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.
TL;DR:The Problem of Evil is perhaps the most powerful challenge to theistic belief. Students distinguish between the logical problem (the inconsistency of God and evil) and the evidential problem (the sheer amount of suffering). They evaluate theodicies, attempts to justify God's permission of evil, from Augustine, Irenaeus, and John Hick.
About This Topic
The Problem of Evil is perhaps the most powerful challenge to theistic belief. Students distinguish between the logical problem (the inconsistency of God and evil) and the evidential problem (the sheer amount of suffering). They evaluate theodicies, attempts to justify God's permission of evil, from Augustine, Irenaeus, and John Hick.
This topic requires sensitive handling of difficult themes while maintaining philosophical rigour. It is a key component of the AQA specification, linking divine attributes to the reality of the human condition. Students benefit from active learning here because it allows them to 'stress test' theodicies against real-world scenarios, helping them understand why some find these justifications compelling and others find them insufficient.
Key Questions
- Are the existence of God and the existence of evil logically incompatible?
- Does the sheer amount of suffering provide evidence against a loving God?
- How successful is the soul-making theodicy?
Watch Out for These Misconceptions
Common MisconceptionThe problem of evil proves God doesn't exist.
What to Teach Instead
It only points to a logical contradiction or a lack of evidence. Active 'claim-testing' helps students see that a philosopher can acknowledge the problem without reaching a definitive atheist conclusion.
Common MisconceptionNatural evil (like earthquakes) is always caused by human sin.
What to Teach Instead
While Augustine suggested this, modern theodicies like Hick's argue natural evil is necessary for 'soul-making'. Using a 'consequence map' helps students see how different theodicies account for non-human suffering.
Active Learning Ideas
See all activities→Stations Rotation
Theodicies under Fire
Stations are set up for Augustine, Irenaeus, and Hick. At each station, students read a summary of the theodicy and must come up with one 'moral' and one 'logical' objection based on a provided case study of suffering.
Formal Debate
Logical vs. Evidential
Students debate which version of the problem is harder for a believer to answer. One side argues that the logical problem is solved by free will, while the other argues that the 'amount' of suffering (evidential) remains unanswerable.
Inquiry Circle
The Free Will Defense
Groups map out Alvin Plantinga's Free Will Defense. They must identify the exact point where Plantinga argues that even an omnipotent God cannot create a world with free creatures who never do evil.
Frequently Asked Questions
What is the difference between moral and natural evil?
How does the 'soul-making' theodicy work?
How can active learning help students understand the problem of evil?
What is the 'Inconsistent Triad'?
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