why is there suffering? are there any good solutions to

© RE Today Services / A Unit of work for Key Stage 3 / Sandwell SACRE 2019

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14 year old Lauren is an atheist, who depicts the

search for God as an impossible mountain climb,

because all the suffering in the world makes it

incredible to her that a good God full of love might

exist.

Unit 3.7, Year 8 or 9

Why is there

suffering?

Are there any good

solutions to the

problem of

suffering?

Buddhists, Christians,

Humanists

12-14 Year Olds

Sandwell SACRE, 2019


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Unit 3.7 ~ Why is there suffering? Are there any good solutions? Buddhists, Christians, Humanists Age Group: 12-14

About this unit: This non-statutory unit is offered to teachers as an exemplar for guidance in planning and delivering RE for 12-14s using the Agreed Syllabus.

The principal aim of religious education is to explore what people believe and what difference this makes to how they live, so that pupils can gain the knowledge, understanding and skills needed to handle questions raised by religion and belief, reflecting on their own ideas and ways of living.

The unit explores questions about suffering and evil: if there is a good God, full of love, then why is the world so much full of pain and suffering? Can you believe in a religious path that reduces suffering? Doesn’t it make more sense to give up belief in omnipotent and benevolent God in the dace of evil and suffering? The unit explores responses to the kinds of question from Buddhists, Humanists and Christians. Students may find the unit challenges religious and other kinds of philosophy and gives them the opportunity to deepen and refine their own understanding and viewpoints. The investigation sets challenging standards for students: the higher order thinking the unit requires would not be out of place for gifted and talented students. Some elements of this enquiry could be fully integrated with GCSE RS (which many schools teach from Year 9).

As well as being a legal requirement, it is important that schools plan quality in RE for all pupils. This unit intends t0 be a model for such planning.

The unit will provide these opportunities.

• Students have opportunities to consider a diverse range of views about questions connected to the ‘problem of evil’.

• From the study of sources of wisdom and authority within religions students will be able to examine and develop reasoned viewpoints and thoughtful evaluations of these questions. They will encounter some diverse views about God, evil and how to make the world ‘a better place’.

• In this example, viewpoints from Christianity, Buddhism and non-religious life will be considered. Any school may plan to address the questions of the unit with reference to another religious tradition, or to refer to just three of the perspectives we mention here, taking account of the overall need for a balanced curriculum in RE KS3.

• Students will be able to think about their own views, the influences upon them, and the reasons why they hold them in relation to questions about evil and suffering.

• Experiences and opportunities provided by this unit include engaging with a range of views about human well being, suffering and evil.

Estimated teaching time for this unit: 8-10 hours. Teach less, in depth, if you have less time – it’s not recommended to skate over the surface, but to engage with two or three worldviews in depth.

Where this unit fits in: This unit develops the role of philosophical thinking in RE by attending to questions about the possible nature of God and the possible responses to evil and suffering. It provides opportunities to build upon work from earlier in key stage three by looking more deeply at the meanings of terms and the influences of religion and other ideas. The unit intends to give students the chance to develop their own philosophical ideas.


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KEY THEMES ADDRESSED BY THIS UNIT ▪ Beliefs and concepts: what do Humanists, Buddhists and Christians say in response to questions

about meaning, purpose and suffering? What can be learned from differing responses to the evil and suffering humans encounter – and create?

▪ Inter faith dialogue: what can Humanists, Buddhists and Christians learn from sharing their ideas and visions? What similarities and differences can be explored? Can we learn how to think and argue about evil and suffering from Humanists, Christians and Buddhists?

ATTITUDES FOCUS: Students will explore attitudes of: ▪ Self awareness by becoming more sensitive to the impact of behaviour and ideas about evil and

suffering on themselves and others; ▪ Open mindedness by distinguishing between opinions, viewpoints and beliefs with reference to

ideas about evil and suffering.

KEY STRANDS ADDRESSED BY THIS UNIT

• Beliefs, Values and Teaching

• Questions of Identity, Diversity and Belonging

• Questions of Values and Commitments

CONCEPTS: The core concepts from RE that this unit addresses are beliefs, values, meaning and purpose, commitments and diversity. Teachers should plan to enable learners to see the significance of these core ideas at every point.

