GCE Getting Started



Philosophy of religionScheme of workAS and A level Religious StudiesIntroductionThere is no requirement to study arguments in the original text – except for specified texts required for study in the Anthology. The websites listed in the Resources columns are simply indications of where texts may be found. It is not compulsory to study these in this format, but candidates must be aware of the argument or view of those named in the Specification for each topic area.Texts in bold and referenced in the Anthology ARE compulsory for study at A level.Links to third-party websites are controlled by others and are subject to change.See the Pearson Religious Studies web site for ‘Clarification regarding contributors and seminal figures in AS and A level.’ to use this Scheme of WorkThe first column identifies the week e.g. on page 5 the first column refers to week 1. The second column refers to the Topic number in the Specification, e.g. page 5 the second column refers to 1 which is topic 1 in the Specification. The third column gives details of the Specification concerning ‘what students need to learn’. An example is on p 5 the third column has 1.1 as the heading ‘The nature of God as personal and as Creator’. The fourth column contains Scheme of Work details, including resources and activities. On page 4 there is a list of books. Each one begins with a letter which then enables us to identity the particular source. For example, the first one is: Steven Bullivant, The Trinity: How not to be a Heretic (Paulist Press, 2015, 5th ed. 2012 )In week 2 this source is mentioned in the following way whereby we do not need to repeat all the bibliographical details because these are already contained in the list of books. Bullivant Chs 2, 6 and 7Week 1 in the fourth column shows the meaning of abbreviations and some key text books and websites which will be used in the Scheme of Work.The Anthology is an important resource and whenever this is used it will always be in bold. For example week 7 box 2.2 refers to the first text in the Anthology: ANTHOLOGY: (1) McGrath A (ed)WeekTopicContentSuggested resources and activities:Activities (Act), Assessment (A), Extension paths/Extended tasks (E)Abbreviations:LO = learning outcomesSTR/WK = strengths and weaknesses1IntroductionsIntroduction to Paper 1: The Philosophy of ReligionAn overview of the topics to be studied, including types of argument, ideas about faith and experience and issues of language and critiques of religion.Useful web sites:The Stanford Encyclopaedia of Philosophy Internet Encyclopedia of Philosophyiep.utm.edu/home/about/There are also many YouTube and electronic resources available which you may already use with your students. Previous Edexcel Spec textbooks with relevant sections:Sarah K. Tyler and Gordon Reid, AS Religious Studies, (Edexcel, 2006) Chs 1-2Sarah K. Tyler and Gordon Reid, A2 Religious Studies, (Edexcel, 2007) Chs 1-2Previous text books focused on Edexcel GCE Philosophy of Religion:Peter Cole and Richard Gray, Edexcel Religious Studies for AS Hodder Education 2009. In addition, this endorsed book is applicable to other components.Libby Ahluwalia, Understanding Philosophy of Religion: A complete guide for Edexcel AS and A2, (OUP 2008) Additional resourcesFor students:Brian Davies, An Introduction to the Philosophy of Religion (OUP, 2004) Ch 2 Philosophy and Religious Belief, Ch 3 Cosmological Arguments, Ch 4 Design Arguments, Ch 5 Ontological Arguments, Ch 6 Experience and God, Ch 7 Talking about God, Ch 10 God and Evil, Ch 13 Life after DeathThomas Dixon, Science and Religion: A Very Short Introduction (OUP, 2008)Peter Vardy, The Puzzle of God (William Collins, 1999) Ch 7 Cosmological arguments, Ch 8 Ontological arguments, Ch 9 Design Arguments, Ch 10 Religious Experience, Ch 17 Miracles, Ch 18 Eternal LifePeter Vardy, The Puzzle of Evil (Fount, 1999)Nigel Warburton, Philosophy: The Basics (Routledge, 1992, 5th ed. 2012 ) Ch 1 God, Ch 6 Science, Ch 7 MindMore detail/background:Brian Davies, Philosophy of Religion: A Guide and Anthology (OUP, 2000) Part II The problem of God-talk, Part III Arguments for God’s existence, Part V The problem of evil, Part VII People and Life after DeathWilliam James, The Varieties of Religious Experience (Penguin Classics, 1983 or CreateSpace Independent Publishing Platform, 2016)Alister McGrath, Science and Religion: A New Introduction (Wiley-Blackwell, 2010)J.L. Mackie, The Miracle of Theism: Arguments for and against the Existence of God (OUP, 1983) Ch 3 Ontological arguments, Ch 5 Cosmological arguments, Ch 8 Arguments for design, Ch 9 The problem of evil, Ch 10 Religious experience and Natural histories of religionMichael Palmer, The Question of God: An introductory commentary and sourcebook (Routledge, 2001) Ch 1 Ontological arguments, Ch 2 Cosmological arguments, Ch 3 Arguments from Design) John Polkinghorne, Belief in God in an Age of Science (The Terry Lectures) (Yale University Press, 1998)Philip L. Quinn and Charles Taliaferro (ed) A Companion