Philosophical Arguments

Lesson Overview

Curriculum Area: A-Level Religious Studies (Philosophy of Religion)
Duration: 60 minutes
Class Size: 15 students
Focus: Philosophical issues and questions - Design, Cosmological, and Ontological Arguments

Learning Objectives

1. Understand and differentiate between the Design, Cosmological, and Ontological Arguments.
2. Analyse the strengths and weaknesses of each argument, considering alternative interpretations and challenges.
3. Evaluate key thinkers' contributions to these arguments, focusing on W. Paley and D. Hume for the Design Argument, Aquinas and D. Hume, I. Kant for the Cosmological Argument, and Anselm and B. Russell for the Ontological Argument.
4. Develop critical thinking and philosophical language skills through discussion and analysis.

Materials Needed

• A-Level Religious Studies textbooks
• Handouts summarising key arguments and thinkers
• Whiteboard and markers
• Projector and screen for visual aids
• Access to video clips or audio excerpts of key philosophical discussions (optional)
• Notebooks and pens for students

Lesson Structure

Introduction (10 minutes)

1. Warm-Up Activity:

   • Begin with an intriguing question: "Can the existence of God be proven through logic and reason?"
   • Encourage students to jot down their initial thoughts.

2. Objective Setting:

   • Briefly introduce the three arguments: Design, Cosmological, and Ontological.
   • Explain that students will explore philosophical thought processes, focusing on both historical context and modern interpretation.

Exploration and Explanation (25 minutes)

Design Argument (W. Paley, D. Hume)

• Inductive Reasoning and A Posteriori:

  • Explain the concept of inductive reasoning and why Design Argument relies on empirical evidence.

• Role of Analogy and Regularity:

  • Discuss Paley’s watchmaker analogy and Hume’s criticisms.
  • Consider the anthropic principle and the regularities of the natural world.

Cosmological Argument (Aquinas, D. Hume, I. Kant)

• Inductive Reasoning and Sufficient Reason:

  • Introduce the principle of sufficient reason and its application in the Cosmological Argument.
  • Explore the concepts of movement, causation, contingency, and necessary existence.

• Kalam Cosmological Argument:

  • Brief overview highlighting its unique features.

Ontological Argument (Anselm, B. Russell)

• A Priori and Deductive Reasoning:

  • Discuss the nature of a priori arguments and the analytic proposition of ‘God’.

• Concept of Necessary Existence:

  • Delve into Anselm’s concept of God’s necessary existence and Russell’s contributions and critiques.

Critical Discussion (15 minutes)

1. Group Activity:

   • Divide students into groups of 3 and assign each group one of the three arguments.
   • Task students with listing the strengths and weaknesses of their assigned argument and any challenges it faces (e.g., evolution and free will as a challenge to the Design Argument).

2. Group Presentations:

   • Have each group present their findings to the class. Encourage cross-questioning to deepen understanding.

Synthesis and Reflection (10 minutes)

1. Class Discussion:

   • Open the floor for a class discussion on which argument they find most convincing and why.
   • Encourage students to think about how these philosophical arguments interact with modern science and belief systems.

2. Exit Ticket:

   • Ask students to write down one new thing they learned and one question they still have about the lesson.

Homework Assignment

• Research one philosopher discussed in class today and find an interesting quote related to their argument on the existence of God. Write a short paragraph explaining its significance in the context of the argument.

Differentiation

• Provide advanced reading materials for students needing more challenge.
• Offer structured templates to those who may struggle with organisation of thoughts.
• Visual aids and videos for students with different learning styles.

Assessment

• Formative assessment through observation of group discussions and presentations.
• Evaluation of exit tickets for understanding and reflection.
• Feedback on homework for additional insights into individual comprehension levels.

Teacher Reflection

• Consider what aspects of the lesson engaged students the most.
• Reflect on any areas that were challenging and determine why.
• Plan any necessary amendments for future iterations of the lesson.

By using a balance of teaching methods and resources, this lesson plan aims to engage students deeply in philosophical inquiry, fostering critical thinking and dialogue on significant religious and metaphysical questions.