Contributions to spiritual, moral, social and cultural development of students

• Opportunities for spiritual development come from engaging with profound questions about evil and suffering in relation to human nature, reflecting on diverse philosophical ideas from different religious and secular sources and expressing their own views

• Opportunities for moral development come from asking and answering moral questions: can humanity reduce suffering? What evil is caused by humanity? What does it mean, and does it make sense to ‘blame God’ for suffering and evil?

• Opportunities for social development come from taking increasing account of the need to balance different visions of how we can reduce evil and suffering.

• Opportunities for cultural development come from taking increasing account of the varied accounts of evil and suffering found in a plural society.

Expectations: the work described in this unit intends to enable most 14 year olds to achieve these outcomes.

Make sense of belief:

• Compare and explain two religious views and a Humanist view about why humans suffer.

• Explain at least two solutions to suffering offered by religious traditions.

Understand the impact:

• Show how some religious and non-religious beliefs and teachings affect how people respond to suffering and evil

• Give reasons and examples to explain why people respond to suffering in different ways (e.g reject God; seek to heal the world, follow the Buddha, philosophical and / or theological responses).

Make connections:

• Offer a coherent account of the causes of suffering and the solutions offered by at least one religious tradition.

• Evaluate how far it is the case that religions exists to help humans cope with suffering, fear and despair, offering reasons and justifications for their responses.

Students do not need to achieve with reference to all the points above: teachers should look for the ‘best fit’ in describing students’ steps of achievement. Assessment for learning in RE is best when integrated into the activities of teaching and learning rather than set as separate assessment tasks.

© RE Today Services / A Unit of work for Key Stage 3 / 2016

What types of suffering are in the world? Is suffering a natural human state? Ideas and some content for learning: Teachers can select content from these examples, and add more of their own to enable students to achieve the outcomes.

Learning outcomes (applying this content to the RE end of key stage outcomes):

• Suffering: what will we be asking? Explore questions raised by the experience of suffering, in relation to God, the world, human life and life after death. Explore different causes and types of suffering: emotional, physical, existential. Consider how suffering differs around the world, e.g. compare relative poverty to absolute poverty. Consider the phrase ‘first world problems’- do students suffer from these? Is suffering a natural human state, wherever we live, whatever we have? Or do some people hardly ever suffer, and then only a little?

• Prepare for the students a selection of odd one out activities for them to work on in small groups. For example; Card selection pack 1: picture of an earthquake disaster; floods that have destroyed homes; someone being bullied. Card selection pack 2: picture of someone being attacked or held at gunpoint; someone stealing; and a famine. Card selection pack 3: picture of someone crying at a funeral; newspaper headline from someone being treated wrongly in hospital who has then suffered as a consequence; drunk driver accident headline. Ask students to consider which card out of the 3 is the odd one out in each round and why this is the case.

• At the end of the three rounds ask the students to lay out all 9 cards and see if they can categorise the cards. Do not give the students any clues as to the categories, but they will probably end up with natural and human suffering - human can also be split into intentional and ignorance. Ask students for feedback on categories, and clear up any wrong answers or explanations.

• Display on the IWB the words: emotional, physical and existential (suffering with no clear connection to physical pain, e.g. anxiety and panic), and in separate boxes their definitions. Ask three selected pupils to link one word and its definition. Next ask students to discuss with a partner; can suffering only be one of these 3 types at a time, or are they inter-relational? Listen to feedback and challenge answers for examples, or whether their point is always true.

• Ask students to write/draw into their books a definition for suffering using the words emotional, physical and existential, and an example of natural and human suffering, giving two reasons for suffering in the world.