to Philosophy of Religion (Blackwell 1999, 2nd edition 2010)21 Philosophical issues and questions1.1 Design Argumenta) Inductive reasoning, a posteriori types of arguments, interpretation of experience.b) Types of order and regularity, role of analogy, cumulative effect of evidence, anthropic principle, regularities of co-presence and regularities of succession.c) Strengths and weaknesses of Design Arguments: probability rather than proof, alternative interpretations, including evolution and deism. Challenges to the argument.d) Philosophical language and thought through significant concepts and the works of key thinkers, illustrated in issues in the philosophy of religion.With reference to the ideas of W Paley and D Hume.Paley: in Part II of Dialogues Concerning Natural Religion: , Ch 4, c) Vardy, Ch 9 e)Warburton, Ch 1AIM/LO: Outline and analyse key themes in design arguments.Define key terms, types of argument, build own glossary of philosophical terms (Act)Note key themes of Design Arguments (Act)Test on terminology and themes (A)AIM/LO: Outline and analyse the strengths and weaknesses of these arguments and the terminology and assumptions used within them. Create a table of STR and WK of the Design arguments, rank order these in group discussion (Act)Plan/write an essay responding to the issue of success or otherwise of the argument(s) (A)In revision draw similarities between this and other arguments for the existence of God, identify links with other components of study - build portfolio of connections. (E)31 Philosophical issues and questions (continued)1.2 Cosmological Argumenta) Inductive reasoning, a posteriori types of arguments.b) Principle of sufficient reason, explanation, interpretation of experience, movement, cause and effect, contingency, infinite regress, first cause, necessary existence, Kalam version.c) Strengths and weaknesses of Cosmological Arguments: probability rather than proof, brute fact, debates about infinite regress, necessary existence and God as a necessary being. Challenges to the argument.d) Philosophical language and thought through significant concepts and the works of key thinkers, illustrated in issues in the philosophy of religion.With reference to the ideas of Aquinas and D Hume, I Kant.Aquinas, Summa Theologica: Article 3, Whether God exists: on the Cosmological argument: and Hume on causality: , Ch 3, c) Vardy, Ch 7 e)Warburton, Ch 1AIM/LO: Recap types of argument and terminologyCheck and test glossary re-call, pairs or more formal test (Act/A)AIM/LO: Explore Aquinas’ First Three Ways and the Kalam argumentPresentation on Aquinas and Kalam versions (Act)AIM/LO: Explore the challenges to these arguments from Hume and KantIdentify and explain key issues, mind-map around themes of arguments (Act)AIM/LO: Assess the strengths and weaknesses of the cosmological argument as a proof for the existence of God.Debate STR and WK in class with students taking the position of a key contributor (Act)Essay (plan) on success or otherwise of Cosmological arguments (A)On completion, and in revision, draw similarities between this and other arguments for the existence of God, identify links with other components of study - build portfolio of connections. (E)41 Philosophical issues and questions (continued)1.3 Ontological Argumenta) A priori compared to a posteriori types of arguments, deductive reasoning, not evidence based but understanding of concept of ‘God’ as an analytic proposition.b) Definitions of ‘God’, necessary existence, aseity.c) Strengths and weaknesses of the Ontological Arguments: concept of proof compared to probability, debates about ‘existence’ and predicates. Challenges to the argument.d) Philosophical language and thought through significant concepts and the works of key thinkers, illustrated in issues in the philosophy of religion.With reference to the ideas of Anselm and B Russell.The ideas of Anselm and Russell are readily accessible in a number of good textbooks and other sources including Russell’s, A History of Western Philosophy.Davies, Ch 5, c) Vardy, Ch 8 e)Warburton, Ch 1AIM/LO: Clarify the notions of proof and the definitions of God in this argument.Define key terms and add to glossary (Act) AIM/LO: Explore Anselm’s Ontological Argument.Discuss and note key themes and stages of Anselm’s argument (Act)AIM/LO: Analyse the challenges posed to the ontological argument by its weaknesses and the ideas discussed by Russell.Debate the idea there are fundamental flaws in the OA (Act) AIM/LO: Evaluate the success of this type of argument.Timed essay response (A)On completion, and in revision, draw similarities between this and other arguments for the existence of God, identify links with other components of study - build portfolio of connections (E)52 The nature andinfluence of religious experience 2.1 The nature of religious experiencea) Context of religious experience across religious traditions, range of definitions related to belief in God and/or ultimate reality, theistic and monistic views, ineffability, noetic, transience, passivity.b) Types: