Active learning ideas
This topic explores whether language used to describe God is meaningful. Students distinguish between cognitivism (religious claims describe facts about the world) and non-cognitivism (religious claims express emotions or attitudes). This is a pivotal shift in the curriculum from 'what is God?' to 'how can we even talk about God?'.
Activity 01
Students walk around the room looking at statements like 'God loves me', 'The cat is on the mat', and 'Murder is wrong'. They must categorise each as cognitive or non-cognitive and explain their reasoning on a sticky note.
Is religious language meant to be taken literally?
Activity 02
Students discuss what they mean when they say a person is 'good' versus when they say God is 'good'. This introduces the concept of analogy (Aquinas) and the difficulty of using human language for a divine being.
Can statements about God be empirically verified?
Activity 03
Groups are assigned a non-cognitive theory (e.g., Randall's symbolic view or Braithwaite's moral view). they must create a 'user manual' for religious language based on that theory, explaining how a believer should use words.
What is the difference between cognitivism and non-cognitivism?
A few notes on teaching this unit
Watch Out for These Misconceptions
Non-cognitivism means religious language is 'fake' or 'useless'.
Non-cognitivists argue it is highly meaningful, just not in a scientific way. Using role play to show how 'I love you' is meaningful but not a scientific hypothesis helps clarify this.
All religious people are cognitivists.
Many theologians argue that God is so 'other' that language can only ever be symbolic or metaphorical. Peer-led research into different denominations can surface these diverse perspectives.
Methods used in this brief
The Problem of Evil
Students investigate the logical and evidential problems of evil and their challenge to the existence of God. They will evaluate theodicies proposed by Augustine, Irenaeus, and Hick.
8 methodologies
Verification and Falsification
Students apply Ayer's verification principle and Flew's falsification symposium to religious claims. They will explore responses from Mitchell and Hare.
8 methodologies