• Prepare a short true/false quiz for the student to take about wealth and poverty in the world. (Choose from the following statistics: 3 Billion people live on less than £1.76 a day; 1.3 billion people live in extreme poverty on less than 88p each day; ¼ of all humans don’t have electricity; 80% of the world population live on less than £7 a day; Hunger is the biggest killer in the world today; You are in the richest of the world’s population if you have food in your fridge, a roof over your head and clothes on your back; You are in the top 8% of the world’s population if you have money in a bank, spare change in a wallet or purse; 66& of the world have a fridge; 23% have a car; 75% have a mobile phone and 22% have a home computer). Display on IWB the correct answers and ask students to mark their own quiz, as they do this ask them to consider the question what are the biggest problems in the world related to poverty? Receive student ideas.

• Introduce the terminology of ‘relative’ and ‘absolute’ in relation to suffering. Ask students to consider is suffering always relative in life? Can it ever be absolute? And write up their thoughts as bullet points. See if they can articulate whether suffering is the same for all people, or worse for some depending on where you live.

• From the information students have looked at today ask them to create a case for and against the following statement: Is suffering a natural human state, wherever we live and whatever we have?

Teachers will enable students to achieve these outcomes, as appropriate to their age and stage, so that they can: Make sense of belief:

• Compare and explain different types of suffering and different views of why humans suffer.


• Give reasons and examples to explain why people respond to suffering in different ways

Make connections:

• Offer a coherent account of some of the kinds of suffering and the causes of suffering.


What do Christians learn from the Bible about why suffering happens? Ideas and some content for learning: Teachers can select content from these examples, and add more of their own to enable students to achieve the outcomes.


Biblical thinking and ideas about evil and suffering: the Fall of Humanity and the mysterious nature of God

• Explore Old Testament accounts of why we suffer. Teach the story of the ‘Fall’ in Genesis 3. What does this account suggest is the root cause of human problems? Read some Proverbs, e.g. Proverbs 10:1 and 22:1. If we follow these instructions (work hard, don’t be greedy, be obedient, etc.) will we avoid suffering? Compare to Job, who demands to know why the righteous suffer. Read God’s answers in e.g. Job 38:2–11. How far is Job happy with this response and why? Link with the discussion around the Fall. Can Job and Genesis 3, taken together, offer an explanation as to why humans suffer? Can students suggest alternative answers to Job as to why good people suffer?

• Give students a summary of Genesis 3 story cut up into paragraphs, and ask them in pairs to order the paragraphs into the right order. Reveal the correct order (maybe get different students to read out the story with students playing different characters: narrator, Adam, Eve, Serpent and God), and ask students to speculate what a Christian might learn about suffering from this story. Ensure that the point that suffering has come in as a consequence of human freewill and sin comes in and display the feedback ideas from the class on a flipchart.

• Watch the Job story: what does it say and mean? (‘Spreading the word with stick people’ is one example of many examples) www.youtube.com/watch?v=WisOPTRoM5U (an American child speaking, but funny, cute and only 2:38 mins!), and then use another version: the story of Job from the Lion Graphic Bible ISBN 9780825462658 (pg 91-93) for reference, and ask them to fill frames 1-5 in a 6 frame story board (using stick people) for the story of Job. An example of a Job story bard can be found at www.storyboardthat.com/storyboards/meiliaiello/the-story-of-job which you might want to show the students first as a model to follow. As they do this task, ask students to think what could Christians learn from this story? When they have an answer to this question get them to draw/write their answer into frame 6. Ensure the answer covers one of these points: that God is God, or humans can’t understand things as God does, or maybe there is a reason for suffering which humans can’t see comes out from feedback. Add student points to flipchart. Ask Students to record how happy is Job with God’s answer, and ask them to suggest alternative answers to Job as to why good people suffer? Do people continue to believe in God if they feel the divine presence, even though they suffer? Any other examples?

• The Proverbial: Give students on table groups a copy of Proverbs 10:1 “A wise child brings joy to their father, but a foolish child brings grief to their mother.” and Proverbs 22:1 “A good name is more desirable than great riches; to be esteemed is better than silver or gold.” Can they see any similarities to the story of Job or Genesis? Give students a ‘same, similar and different’ worksheet to fill in as they discuss. The answer sheet can be adapted for less able students to be able to work on, by having just a few blank boxes.


