (2001), Questions About God: a guide for A/AS Level students, 2nd ed. (Nelson Thornes) 0-7487-6554-9

Clarke, P.J. (2002), Examining Philosophy and Ethics: Answers for A Level (Nelson Thornes) 0-7487-6009-1

Davies, B. (1993), An Introduction to the Philosophy of Religion (OUP) 0-19-289235-5

Dewar, G. (2002), AS and A Level Religious Studies: Philosophy and Ethics throughdiagrams (OUP) 0-19-914873-2

Hill, D.J. and Rauser, R.D. (2006), Christian Philosophy A-Z (EUP) 0-7486-2152-0

Jeys, H.F. (2004), Philosophy of Religion for AS students (UWIC) 1-902724-75-5

Jones, G., Cardinal, D. and Hayward, J. (2005), The Philosophy of Religion (Hodder Murray)0-7195-7968-6

Jordan, A., Lockyer, N., & Tate, E. (2001), Philosophy of Religion for A Level, 2nd ed.(Nelson Thornes) 0-7487-6760-6

Luhman, R. (1995), The Problem of Evil (Abacus) 1-89865-308-9

Quinn, P. (2005), Philosophy of Religion A-Z (EUP) 0-7486-2054-0

Stannard, R. (1999), The God Experiment (Faber & Faber) 0-5711-9623-3

Swinburne, R. (1988), Evidence for God (Mowbray) 0-264-67124-4

Thompson, M. (1997), Teach Yourself Philosophy of Religion (Hodder & Stoughton)0-340-68837-8

Tyler, S.K. and Reid, G. (2002), Advanced Religious Studies (Philip Allan Updates)0-86003-751-7

Vardy, P. (1999), The Puzzle of God, 3rd ed. (Fount) 0-00-628143-5

Vardy, P. (1996), The Puzzle of Evil, 2nd ed. (Continuum) 1-55778-747-6

Vardy, P. and Arliss, J. (2003), The Thinker's Guide to Evil (John Hunt Publishing)

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1-903816-33-5

Williams, P.S. (1999), The Case for God (Monarch) 1-85424-454-X

Wilson, B. (ed.) (2003), Simply Philosophy. Guided Readings (EUP) 0-7486-1823-6

Some useful websiteswww.dialogue.org.uk [Dialogue, a journal of religion and philosophy]

www.discovery.org[The Discovery Institute, promotes the Intelligent Design concept]

www.epistemelinks.com/index.asp[links to many useful websites]

www.faithquest.com/home.cfm?main=docs/philosophers/philosophers.cfmwww.hawking.org.uk[Professor Hawking's ideas on the universe]

www.jcu/Philosophy/gensler/ethics.htm#REwww.leaderu.com/offices/billcraig/menus[William Craig's website]

www.philosophers.co.uk[The Philosophers' Magazine]

www.philosophyonline.co.uk[student website of Gareth Southwell of Swansea College]

www.philosophypages.comwww.rsweb.org.uk[links to limited number but useful websites]

www.seop.leeds.ac.uk[Stanford Encyclopedia of Philosophy]

www.sparknotes.com/philosophywww.talkorigins.org[scientific responses to creation/evolution debate]

www.utm.edu/research/iep[useful articles and texts]

www.ucsb.edu/fscf/library/plantinga[Alvin Plantinga's website]

21

introductory philosophy booklet

Education