Knowledge of the Divine

Overview

This 60-minute lesson explores differing perspectives on God's existence within Islam and atheism. Students will develop a comprehensive understanding of Islamic beliefs about God and atheistic counterpoints, reflecting on how these viewpoints influence interpretations of divine existence. This lesson addresses critical national curriculum objectives around Religious Education, promoting respect, understanding of beliefs, and philosophical enquiry.

National Curriculum Links

• Religious Education Programmes of Study (England)

• Key Stage 4 / Year 10

• Pupils should develop knowledge and understanding of religious and non-religious beliefs, teachings, and practices.

• Explore concepts of God and ultimate reality in the context of Islam and atheism.

• Engage in critical thinking to evaluate different arguments about belief and non-belief.

• Develop respect for differing viewpoints and articulate reasoned arguments.

• Spiritual, Moral, Social and Cultural Development (SMSC)

• Encourages empathy, respect for diversity, and ethical awareness.

• Promotes the use of reasoned argument and reflective thought about big questions.

Lesson Objectives

By the end of the lesson, students will be able to:

• Identify and explain key Islamic beliefs about the existence and nature of God (Allah).
• Describe atheistic viewpoints regarding the belief in God’s existence or lack thereof.
• Compare and contrast Islamic and atheistic perspectives critically.
• Articulate their understanding and viewpoints clearly and respectfully.

Success Criteria

• I can explain the Islamic concept of God and how Muslims understand divine existence.
• I can outline key arguments that atheists use to support their disbelief in God.
• I can discuss how these perspectives shape understanding and beliefs about the divine.
• I can respectfully listen to and engage with alternative viewpoints.

Resources

• Whiteboard and markers
• Projector/slides with key points and quotes
• Handouts summarising Islamic and atheistic perspectives
• Paper and pens for note-taking and writing tasks
• Optional: short video clip illustrating Islamic beliefs about God and a short speech or excerpt from a prominent atheist thinker (prepared in advance)

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Lesson Structure

1. Starter Activity: Quick Reflection (10 mins)

• Pose the question: "What do you think it means to believe in God?"
• Students write down their initial thoughts on sticky notes or in books.
• Share a few ideas with the class to gauge prior knowledge and encourage engagement.
• Introduce the lesson focus: exploring Islamic and atheistic perspectives on God’s existence.

2. Presentation & Discussion: Islamic Beliefs about God (15 mins)

• Present key Islamic beliefs:
• Allah as the singular, omnipotent, compassionate creator.
• Tawhid: the concept of absolute monotheism.
• Attributes of Allah (e.g., Merciful, Just, Eternal).
• How Islamic teachings approach proofs of God’s existence (e.g., cosmological arguments, Quranic revelation).
• Use short Qur’anic quotes or Hadith to illustrate points.
• Ask students to summarise key ideas in their own words.
• Discuss briefly why belief in God is central to Muslim identity and worldview.

3. Presentation & Discussion: Atheistic Views on God (15 mins)

• Define atheism and explain it as rejection of belief in God or gods.
• Explore common atheistic arguments:
• Lack of empirical evidence for God.
• Problem of evil and suffering as challenge to divine goodness.
• Science and natural explanations for the universe.
• Highlight how atheism is not a religion but a worldview / philosophical stance.
• Encourage students to think critically about how atheistic views challenge religious beliefs.

4. Comparative Group Activity: Exploring Perspectives (15 mins)

• Divide the class into small groups (4-5 students each).
• Each group receives two cards: one summarising Islamic views, one atheistic views.
• Groups list similarities and differences regarding beliefs about God, the universe, and life’s meaning.
• Groups consider questions such as:
• How do these beliefs affect people’s attitudes and behaviours?
• In what ways might these views shape society?
• Groups present their findings briefly.

5. Plenary & Reflection (5 mins)

• Recap main points: key Islamic beliefs, atheist counterpoints, and impact on understanding the divine.
• Students self-assess: Do I meet the success criteria?
• Invite a few students to share something new they learned or found interesting.

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Assessment & Feedback

• Formative assessment through discussions, group activity, and Q&A monitoring understanding.
• Written notes collected and reviewed to check key concept comprehension.
• Pair-share reflection to assess speaking and listening skills.

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Extension Activity (for advanced learners or homework)

Position Paper: Write a 300-400 word paper presenting a balanced argument on the pros and cons of atheism compared to religious belief. Encourage:

• Use of evidence and examples from the lesson.
• Respectful and clear communication of personal viewpoints.
• Consideration of both intellectual and moral dimensions of belief and non-belief.

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Differentiation Strategies

• Provide vocabulary lists and concept maps for students struggling with terminology.
• Challenge more able learners with deeper philosophical questions (e.g., “Can atheism provide meaning and morality without God?”).
• Use mixed-ability group work to scaffold peer support.

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Reflection for Teachers

• Monitor how well students engage with sensitive or controversial ideas.
• Adapt discussion prompts according to the class’s maturity and openness.
• Use students’ reflections to inform lesson 8, focusing on synthesising worldviews about God’s existence.