• Compare and explain two Christian and Biblical views of why humans suffer.

• Explain at least two solutions to suffering offered by Christianity.


• Show how some Christian teachings affect how people respond to suffering


Make connections:

• Offer a coherent account of the causes of suffering and the solutions offered by Christians


http://www.youtube.com/watch?v=WisOPTRoM5U

http://www.storyboardthat.com/storyboards/meiliaiello/the-story-of-job


• Ask students to note down reasons for suffering in the world that one Christian gives as they watch film 1 http://request.org.uk/issues/ultimate-questions/suffering/ (How can a good God allow suffering? 8:41 mins) (Answers include: suffering is someone else’s bad choices; Natural causes; God doesn’t cause suffering and in the end God will overcome suffering). Share their notes with each other, and see if they can add anything more to their lists. Feedback ideas as a class and display on flipchart Christian ways of understanding suffering. Ask students to highlight the one they like the most and explain to a partner why.

• Notes: There is a Genesis 3 story summary and a template for the same, similar and different worksheet available at the end of this unit. Further resources on the story of Job, including a series of postcards and DVD to support the running of a day student conference, which could be used to supplement this unit are available from the RE Today website.

http://request.org.uk/issues/ultimate-questions/suffering/


How do Christians make sense of suffering? Ideas and some content for learning: Teachers can select content from these examples, and add more of their own to enable students to achieve the outcomes.


• Give pupils a dart board outline and the set of cards at the end of the unit and ask them which explanation for why there is suffering in the world is the best and why? Place students into groups of 3 for this activity. Ask them to discuss the 8 cards and decide their 5 best answers to the question. Students should order the cards so that there is one card in each concentric section of the dart board, with the most important or best answer to the question in the centre. When students have had time to complete the task, ask one group what they have placed in the middle and why and if any other groups have done the same, and if so ask them to contribute their reason if it is different from the first groups (building up arguments and explanations). Carry on until all groups have given feedback. Then ask students to write down their top 3 answers to the question why is there suffering in the world, and explain why these are the better arguments from their POV. This is the important useful skill of evaluating arguments in action. Ask students: how would atheist Humanists respond?

• Play http://request.org.uk/issues/ultimate-questions/suffering/ Films 2, 3, 4, & 5 (collectively they take 10 mins to play) which gives a selection of Christians answering the question of why God allows suffering and how to make sense of suffering. Give students the sheet for capturing the speaker’s main answer as they watch films OR have a Christian visitor (or a number) come into your lesson and talk about what they believe about suffering.

• Make links from films to the life of Jesus. Ask students: what suffering did Jesus experience in his life? (crucifixion, death of his friend Lazarus, disappointment of friends not staying with him or giving him over to authorities). Display the text of Matthew 25:31-46 www.biblegateway.com/passage/?search=Matthew+25:31-46 and ask students in pairs to speculate what a Christian might learn from this passage about why there is suffering in the world. Feedback ideas as a class (Is there suffering the world because humans do not help each other?).

• Ask students to do the dart board task again this time answering from the viewpoint of a Christian – what would be the reason for suffering for a Christian. (there is a dilemma here for all Christians in that Jesus suffered and that was for a good purpose, so is suffering always for a good purpose and the fact that ultimately in heaven there will be no suffering so then it isn’t good) Ask for feedback and then ask students to capture an answer to the question and justify why this answer is the most important for Christians.

• Ask students to write a letter or create a role play between 2 characters. Between Gavin or Phil and their vicar/church leader attempting to answer the question that the men have raised in the films: How do Christians make sense of suffering? Refer to at least 2 pieces of biblical text in your answer, as well as two solutions

• Notes: See the page at the end of this unit for why suffering happens cards. Concentric circle Dartboard templates can be found online.


• Compare and explain Christian arguments which seek to account for why humans suffer.

• Explain at least two solutions to suffering offered by Christians.


• Show how some religious and non-religious beliefs and teachings affect how people respond to suffering

• Give reasons and examples to explain why people respond to suffering in different ways.

