Arguments from Miracles

National Curriculum Alignment

• Religious Education Programme of Study (England, KS4, Year 10)
• Students should study beliefs and teachings including philosophical and theological arguments about the existence of God.
• Develop evaluation skills of religious ideas using critical thinking, evidence, and contextual understanding.
• Explore how beliefs influence moral decision making and cultural perspectives.

Relevant Learning Objectives:

• Explain the argument from miracles as a form of evidence for God's existence.
• Analyse different types of miracles (e.g. healing, nature, resurrection).
• Evaluate the philosophical strengths and weaknesses of miracles as an argument for belief.
• Reflect on the impact and significance of miracles for religious believers and critics.

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Lesson Overview

• Duration: 60 minutes
• Class size: 20 Year 10 students
• Unit: Exploring God's Existence (Lesson 4 of 8)
• Title: Arguments from Miracles
• Description: This lesson investigates miracles as evidence for God's existence, explores types of miracles and famous examples, and evaluates their validity from philosophical and theological viewpoints.

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Learning Objectives

By the end of this lesson, pupils will be able to:

1. Define what a miracle is and identify various types.
2. Describe the argument from miracles as evidence supporting belief in God.
3. Critically assess the strength of miracles as proof of God's existence.
4. Discuss different interpretations of miracles within religious and non-religious contexts.
5. Develop awareness of the ongoing philosophical debate around miracles.

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Success Criteria

Students will know they are successful when they can:

• Accurately describe the argument from miracles using examples.
• Differentiate between different categories of miracles.
• Offer clear reasoning supporting or critiquing the argument’s soundness.
• Engage confidently in group discussion on the implications of miracles.
• Produce a short evaluative paragraph reflecting on miracles as evidence for God.

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Resources Needed

• Whiteboard and markers
• Projector for slides/examples (optional)
• Printed handouts summarising types of miracles and argument structure
• Case study sheets with brief descriptions of famous miracle claims (e.g., Lourdes healing, The Sun Miracle at Fatima)
• Sticky notes or mini whiteboards for quick feedback

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Lesson Structure

1. Starter Activity (10 minutes)

Activity:

• Pose the question: “What is a miracle?”
• Students write their own definition on sticky notes or mini whiteboards.
• Collect examples from students and cluster on the board (e.g. healing, nature miracles, personal experiences).
• Briefly introduce common definitions: an event that appears supernatural, defying natural laws and explained by divine intervention.

Outcome: Activates prior knowledge and sets foundation.

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2. Teacher Input & Explanation (15 minutes)

Content:

• Present the argument from miracles:

1. Miracles occur and are evidence of interventions beyond natural explanation.
2. These cannot be explained solely by chance or science.
3. Therefore, miracles support the existence of God.

• Explain different types of miracles with examples:

• Healing miracles: unexplained cures (e.g., Lourdes, medically verified cases)

• Nature miracles: supernatural events in nature (e.g., parting of the Red Sea)

• Resurrection: return to life (e.g., Jesus’ resurrection in Christianity)

• Discuss theological significance: Miracles as signs from God, challenges to naturalistic worldviews.

Visual Aid: Use a slide or handout to summarise points with examples.

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3. Group Analysis and Discussion (15 minutes)

Activity:

• Divide the class into 4 groups.

• Each group gets one case study on a different type of miracle.

• Instructions:

• Summarise the miracle claim.

• Discuss why it might support belief in God.

• Consider possible critiques or alternative explanations (e.g., coincidence, fraud, placebo effect).

• Groups record key arguments on flip chart paper or whiteboard.

Teacher Role: Circulate, prompt deeper thinking, challenge superficial answers.

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4. Whole-Class Evaluation & Critical Thinking (10 minutes)

Activity:

• Groups present their findings briefly.

• Class discussion: “Is the argument from miracles convincing evidence for God? Why or why not?”

• Introduce philosophical views on miracles from David Hume (skepticism about miracles), C.S. Lewis (miracles as possible signs of God), and contemporary thinkers.

• Elicit students to weigh up credibility, evidential strength, and personal belief.

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5. Plenary and Success Criteria Check (5 minutes)

• Ask students to write a short paragraph: “Explain the argument from miracles and your view on whether it is a sound reason to believe in God.”

• Use success criteria to self-assess or peer-assess statements:

• Description accuracy

• Critical thinking shown

• Clarity of personal viewpoint

• Quick oral feedback to wrap up.

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Extension Activity (For Advanced Learners)

• Research Task: Students select a documented miracle outside of class (e.g., medically unexplained healing, Eucharistic miracles, or miracles from any religion).
• Prepare a short presentation or report covering:
• Context and description of the miracle.
• Religious significance and impact on faith communities.
• Critical perspectives or controversies.
• Their own reasoned conclusion on the event’s evidential value for God’s existence.

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Differentiation Strategies

• Provide glossaries of key terms (miracle, supernatural, natural law).
• Offer sentence starters to support writing tasks.
• Challenge higher ability students with philosophical quotes and encourage linking to wider arguments in the unit.
• Use visual summaries for learners with literacy difficulties.
• Pair mixed-ability students for peer support during group work.

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Assessment Opportunities

• Formative: Group presentations and discussions to assess understanding and argument analysis.
• Summative: Written paragraph in plenary demonstrates ability to describe and critique.
• Extension task can contribute towards coursework or individual research project in Religious Education.

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This lesson plan ensures that students critically engage with the argument from miracles as part of the broader unit exploring the existence of God. It meets current National Curriculum expectations by developing knowledge, evaluation, and personal reflection skills within a well-structured, interactive learning environment.