The Nature of Self and Afterlife

Lesson Details

• Subject: Religious Education (AQA A-Level Religious Studies)
• Topic: Self, Death, and the Afterlife – Dennett vs Swinburne
• Level: A-Level (Year 13)
• Time: 90 minutes
• Class Size: 9 students
• Exam Board: AQA – Paper 2: Philosophy of Religion and Ethics

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Lesson Objectives

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

1. Analyse how Daniel Dennett’s materialist perspective challenges traditional concepts of the soul and afterlife.
2. Evaluate Swinburne’s dualist argument for personal identity surviving death.
3. Compare and critically engage with both views using logical reasoning.
4. Apply their knowledge to exam-style questions and philosophical debate.

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Lesson Breakdown

1. Engaging Starter (10 minutes) – "The Ship of Theseus and Personal Identity"

• Present the classic thought experiment, "The Ship of Theseus".
• Ask students: “If all the parts of a ship are replaced over time, is it still the same ship?”
• Lead discussion into how this relates to personal identity: Do ‘we’ remain the same over time?
• Introduce how Dennett and Swinburne have different answers to this.

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2. Understanding Dennett’s Materialist View (25 minutes)

Key Idea: Dennett argues that consciousness and personal identity are products of the brain, meaning no ‘self’ survives after death.

• Mini-Lecture (10 minutes)

  • Dennett’s ‘Multiple Drafts Model’ of consciousness: no fixed self, just a collection of narratives.
  • The implications for life after death: If the brain ceases, so does consciousness.
  • Materialism vs dualism: How does this contrast with religious views?

• Activity – Thought Experiment (15 minutes)

  • Scenario: A future scientist uploads a person’s brain into a computer. Is that ‘you’?
  • Debate in pairs: Does Dennett’s explanation of self allow for life after death in any form?
  • Students write a quick-reflection (3 sentences) summarising their stance based on Dennett’s perspective.

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3. Swinburne’s Dualist Counterargument (25 minutes)

Key Idea: Swinburne argues personal identity is not reducible to the brain – we have a soul that survives death.

• Mini-Lecture (10 minutes)

  • Introduce Swinburne's distinction between the ‘soul’ and ‘brain function’.
  • The ‘Lightbulb Analogy’: The soul is like a lightbulb powered by the brain; if the bulb is broken, the electricity (soul) still exists.
  • His argument for how personal identity is logically separate from the body.

• Activity – Role-Playing Debate (15 minutes)

  • Split students into two groups: Dennett supporters vs Swinburne supporters.
  • Each team must argue why their philosopher is correct about personal identity and the afterlife.
  • The teacher plays "Devil’s Advocate" – challenging weak arguments and pushing deeper thinking.

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4. Critical Comparison Task (20 minutes)

• Comparison Table Exercise (10 minutes)

  • Students complete a table analysing key differences between Dennett and Swinburne.
  • Teacher models an example comparison (e.g., definition of ‘self’, view on afterlife, logical strengths and weaknesses).

• Exam-Style Question (10 minutes)

  • Students write a structured opening paragraph for the question:
    “To what extent do Dennett’s materialist ideas successfully refute mind-body dualism?”
  • Peer-review: swap with a partner and give one strength and one improvement.

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5. Reflection and Plenary (10 minutes) – "Where Do You Stand?"

• Each student writes one sentence summarising their personal position on the debate.
• Standing continuum activity:
  • One side of the room represents strong Dennett supporters, the other, strong Swinburne supporters.
  • Students physically position themselves along this spectrum and justify their choice.

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Assessment & Homework

✔ Formative Assessment: Classroom discussion, debate contributions, and structured paragraph response.
✔ Summative Task (Optional Homework):

• Write a conclusion to the exam question discussed in class (250 words).
• Extension challenge: Research and add a scholar who supports or critiques either view (e.g. John Hick).

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Differentiation & Stretch

✅ Stretch & Challenge: Ask stronger students to consider Cartesian substance dualism as a critique of Swinburne.
✅ Support for Struggling Students: Provide structured sentence starters for the comparison table and exam paragraph.

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Teacher’s Final Reflection

🚀 This lesson balances philosophical depth with engaging activities, ensuring students move from understanding concepts to evaluating arguments. The Ship of Theseus starter hooks students in, the debate makes the topic interactive, and exam practice cements learning.