Make connections:

• Offer a coherent account of the causes of suffering and the solutions offered by Christians


http://request.org.uk/issues/ultimate-questions/suffering/

http://www.biblegateway.com/passage/?search=Matthew+25:31-46


How can a good God allow suffering? Ideas and some content for learning: Teachers can select content from these examples, and add more of their own to enable students to achieve the outcomes.


• Doing something about it: Jesus says his followers should alleviate suffering. In Matthew 25:31–46 Jesus explains that when ‘you help one of my brothers/sisters, you help me’. Is there suffering because humans do not help each other? Explore examples of Christians who seek to alleviate suffering.

• Explore a philosophical approach: how can a good God allow suffering? Consider various arguments: either God is not good, or not all-powerful, or does not care for us, or suffering is not related to God. Display an image of Jesus on the cross with Jurgen Moltmann’s description of Jesus as the ‘crucified God’. Discuss how an all-powerful God can be made to suffer. Return to the initial philosophical question; discuss what answer to the question Jesus’ death provides for Christians. Consider the idea that God suffers, and redeems suffering for ultimate goodness by participating in it.

• Look at examples of people who have gone from being a Christian to an atheist because of some dreadful suffering. Ask students to list reasons and emotions that may move some people from theism to atheism. Ask for feedback from the student’s lists. Link to the lesson question.

• Show on IWB the problem of evil/suffering diagram at the end of this unit, and give a mini master-class on why some people don’t believe in God because of suffering, explain that this is doing some philosophy (logical/rational thinking about a problem). Introduce the quotation from David Hume an 18th century philosopher "Is He willing to prevent evil, but not able? Then He is impotent. Is He able, but not willing? Then He is malevolent. Is He both able and willing? Whence then is evil?" This challenge says it is irrational and hence impossible to believe in the existence of a good and powerful God on the basis of the existence of evil in the world. The logical challenge is usually posed in the form of a statement such as this:

o A good God would destroy evil. o An all powerful God could destroy evil. o Evil is not destroyed. o Therefore, there cannot possibly be such a good and powerful God.

• Ask students to have a silent discussion in table groups. (If you haven’t done a silent discussion before with your class here is an example www.youtube.com/watch?v=eAvs-l5siJk ) Each student needs to have a different coloured pen to write with into large pieces of paper, and you need to give 2 students a role, one writing from the perspective of a Christian, and the other student writing from the perspective of an atheist. Have this quotation from a church leader called John Stott in the middle "The fact of suffering undoubtedly constitutes the single greatest challenge to the Christian faith.”

• Some people also move the other way: when they suffer, they need, or seek or find God. Look at a case study like this, and ask students to imagine that two people who have mocved in opposite directions meet and talk. What do you think they would say to one another, role play the conversation in pairs. How would they answer each other’s questions?

• Explain to the class that some people don’t just look to theological answers to the problem of suffering or philosophical but also to psychological reasons. Have we made up the idea of God to help us cope with suffering? Give pupils in groups of 3’s a set of why do we want to understand suffering cards from the end of this unit, and ask them to create a pyramid with the best psychological answer at the top. Ask students to make a note of their best answer with an explanation of why they think this might be a valid idea.

• Notes: Problem of evil diagram can be found at the end of this unit, as can the pyramid understanding suffering cards


• Compare and explain two views of why humans suffer.

• Explain at least two solutions to suffering offered by Christians.



• Give reasons and examples to explain why people respond to suffering in different ways (e.g philosophical or psychological reasons).

Make connections:

• Evaluate how far it is the case that religions exists to help humans cope with suffering, fear and despair.


What does the Buddha teach about suffering? Ideas and some content for learning: Teachers can select content from these examples, and add more of their own to enable students to achieve the outcomes.


• What did the Buddha teach about suffering? Explore Buddhist explanations of the suffering as dukkha or discontentment (1st Noble Truth). We cause discontentment through craving (2nd Noble Truth). Look for examples of how craving brings discontentment in the lives of individuals. How far does this reflect students’ own experience? Use stories of the Buddha and teachings, e.g. from Dhammapada, to develop understanding of Buddhist thought and ideas. Learn about ‘engaged Buddhists’, who take action to reduce the suffering of others.

