Analogy and Meaning

Lesson Overview

• Key Stage: KS5 (AQA A-Level Religious Studies)
• Topic: Aquinas’ View of Analogies
• Duration: 100 minutes
• Class Size: 4 students
• Lesson Type: Discussion-based with activities

Learning Objectives

By the end of the lesson, students will:

1. Understand Aquinas’ use of analogy in religious language.
2. Explain and differentiate between the Analogy of Attribution and Analogy of Proportion.
3. Critically evaluate the effectiveness of analogy in discussing religious concepts.
4. Engage with scholarly critiques of Aquinas’ analogical approach.

Curriculum Relevance

This lesson directly links to AQA A-Level Religious Studies (Component 2: Philosophy of Religion) specifically under:

• Religious Language: The nature of religious language, including analogy and evaluation.
• Scholarly Views: The role of Aquinas and his contribution to religious language debates.
• Evaluation: The strengths and weaknesses of using analogy in theology.

Lesson Structure

Starter (10 mins) – Thought Experiment

Activity: Present students with a thought experiment on language and meaning:

1. Ask: How would you describe "bravery" or "love" to an alien that has never experienced human emotions?
2. Discuss initial responses, guiding towards realisation that we often use analogy or examples.

Purpose: This primes students to consider why Aquinas believed analogy was necessary in discussing God.

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Section 1: Aquinas and Analogy (15 mins) – Core Understanding

Teacher-Led Explanation:

• Explain the central issue: Can human language meaningfully describe an infinite God?
• Introduce Aquinas' rejection of univocal (words mean the same in all contexts) and equivocal (words have unrelated meanings) language for God.
• Introduce Analogy as a middle way between these two extremes.

Student Discussion:

• Why might univocal or equivocal language fail in theology?
• Relate to everyday experiences where words shift meaning based on context (e.g. "healthy diet" vs "healthy complexion").

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Section 2: Analogy of Attribution and Proportion (30 mins) - Application

Activity: "Analogy Detective"

1. Analogy of Attribution

   • Explain: A quality in humans derives from God (e.g. God's goodness causes human goodness).
   • Example: A baker and bread – The bread is good because the baker is skilled.
   • Task: Pairs create their own examples of Attribution and present to the class.

2. Analogy of Proportion

   • Explain: Words relate to God and humans, but proportionately (e.g. God is good, but infinitely more so).
   • Example: A child's wisdom vs an adult's wisdom – A child is wise relative to their level, but an adult has a greater degree of wisdom.
   • Task: Students debate whether this solves the problem of talking meaningfully about God.

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Section 3: Analytical Discussion (20 mins) - Evaluation

Critical Perspectives: Strengths and Weaknesses

• Strengths:

  • Avoids making God completely unknowable.
  • Offers a structured way to explore divine attributes.
  • Fits with classical theism and natural theology.

• Weaknesses:

  • Challenge from Verificationism: Can analogy ever be meaningful if it cannot be empirically tested?
  • Duns Scotus' Objection: Does analogy actually explain anything, or does it leave terms vague?
  • Modern Criticism: Richard Swinburne argues that univocal language (God literally ‘is good’) might be more useful in religious discourse.

Debate Task:

• Half the students argue for analogy as the best way to describe God, half against.
• Encourage inclusion of examples and counterarguments from scholars.

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Plenary (15 mins) – Reflection and Key Arguments

Quick-Fire Review:

• Each student summarises one key takeaway from the lesson.
• Group collaborates to construct a mind map on “How should we talk about God?”.

Extended Thinking Prompt:

• Ask: If analogy is the best way, does this limit our understanding of God, or does it deepen it?
• Encourage students to consider this in independent study.

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Homework / Extension Work

Essay Question (25 marks):
"‘Aquinas’ use of analogy successfully overcomes the problems of religious language.’ Evaluate this claim."

Students should include:

• Explanation of the Analogy of Attribution and Proportion.
• Strengths and weaknesses, using scholarly arguments.
• A reasoned conclusion.

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Assessment Methods

• Discussion Contributions: Quality of thought and engagement in debates.
• Analogy Detective Task: Student-created examples showcasing understanding.
• Plenary Responses: Reflection on learning.
• Homework Essay: Written argument skills and curriculum application.

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Resources

• Summary sheet on Aquinas’ Theory of Analogy
• Mind-mapping materials (or access to digital equivalents)
• Debate prompt cards for counter-arguments

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Differentiation Strategies

• For Advanced Students: Explore John Hick’s further development of analogy or link to Wittgenstein’s Language Games.
• For Those Needing Support: Provide sentence starters for debate and structured notes on key comparisons.

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Teacher Reflection Post-Lesson

• Did students grasp the distinctions between Attribution and Proportion?
• Were their evaluations nuanced, or did they struggle with counterarguments?
• What adjustments could improve clarity or engagement next time?

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Wow Factor! Why This Lesson Stands Out

✅ Engaging Analogy Detective Game – Connects philosophy to real-world thinking.
✅ Debate and Critical Thinking – Encourages students to apply theory dynamically.
✅ High-Level Scholarship – Matches the AQA A-Level standard with detailed critique and discussion.
✅ Reflective Learning – Encourages students to form considered and well-supported conclusions.

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This lesson plan ensures deep engagement, thoughtful discussion, and critical evaluation—essential skills for KS5 Religious Studies. 🚀