conversion, prayer, meditation, mysticism, numinous.Relationship between religious experience and propositional and non-propositional revelation.c) Alternative explanations, physiological and naturalistic interpretations, objectivist and subjectivist views.With reference to the ideas of W James and R Otto.This topic, including the ideas of William James and Rudolf Otto, is covered well in a number of Philosophy of Religion textbooks and anthologies. No specific passages are required.Contemporary religious experiences can be researched here, as well as elsewhere:) Davies Ch 6, c) Vardy, Ch 10 g) James AIM/LO: Explore the nature of religious experiences and the typical attributes of an experience.Define types and add to own glossary of terms (Act) Test on this at end of section (A)Examine examples of religious experiences e.g. Teresa of Avila/Julian of Norwich – compile brief summary of events (Act)AIM/LO: Analyse the possible alternative explanations for the cause of such reported experiences.Create notes/mind-map of alternative explanations and interpretations of religious experience (Act)Presentations on contemporary research into this field (Act)62 The nature andinfluence of religious experience (continued)Influence of religious experience as an argument for the existence of Goda) Inductive reasoning based on evidence, the link between appearances, how things seem, how things really are and conclusions drawn from experience about reality and existence. Principles of testimony and credulity, the value and role of testimony to religious experience.With reference to the ideas of R Swinburne and J Hick.b) Strengths and weaknesses of religious experience as an argument for the existence of God: experiences influenced by the religious context of the believer, religious experiences interpreted as any other sensory experiences, complexity of interpretations, issues of probability and proof as relating to the argument, nature of God, including transcendent and immanent, limitations of language, lack of uniformity of experiences, refinements of and challenges to the argument.With reference to the ideas of M Persinger and R Dawkins.This topic, including the ideas of Richard Swinburne, John Hick, Michael Persinger and Richard Dawkins, is covered well in a number of Philosophy of Religion textbooks and anthologies. No specific passages are required.a) Davies Ch 6, c) Vardy, Ch 10BBC Horizon: God on the brain, transcript here: Newberg: Is the human brain hardwired for God? . Ramachandran, The Temporal Lobes and God: Explore the main ideas in religious experience as an argument for the existence of God.Present the argument in a number of premises, read and note in groups to present to the class, identify most significant steps in the argument (Act)AIM/LO: Analyse the strengths and weaknesses of religious experience as an argument for the existence of God.Create checklist of key points of argument from Dawkins and summary of Persinger’s work (Act)Identify the STR and WK of the argument, including alternative explanations, issues of language and notions of proof, complete two columns and attempt to rank STR and WK, group task (Act)Timed or homework essay on the success or otherwise of this argument (A)On completion, and in revision, draw similarities between this and other arguments for the existence of God, identify links with other components of study - build portfolio of connections. (E)73 Problems ofevil and suffering 3.1 Problem of evil and suffering (1)The nature of the problem across a range of religious traditions, types of evil and suffering, moral and non-moral. The challenge to religious belief posed by the inconsistency of the nature of God and the evident existence of evil and suffering challenging belief in the existence of God.With reference to the ideas of D Hume and J Mackie.ANTHOLOGY (1) Mitchell B (ed) – The Philosophy of Religion, 1st edition, J Mackie – Chapter 5 Evil and Omnipotence, pp.92-104 (Oxford University Press, 1977) This topic, including the ideas of Hume and Mackie, is covered well in a number of Philosophy of Religion textbooks and anthologies.a) Davies, Ch 10, d) Vardy e) Warburton, Ch 1AIM/LO: Explore the nature of the problem of evil and suffering.Define key terms, types and add to own glossary (Act)Create diagrams that illustrate the issue of the reality of suffering and the attributes of God (Act) For A Level study: Read and annotate the Anthology text, discuss and create summary grids of each position and response Mackie offers, identify key themes and issues (Act)Evaluate the strengths of Mackie’s argument in a structured short essay plan (A)Short answer, timed question outlining how suffering is a ‘problem’ (A)83 Problems ofevil and suffering (continued) Theodicies and solutions to the problem of sufferingBelief that creation was good; evil and suffering is a privation of good due to the fall of the angels and man because of the misuse of free will, soul-deciding, significance of reconciliation. b) Belief that