• Give students the ‘How do you feel quiz?’ from the end of this unit and ask them in pairs to complete it, as they do this play some Buddhist chanting in the background. Ask students to feedback their results, and link to the statement at bottom of the quiz sheet to introduce the lesson.

• Play www.bbc.co.uk/education/clips/z7jyr82 (3:46mins - the story of Prince Siddhartha which covers the 4 noble truths). Ask students to note down the 4 noble truths as they watch the short clip. At the end of the film reveal the 4 noble truths in Buddhism and ask students to mark their notes, and correct anything that is not right.

• Ask students to consider in table groups the question: Is it correct that we cause discontentment (Dukkha) through cravings? Can they give any examples for this being true? Feedback examples and answers as a class, and ask students how far does this idea reflect their own experience of life?

• Ask students to create a diagram that summaries Buddhism teaching and beliefs about suffering. Digital versions of this on e.g. an IPAD or SmartArt can be helpful

• Investigate the Buddha’s teachings on how to end suffering (Marga/Magga) – the 4th noble truth. Is the middle way workable for all people? Ask Students what they think? Learn more about the 8 fold path and how to right correctly in the world (right understanding; attitude; speech; livelihood; effort; mindfulness and concentration).

• Play www.bbc.co.uk/education/clips/zb37tfr (4 mins) and ask student to review what they have written and add any new information to their diagram or notes so far on the Buddha’s teachings.

• Watch Amalasiddhi’s ‘day in the life of a Buddhist’ on BBC Bitesize (https://www.bbc.co.uk/bitesize/guides/zvw9dxs/video) and list 6 things that make a difference to his daily life because of his Buddhist views. What impact would it have on your school, your town, if everyone did these things? Would suffering be reduced?

• Notes: The ‘how do you feel quiz’ can be found at the end of this unit.


• Explain Buddhist ideas about why humans suffer.


• Show how Buddhist teachings affect how people respond to suffering

• Give reasons and examples to explain why some people follow the Buddha.

Make connections:

• Offer a coherent account of the causes of suffering and the solutions offered by Buddhists.

http://www.bbc.co.uk/education/clips/z7jyr82

http://www.bbc.co.uk/education/clips/zb37tfr

https://www.bbc.co.uk/bitesize/guides/zvw9dxs/video


So what Buddhist ideas answer questions about suffering and evil? Ideas and some content for learning: Teachers can select content from these examples, and add more of their own to enable students to achieve the outcomes.


• The Middle Way: find out about the Buddhist solution to suffering: cessation of craving (tanha) through following the Middle Way. How does the wheel of life offer a map to escape the jaws of dukkha? Consider how far humans are responsible for causing discontentment and overcoming it.

• Provide students with a copy of the spiral diagram resource sheet from the end of the unit and ask them in small groups to discuss their ideas and fill in it. Provide each group a lap top or ipad to discover more about the picture at www.cleo.net.uk/resources/index.php?ks=3&cur=15 (click on interactive wheel of life). Take feedback from questions 2, 3, 4, 5, 6, & 7 from different groups of students. Ask students to correct any incorrect answers on their worksheet. With the image on the IWB ask the students to think about how does the wheel of life offer a map to escape the jaws of Dukkha (suffering)

• Give students a copy of the parable of the arrow, a Buddhist story using a metaphor to explain suffering. Ask students to read the parable in small groups and identify what the Buddha is saying about suffering from it. Do they agree, disagree? What questions does the parable raise for them?

• Display this quotation: “This is my last advice to you. All component things in the world are changeable. They are not lasting. Work hard to gain your salvation.” (Buddha’s final words). Ask students to consider this quotation in relation to the wheel of life. Look at the outer edge, which explains what monks and nuns must do to gain nirvana. Do the students think hard work would alleviate suffering?

• Buddha said “whoever serves the sick and suffering serve me.” Ask students to investigate the work of one Buddhist charity www.karuna.org and create a power-point presentation page showing how suffering can be changed by a Buddhist charity.

