Miracles: Realism & Anti-Realism

Overview

Duration: 100 minutes
Class size: 5 students
Age group: 17-18 (A-level Religious Studies, AQA specification)
Focus: Developing critical understanding of realist and anti-realist approaches to miracles in religious contexts
Curriculum alignment:

• AQA A-level Religious Studies Paper 1 (Philosophy of Religion) – Miracles
• UK National Curriculum aims for Religious Education: critical thinking, engagement with belief systems, ethical reasoning, evaluative skills

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Learning Objectives

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

1. Define and distinguish between realist and anti-realist views of miracles.
2. Analyse key philosophical arguments used for and against the existence of miracles.
3. Evaluate how different religious traditions interpret miracles.
4. Develop well-structured arguments presenting their own reasoned viewpoint.
5. Reflect on the impact of miracles on faith and rational inquiry.

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Resources

• Whiteboard/interactive board
• Printed case studies on miracles (e.g., Lourdes healing, biblical miracles)
• Quote sheets from David Hume, Swinburne, and other relevant scholars
• Students’ notebooks or electronic devices for notes
• “Miracle Scenario” cards (see Activity 3)
• Audio clips of testimonial accounts (optional)

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Lesson Plan

1. Starter (10 minutes)

Activity: Concept mapping on “What is a Miracle?”

• On the board, write “Miracle” centrally.
• Students brainstorm words/ideas related to miracles (supernatural, divine intervention, unexplained events, hoaxes, etc.) verbally or written.
• Quickly sort into categories: “Real events” vs “Symbolic/Perceived events”.
• Teacher frames day's focus based on their input.

2. Teacher Input (20 minutes)

Topic: Realist vs Anti-Realist Views – Key Concepts and Philosophers

• Present key definitions:
  • Realism: Miracles as actual extraordinary events caused by a divine being, defying natural laws.
  • Anti-realism: Miracles as subjective experiences or symbolic stories, not literally true or empirically verifiable.
• Highlight David Hume’s scepticism: miracles are violations of natural laws, and evidence is weak (empiricism and inductive reasoning).
• Introduce Swinburne’s defence of miracles using probability and testimony.
• Use direct quotes from texts to illuminate contrasting perspectives.
• Encourage questions throughout to keep engagement high.

3. Group Activity: Miracle Scenarios (25 minutes)

Purpose: Apply theories to real-world examples, develop evaluative skills

• Students split into pairs (or one group of 5 if preferred) and receive different “Miracle Scenario” cards describing a range of miracles:
  • Scientific/unexplained healings at Lourdes.
  • Biblical miracles (e.g., resurrection, parting of the Red Sea).
  • Modern-day testimonies (audio or text-based).
  • Alleged fraud or psychological explanations.
• Task:
  • Identify if scenario suits realist or anti-realist reading.
  • Analyse the plausibility and reliability of the evidence.
  • Prepare a 3-minute presentation sharing their judgement.

4. Presentations & Whole-Class Debate (20 minutes)

• Each group presents their scenario and viewpoint.
• After all presentations, teacher facilitates a debate using these prompts:
  • Can miracles be proven or disproven?
  • Should miracles be interpreted literally or metaphorically?
  • What role does faith play in accepting miracles?
• Encourage respectful listening and critical questioning.

5. Independent Reflection & Written Task (20 minutes)

• Students individually write a short essay (approx. 300 words) responding to the question:
  “To what extent do realist or anti-realist views provide more convincing explanations of miracles?”
• Use evidence from the lesson to support their argument.
• Teacher circulates, offering scaffolded support and challenging deeper thinking with probing questions.

6. Plenary & Formative Assessment (5 minutes)

• Quick round robin: each student shares one new insight or remaining question.
• Teacher summarises key learning points and links to AQA assessment criteria:
  • AO1: Accurate and detailed knowledge
  • AO2: Analyse and evaluate different views
  • AO3: Construct reasoned arguments

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Differentiation

• Provide printed quotes and scenario cards with prompting questions for additional support.
• Stretch higher ability students by asking them to incorporate comparative religious views (e.g., Christian vs Islamic perspectives on miracles).
• Use mini whiteboards for quick responses from all learners to check understanding.

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Extension Ideas

• Homework: Research a contemporary claimed miracle and write an evaluative report applying today’s frameworks.
• Invite a guest speaker (local religious leader or philosophy academic) for follow-up Q&A.
• Create a digital “Miracle Museum” with artefacts, videos, and student reflections hosted on a class blog or Google Classroom.

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Notes for Teachers

• Emphasise respectful dialogue around sensitive beliefs to maintain an inclusive environment.
• Use a mix of teaching methods (visual, auditory, kinaesthetic) to engage diverse learners.
• Connect content with ethical and existential questions relevant to students’ broader personal development.

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This plan provides a rich, interactive, and balanced approach to teaching miracles through the lens of realism and anti-realism, tailored specifically for 5 A-Level students within UK standards and with creative activities designed to deepen engagement and critical thinking.