creation is a mix of good and evil linked to the vale of soul making theodicy, including free will defence, best of all possible worlds, epistemic distance, eschatological justification.Process theodicy: God is not responsible for evil and suffering, but he is co-sufferer and cannot coerce the free will of human agents.d) Strengths and weaknesses of theodicies and solutions: compatibility or otherwise with modern views about origins of life, nature of God, innocent suffering, hypothesis of life after death.With reference to the ideas of Augustine and Irenaeus.This topic, including the ideas of Augustine and Irenaeus, is covered well in a number of Philosophy of Religion textbooks and anthologies. No specific passages are required.a) Davies, Ch 10, d) Vardy e) Warburton, Ch 1AIM/LO: Explore the ideas of different theodicies.Allocate a theodicy to a small group to research and present key ideas to the class and provide notes for all (Act)AIM/LO: Evaluate the strengths and weaknesses of a variety of responses to the problem of suffering.Debate the STR and WK of the theodicies studied, create own notes/table of responses (Act)Essay (plan) on which theodicy is most successful and why (A)On completion, and in revision, draw similarities between this and other areas of the course, identify links with other components of study - build portfolio of connections. (E)9Review all topics covered so far. Revise key ideas and terminology.Re-visit essay structure and technique for answering questions across the paper. (Reminder of trigger words.)Set an exam on Topics 1-3 of the Specification to assess knowledge and understanding gained so far.104 Religious language4.1 Analogy and SymbolAnalogy: via negativa, knowledge about God may be gained by what God is not like, univocal language and problems of anthropomorphism, equivocal language and problems of attribution, significance of proportional similarities and dissimilarities.With reference to the ideas of Aquinas.b) Symbol: types of symbol across a range of religious traditions, distinction between signs and symbols, symbols identifying and participating in a concept. Problems interpreting symbols and their limited application to a particular faith context.With reference to the ideas of P Tillich.This topic is very well covered in Philosophy of Religion textbooks and anthologies. No specific passages are required. In addition, resources can be found here:Aquinas:: all Religious Language:a) Davies, Ch 7, f) Davies Part IIAIM/LO: Explore the notions of analogy and symbol and evaluate the strengths and problems of these types of religious language.Add key terminology regrading religious language to own glossary bank (Act), test (A)Allocate one area to each half of the class, research and then present key themes from this field to the other group with an assessment of the role and value of this understanding of religious language, including issues and challenges (Act)114 Religious language (continued)4.2 Verification and falsification debates (2) (3)a) Context of Logical Positivism and the Vienna Circle, analytic and synthetic statements, implications for the claim that religious language is meaningless; view that religious claims are false because nothing can count against them; ‘bliks’ as unfalsifiable ways of framing our interpretation of the world compared to beliefs that are significant articles of faith which may be significantly challenged but not easily abandoned.b) Strengths and weakness of these approaches, including realist and anti-realist views and eschatological verification.With reference to the ideas of A J Ayer and B Mitchell.ANTHOLOGY: (2) Mitchell B (ed) – The Philosophy of Religion, 1st edition, Flew A, Hare R M – Chapter 1 Theology and Falsification: A Symposium, pp. 13-18 (Oxford University Press, 1976)(3) Mitchell B (ed) – The Philosophy of Religion, 1st edition, Flew A, Mitchell B – Chapter 1 Theology and Falsification: A Symposium, pp.18-22 (Oxford University Press, 1976)Ayer’s work is readily accessible in a number of textbooks or in his works:Ayer, AJ (1973/1991), The Central Questions of Philosophy, London, Penguin, 22–29 Ayer, AJ (1946)Language, Truth and Logic, 2nd Edition, New York, Dover, (esp. Chapters 1 and 6)AIM/LO: Clarify the different approaches to the meaningfulness of religious language.Add definitions of key terms to own glossary bank (Act)Make notes on Logical Positivism as a context for Verification and Falsification debates.Create mind-maps detailing the Verification and Falsification views and the challenges they present for understanding religious language (Act)Read and annotate the Anthology texts, discuss and create summary grids of each position and response, identify key themes and issues (Act)Evaluate the strengths of each view in structured short essay plan (A)AIM/LO: Assess the strengths and weaknesses of these approaches.Debate the view that these challenges do render religious language meaningless (Act)Write a conclusion to this debate incorporating a summary of the key arguments