• Revisit what Christians and Buddhists believe about life after death. Ask students if their views affect the way both religions think about suffering? Can they find any links?

Notes: The spiral diagram resource sheet and the RE Today – parable of the arrow resource can be found at the end of this unit.


• Explain Buddhist ideas about why humans suffer.


• Show how Buddhist teachings affect how people respond to suffering

• Give reasons and examples to explain why some people follow the Buddha.

Make connections:

• Offer a coherent account of the causes of suffering and the solutions offered by Buddhists.


http://www.cleo.net.uk/resources/index.php?ks=3&cur=15

http://www.karuna.org/


How does belief in life beyond this life make a difference to people’s responses to suffering? Ideas and some content for learning: Teachers can select content from these examples, and add more of their own to enable students to achieve the outcomes.


• Link with work on the idea of afterlife and evaluate how far Christian, Buddhist and Humanist beliefs about life after death affect their views on suffering. Could Nirvana or Heaven make suffering in this life less problematic, or are these unprovable ideas a distraction to the task of making a better world?

• Teach the pupils about three views of the question: is there life after death? o A. Christianity and belief in heaven. When the physical body dies, then the ‘real you’ (soul / spirit) can

live with God in heaven, through trust and faith in the Christian gospel. Refer to Biblical teaching about the resurrection of Jesus and to 1 Corinthians 15 for sources of authority.

o B. Buddhism and teaching about Nirvana. After death comes rebirth, because of all the attachments of this life and our continued need to be enlightened. But after many rebirths, it is possible to reach nirvana, a blissful state where the truth of ‘no self’ is realized, suffering is ended and everything is understood. You could use Verse 419 of the Dhammapada: https://www.tipitaka.net/tipitaka/dhp/verseload.php?verse=419

o C. Humanist ideas: the one life we have. Most Humanists think it is rational to reject the idea that the ‘soul’ can live without the physical body: when the body dies, the person is gone as well – there is no good evidence for survival beyond the grave. Consider a Humanist funeral which embodies this point of view, and discuss the ways it celebrates ‘the one life we have’. Here’s a good example: https://www.bbc.co.uk/programmes/p01w6t84 12 minutes long.

• In different ways, both Christians and Buddhists argue that life beyond this life makes a difference to how we respond to suffering. Humanists disagree. As a class, debate the motion: ‘This house believes that the problem of suffering is easier to answer if you take account of beliefs about life after death’ or more simply ‘THBT we will all understand suffering better after we die.’

• A write up of the debate makes an excellent extended writing homework task.


• Compare and explain varied views of connections between suffering and afterlife



Make connections:

• Offer a coherent account of the causes of suffering and the solutions offered by different worldviews


https://www.tipitaka.net/tipitaka/dhp/verseload.php?verse=419

https://www.bbc.co.uk/programmes/p01w6t84


So, are there any good solutions to the problem of suffering? Ideas and some content for learning: Teachers can select content from these examples, and add more of their own to enable students to achieve the outcomes.


Recap the main arguments and ideas of the unit of work.

• Ask students to summarise verbally Christian and Buddhist teaching on suffering from this unit of study in 4 bullet points for each religion. Write correct bullet points onto flipchart so they are displayed during feedback.

• Have displayed on IWB key words from the unit of study (natural, human, existential, Genesis, Job, Proverbs, Matthew, Jesus, bible, purpose, resurrection, Dukkha, Noble truths, Craving, Tanha, karma) and ask students in small groups to fill in a Venn diagram Christian shared Buddhist (There are quite a lot that these two religions share in their attitude to suffering, for example: suffering is going to happen; people should have a lack of attachment to materials things; both say you should help those who suffer; and human suffering often comes from selfishness. But they are very different in their theology of where suffering comes from, the root of it and why it happens.) Ask students to share their Venn diagrams with another small group, and see if they want to add anything else to their diagram. Encourage students throughout this exercise to add religious vocabulary.

• Display the quotation by C S Lewis “God whispers in our pleasures, and shouts in our suffering.” Ask students to stand on an imaginary line running across your classroom from 1-10 to say how strongly they agree or disagree with this statement. Ask a few students to explain and justify their standing point.

