Philosophy · Year 12 · Metaphysics of God · Summer Term

The Concept and Attributes of God

Explore the traditional attributes of God within Western philosophy, such as omnipotence, omniscience, and supreme goodness, and consider the logical challenges they present.

TL;DR:This topic invites students to become logical detectives, examining some of the biggest concepts in Western thought for cracks and contradictions.

• National Curriculum Attainment Targets
• AQA A-Level Philosophy: Section 4.1 - Metaphysics of God - The concept and nature of God

About This Topic

This topic delves into the core of classical theism, a cornerstone of the A-Level Philosophy of Religion module. Students will engage with the traditional 'omni' attributes of God: omnipotence, omniscience, and omnibenevolence (or supreme goodness). The focus is not on theological dogma, but on rigorous philosophical analysis, examining the logical coherence of these concepts both individually and collectively. This aligns with the UK curriculum's emphasis on analytical skills, encouraging students to deconstruct complex ideas and evaluate arguments from key thinkers such as Aquinas, Anselm, and Descartes, alongside more contemporary responses from philosophers like Anthony Kenny and Alvin Plantinga.

The exploration moves from definition to paradox. Students will grapple with classic philosophical puzzles like the paradox of the stone, which challenges the coherence of omnipotence, and the conflict between divine foreknowledge and human free will, a problem that has vexed philosophers for centuries. The unit culminates in a synoptic evaluation of whether a being can simultaneously possess all these absolute attributes without logical contradiction. This provides a crucial foundation for later topics, particularly the problem of evil, which directly questions the compatibility of supreme goodness with an all-powerful and all-knowing creator.

Key Questions

1. Analyse the concept of an omnipotent being and the paradox of the stone.
2. Explain the conflict between divine omniscience and human free will.
3. Evaluate whether the attributes of omnipotence, omniscience, and supreme goodness are logically compatible.

Learning Objectives

• Define the divine attributes of omnipotence, omniscience, and supreme goodness.
• Analyse the logical challenges presented by these attributes, including the paradox of the stone and the problem of free will.
• Explain and evaluate philosophical responses to these challenges from thinkers such as Aquinas, Descartes, and Boethius.
• Construct a reasoned argument evaluating the logical compatibility of the divine attributes.
• Apply key philosophical vocabulary with precision in written and verbal communication.

Key Vocabulary

Omnipotence	The quality of having unlimited power; classically defined as the ability to do anything that is logically possible.
Omniscience	The quality of knowing everything, including all past, present, and future events.
Omnibenevolence	The quality of being supremely or perfectly good and all-loving.
Paradox	A seemingly absurd or self-contradictory statement or proposition which, when investigated, may prove to be well-founded or true.
Free Will	The capacity of agents to choose between different possible courses of action unimpeded.
Atemporal	Existing outside of time; eternal and not subject to the constraints of past, present, and future.
Compatibilism	In this context, the view that divine omniscience and human free will are logically compatible and can coexist without contradiction.

Watch Out for These Misconceptions

Common Misconception

Omnipotence means God can do absolutely anything, like creating a square circle.

What to Teach Instead

The classical philosophical definition of omnipotence, particularly from thinkers like Aquinas, is the ability to do anything that is logically possible. A 'square circle' is a logical contradiction, not a 'thing' that can be made. Therefore, an inability to create one is not seen as a limitation of power, but rather a reflection of the laws of logic.

Common Misconception

If God knows I will choose to do X tomorrow, then I am not free to choose otherwise.

What to Teach Instead

This assumes God's knowledge causes the event. Philosophers like Boethius propose a solution by arguing God is atemporal (outside of time). From this perspective, God sees the past, present, and future simultaneously, much like a person watching a film sees the beginning and end at once. This knowledge doesn't cause the events in the film, it merely observes them.

Common Misconception

These are purely religious questions with no right or wrong answer.

What to Teach Instead

While the topic originates in theology, its treatment in philosophy is based on logic and reason. We are assessing the logical coherence of concepts, not the validity of faith. Arguments can be judged as valid or invalid, sound or unsound, based on established philosophical principles.

Active Learning Ideas

Socratic Seminar

Paradox Stations

Set up different 'stations' around the classroom, each with a different philosophical puzzle (e.g., The Paradox of the Stone, The Euthyphro Dilemma, The Free Will vs. Omniscience problem). In small groups, students rotate through the stations, spending time at each to formulate the paradox in their own words and brainstorm a possible solution.

45 min·Small Groups

Formal Debate

Divine Attributes on Trial

Assign students roles to argue for or against the logical compatibility of the three 'omni' attributes. One team argues they are coherent, the other argues they are contradictory, and a third group acts as the jury to evaluate the arguments presented.

50 min·Whole Class

Socratic Seminar

Solving for Omnipotence

Present students with various definitions of omnipotence (e.g., Descartes's 'God can do anything, even the logically impossible' vs. Aquinas's 'God can do all things that are logically possible'). In pairs, students must analyse the strengths and weaknesses of each definition and decide which is more philosophically robust.

30 min·Pairs

Assessment Ideas

Quick Check

Students write a one-paragraph explanation of the paradox of the stone on a mini-whiteboard, which the teacher can quickly scan to check for understanding.

Peer Assessment

An A-Level style essay responding to a prompt such as, 'Assess the claim that a perfectly good being cannot be omnipotent'.

Quick Check

Students use a 'confidence tracker' to rate their ability (from 1 to 5) to define each key term, explain each paradox, and summarise a philosopher's response.

Frequently Asked Questions

Why do we focus so much on the 'God of Classical Theism'?

This concept of God has been foundational in the development of Western philosophy for over two millennia and is the specific focus of the A-Level curriculum. Understanding this traditional model is essential for engaging with the works of major philosophers and related topics like the problem of evil. It is a conceptual starting point, not an endorsement of one particular belief.

Is the paradox of the stone just a clever trick with words?

While it can seem like a word game, the paradox is a serious philosophical tool. It forces us to be incredibly precise in our definition of 'omnipotence'. It reveals that a simplistic understanding of 'all-powerful' can quickly lead to self-contradiction, prompting a more nuanced and logically rigorous definition.

How can we even talk about the attributes of a being we can't experience?

This is a key question in the philosophy of religion. The approach taken here is one of conceptual analysis. We are not claiming to know what God is actually like, but rather examining whether the concepts and definitions that humans have developed to describe God are logically coherent and make sense on their own terms.