presented (table of notes/essay plan) (A)124 Religious language (continued)4.3 Language gamesa) Critique of picture theory, functional uses of language in the context of a form of life. Non-cognitive interpretation of language and criteria of coherence in the relevant language game, highlights the distinctive character of religious language, significance of fideism in this context – language can only be understood in the context of faith.With reference to the ideas of L Wittgenstein and D Phillips.This topic, including the ideas of Ludwig Wittgenstein and D. Z. Phillips, is covered well in a number of Philosophy of Religion textbooks and anthologies, as well as online resources such as the Stanford Encyclopaedia of Philosophy. No specific passages are required.AIM/LO: Explore the terminology of the meaning of language.Add definition of Language Games and related terms to own glossary bank (Act)Test vocabulary at end of section (A)AIM/LO: Clarify the ideas of Wittgenstein and Phillips in this topic.Make presentation notes for a partner of key ideas in Language Games with reference to Wittgenstein and D Phillips, identify key issues of context of faith and challenges this raises (Act)Partner to assess and improve notes, as a pair debate and conclude on the value of Language Games (Act/A)On completion, and in revision, draw similarities between this and other areas of the course, identify links with other components of study - build portfolio of connections. (E)135 Works of scholars5.1 Context to critiques of religious belief and points for discussiona) Respective strengths and weaknesses of religious beliefs.b) Alternative explanations, issues of probability and postmodern interpretations of religion.c) Key terms, types of atheism and agnosticism.With reference to the ideas of R Dawkins and M Westphal.This topic is covered well in a number of Philosophy of Religion textbooks and anthologies. No specific passages are required.The ideas of Dawkins are readily available, e.g. in The God Delusion (2006) Westphal’s article on The emergence of modern philosophy from the previous Edexcel A Level Anthology which can be found in in A Companion to Philosophy of Religion, edited by P. Quinn and C. Taliaferro, is useful.Sarah K. Tyler and Gordon Reid, A2 Religious Studies, (Edexcel, 2007) Ch 1.3Libby Ahluwalia, Understanding Philosophy of Religion: A complete guide for Edexcel AS and A2, (OUP 2008) Unit 3, Unit 4AIM/LO: Clarify key terms.Define types of atheism and agnosticism and add to own glossary bank (Act)AIM/LO: Assess strengths and weaknesses of religious belief and alternative explanations of religion.Create summary of range of views on strengths and weaknesses of religious beliefs, allocate alternative explanations to individual students to present to class and pool notes (Act)Debate the idea that religious belief can be explained without requiring the existence of God (Act)Essay (plan) response following class debate (A)On completion, and in revision, draw similarities between this and other areas of the course, identify links with other components of study - build portfolio of connections (E)145 Works of scholars (continued)5.2 A comparison between a critic of religion, Bertrand Russell, and a religious believer, Frederick Copleston (4)a) The context of the writings of Russell and Copleston and the way these ideas are applied to issues in religion and belief, including the argument from contingency and religious experience.ANTHOLOGY: (4) apologetics/p20.htm (Russell B and Copleston F – The Existence of God)AIM/LO: Re-visit the contingency and religious experience arguments from Topics 1.2 and 2.2.Create (or use end of year) revision notes for contingency and RE arguments (Act)AIM/LO: Explore the context of this debate and the background of these key thinkers.Research the context to the debate, brief participant biographies and the coverage of and response to the debate (Act)AIM/LO: Clarify the views of Russell and Copleston.Read and annotate the Anthology texts, create summary sheets or grids for the ideas of each participant highlighting key themes (Act)Re-run the debate in class with an audience contributing questions (Act)AIM/LO: Evaluate the strengths and weaknesses of these positions.Create mind-maps of the STR and WK of each contributor’s position (Act)Essay on the reasons for the emphases of each thinker and an assessment of the strength or otherwise of their view (A)On completion, and in revision, draw similarities between this and other areas of the course, identify links with other components of study - build portfolio of connections (E)156 Influences ofdevelopmentsin religious belief6.1 Views about life after death across a range of religious traditionsa) Immortality of the soul: soul as non-physical and spiritual and continuing to exist after death of body.b) Rebirth: belief there is no unchanging soul and importance of karma.c) Reincarnation: transmigration of souls and importance of karma.d) Replica theory: notion that one can die in one body and continue