Dual-Aspect Monism

Lesson Details

• Subject: Religious Studies
• Year Group: Year 13
• Exam Board: AQA
• Curriculum Area: Self, Death, and the Afterlife
• Duration: 90 minutes
• Class Size: 9 students

Lesson Objectives

By the end of this lesson, students should be able to:

1. Explain the concept of Dual-Aspect Monism and how it relates to self, death, and the afterlife.
2. Evaluate whether persons have objective and subjective immortality within this framework.
3. Critically Analyse the strengths and weaknesses of Dual-Aspect Monism compared to other views on the afterlife.

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Lesson Structure

Starter Activity (10 minutes) – Thought Experiment

Activity: "The Ship of Theseus & The Self"

• Show the class an image of the Ship of Theseus and ask:
  • "If every part of the ship is replaced over time, is it still the same ship?"
  • "Now apply this to a person: If our cells regenerate and our experiences change, are we the same person?"
• Link to Dual-Aspect Monism: Does the mind and brain exist as two inseparable aspects of the same reality, leading to some form of immortality?

Objective: Engage students in philosophical reflection before introducing the key topic.

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Main Teaching (20 minutes) – Introducing Dual-Aspect Monism

• Define Dual-Aspect Monism:
  • A theory that suggests the physical (brain) and mental (mind) are two aspects of the same reality.
  • Developed as a response to the Cartesian Dualist view that the mind and body are separate.
• Introduce key scholars:
  • Spinoza's Monism – Mind and body are two aspects of the same substance.
  • Karl Popper & John Eccles on the relationship between brain states and mental experiences.
• Link to Self, Death, and Afterlife: If consciousness and the brain are two facets of the same thing, can consciousness persist in some way beyond death?

Teaching Methods:

• Use a diagram of the brain and consciousness as ‘two sides of the same coin.’
• Give students a brief historical context linking monism and dualism to religious and metaphysical thought.

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Group Discussion (15 minutes) – Subjective vs Objective Immortality

• Split students into three groups of three and give them different interpretations of immortality:
  Group 1: Objective immortality – Our impact, work, and memories ensure an ongoing presence in the world.
  Group 2: Subjective immortality – Conscious experience may persist beyond biological death.
  Group 3: A rejection of immortality from a materialist perspective.
• Each group writes two arguments in favour of their assigned concept and one challenge to another group’s interpretation.

Plenary Discussion:

1. Can a monistic view of consciousness allow for either of these types of immortality?
2. How does this challenge traditional religious views of an eternal soul?

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Critical Analysis Task (20 minutes) – Engaging with Scholarly Debate

Activity: “Debating the Afterlife”

• Provide students with two scholarly excerpts on Dual-Aspect Monism and immortality (e.g., from Popper and Eccles or Thomas Nagel).
• Pairs read and summarise their extract in three bullet points.
• Discuss as a class:
  • Do these arguments support or challenge religious beliefs in an afterlife?
  • Could a monist perspective still allow for God’s existence?

Stretch & Challenge: Ask students to compare Dual-Aspect Monism with Materialism and Substance Dualism.

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Creative Task (15 minutes) – Visualizing Consciousness & the Afterlife

Activity: “Immortality in Metaphors”

• Students must create a visual metaphor for Dual-Aspect Monism’s approach to immortality. Ideas include:
  • A candle’s flame being transferred to another wick (continuity of consciousness).
  • A river flowing into the ocean (individual awareness merging into a greater whole).
• Each student presents their metaphor in one minute, explaining how it represents monistic immortality.

Objective: Encourage students to think in abstract ways and consolidate their understanding.

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Plenary (10 minutes) – Assessment & Reflection

• Students complete a 3-2-1 Exit Ticket:
  • 3 key points they learned
  • 2 questions they still have
  • 1 opinion they developed about Dual-Aspect Monism’s approach to immortality
• Teacher addresses any major misconceptions.

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Assessment & Homework

In-Class Assessment

• Participation in discussions and activities.
• Exit ticket responses.

Homework Task

• Write a 500-word essay:
  “Does Dual-Aspect Monism allow for meaningful belief in an afterlife?”
  • Must reference at least two philosophers studied in class.
  • Include a personal reflection on whether the theory makes the concept of an afterlife more or less plausible.

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Teacher Notes & Adaptation Suggestions

• For a more engaging session, if students struggle with abstract theory, use modern science fiction or films (e.g., Black Mirror’s San Junipero) to illustrate mind-body theory.
• If students are advanced, introduce non-Western perspectives on consciousness and duality, such as Advaita Vedanta or Buddhist Anatta doctrine.

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Expected Learning Outcomes

By the end of the lesson, students should confidently:
✅ Define and explain the theory of Dual-Aspect Monism.
✅ Critically engage with its implications for self, death, and the afterlife.
✅ Compare its approach to immortality with other philosophical and religious views.

This lesson plan ensures critical thinking, engagement, and application of complex ideas—perfect for AQA’s Year 13 Religious Studies curriculum. Happy teaching! 🎓