to live in a different body while being the same person, including after death.e) Resurrection: belief that God will restore the dead in bodily form to eternal life.With reference to the ideas of J Hick.This topic is covered well in a number of Philosophy of Religion textbooks and anthologies. No specific passages are required.In addition, material by John Hick can be found here: , Ch 13, c) Vardy, Ch18 AIM/LO: Clarify the meaning of key terms in this topic.Define key terms for life after death and add these to own glossary bank (Act) test at the end (A)AIM/LO: Explore the different views regarding the possibility and nature of life after death.Allocate different views about life after death to individual students, or small groups, to prepare a presentation on the key ideas of that view, with accompanying notes, for the rest of the class (Act) 166 Influences ofdevelopments in religious belief (continued)6.2 Points for discussion about life after deatha) Relationship between mind and body, including variations of dualism and monism.b) Life after death linked to moral reasoning, near death experiences, debates related to role of evidence, religious language.With reference to the ideas of Plato and Aristotle.This topic, including the ideas of Plato and Aristotle, is covered well in a number of Philosophy of Religion textbooks and anthologies. No specific passages are required.NDEs can be researched at the Southampton University project here and elsewhere: ) Warburton Ch 7AIM/LO: Clarify ideas regarding the relationship between mind and body.Create mind-maps detailing the differing understandings of the relationship between mind and body (Act)AIM/LO: Analyse and evaluate ideas regarding life after death related to evidence, near death experiences, language and moral reasoning. Research evidence or near death experiences (Act)Debate the role of evidence, moral reasoning and language in debates about life after death (Act)Structured essay plan on STR or otherwise of belief(s) in life after death. (A)On completion, and in revision, draw similarities between this and other areas of the course, identify links with other components of study - build portfolio of connections (E)176 Influences of developments in religious belief (continued)6.3 Religion and science debates and their significance for philosophy of religionMethodologies with emphasis on observation, hypothesis and experiment, identifying connections and differences vis a vis religious belief and processes; miracles.There are many excellent online resources for material on religion and science debates including: and the Templeton Foundation including the Big Questions online and essays series that can be found from the Signature programs tab here: . Darwin’s work is available on line here: and Dawkins has published many works on evolutionary theory and the perceived conflict with religion.Alister McGrath Gresham College lectures: Darwin, Evolution and God: The Present Debates is also very good material in many Philosophy of Religion textbooks and anthologies on Science and Religion, including works by Alister McGrath and others.Libby Ahluwalia, Understanding Philosophy of Religion: A complete guide for Edexcel AS and A2, (OUP 2008) Unit 2Dixon, e) Warburton Ch 6, h) McGrathAIM/LO: Explore methodologies in science and religion.Create a table of methodologies in science and in religion, highlight any areas of connection and/or significant differenceAIM/LO: Clarify the impact of miracles on this area.Discuss belief in miracles in relation to definition, evidence, methodology of assessment and notions of proof186 Influences of developments in religious belief (continued)6.3 Religion and science debates and their significance for philosophy of religionb) Creation themes and scientific cosmologies: Big Bang, steady state theories, intelligent design and irreducible complexity, creationism, cosmological constant, evolution, Gaia hypothesis.With reference to the ideas of C Darwin and R Dawkins.AIM/LO: Clarify ideas regarding creation and scientific cosmologies.Divide the class into groups focusing on creation themes or scientific cosmologies, each to produce a presentation on that position, with accompanying notes, for the rest of the class (Act) Test on factual content at end of topic (A)AIM/LO: Evaluate the differences, similarities and strengths and weaknesses of these views.Create a diagram indicating areas of overlap in approach or themes (Act)Create a table identifying STR and WK of different views, group work (Act)Essay on/structured response to the idea that science and religion are incompatible (A) On completion, and in revision, draw similarities between this and other areas of the course, identify links with other components of study - build portfolio of connections (E)19Complete any remaining topic areas, re-visit key terms and test knowledge of basic concepts before planning and embarking upon systematic revision and question practice. ................
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