• Provide students with an essay writing framework, there is a sample at the end of the unit, to answer the question: ‘Are there any good solutions to suffering?’ Or students could write an acrostic poem, or create a collage that answers the question.

Notes: See the end of this unit for the essay writing framework. You might want to look at the example of a modern day Christian and Buddhist who have faced situations involving suffering and how they have lived through them


• Compare and explain two religious views of why humans suffer.

• Explain at least two solutions to suffering offered by religious traditions.




Make connections:

• Offer a coherent account of the causes of suffering and the solutions offered by at least one religious tradition.



The Fall of Humanity - Bible Story Summary: Genesis Chapter 3

God created Adam, the first man, and Eve, the first woman, and placed them in a perfect

home, the Garden of Eden. In fact, everything about Earth was perfect at that moment

in time.

Food, in the form of fruit and vegetables, was plentiful and free for the taking. The

garden God created was spectacularly beautiful. Even the animals got along with one

another, all of them eating plants at that early stage.

God put two important trees in the garden: the tree of life and the tree of the knowledge

of good and evil. Adam's duties were clear. God told him to tend the garden and not eat

the fruit of those two trees, or he would die. This was God giving humans free-will, he did

not want them to be like robots and not have a choice to obey him. He wanted to have a

real relationship with humans where they could make their own choices.

Adam passed that warning on to his wife.

Then Satan entered the garden, disguised as a serpent. He lied: “You will not surely die,”

the serpent said to the woman. “For God knows that when you eat of it your eyes will be

opened, and you will be like God, knowing good and evil.” (Bible: Genesis 3:4-5, New

International Version (NIV))

Instead of believing God, Eve believed Satan. She ate the fruit and gave some to her

husband to eat. Scripture says "the eyes of both of them were opened." (Bible: Genesis

3:7, NIV) They realised they were naked and made hasty coverings from fig leaves.

God invoked curses on Satan, Eve, and Adam. God could have destroyed Adam and Eve,

but the Bible says out of his gracious love, he killed animals to make clothes for them to

cover their newly-discovered nakedness. He did, however, cast them out of the Garden

of Eden and said that, “By the sweat of your brow, you will eat your food

until you return to the ground. Since from it you were taken; for dust you are, and to dust

you will return.” (Bible Genesis 3:19 NIV)

From that time on, the Bible records the history of humanity’s relationship with God, and

the consequences of disobeying God. Reworded by Claire Clinton

http://christianity.about.com/od/oldtestamentpeople/p/adamprofile.htm

http://christianity.about.com/od/oldtestamentpeople/p/eveprofilebible.htm

http://christianity.about.com/od/Old-Testament/fl/The-Garden-of-Eden.htm

http://christianity.about.com/od/faqhelpdesk/p/newinternationa.htm

http://christianity.about.com/od/faqhelpdesk/p/newinternationa.htm

https://www.biblegateway.com/passage/?search=Genesis+3:14-19&version=NIV

http://christianity.about.com/od/Tabernacle/fl/Tabernacle-Offerings.htm


Same, similar and different

Shared by all

Number 1

Genesis Chapter 3

Number 3

Proverbs 10:1; 22:1

Number 2

The book of Job

Shared by 1 & 3 Shared by 2 & 3

Shared by 1 & 2

Unique to 3

Unique to 2 Unique to 1


Same, similar and different

Number 2

Job

Number 1

Genesis 3

Number 3

Proverbs

Shared by 1 & 3

We know what is right and what is

evil

Shared by 2 & 3

If you continue to do the right thing God will look after

you in the end

Shared by 1 & 2

People don’t always help us make the best

choices or understand things

right

Unique to 3

A good name matters

Unique to 2

You can be blameless and

still suffer

Unique to 1

Sin causes suffering

Shared by all

That

humans

should

obey God


Why do we want to understand suffering? Pyramid Statement cards

We want to understand suffering because otherwise we feel powerless in life.

We want to know why suffering it is happening so we can do something about it.

If we can understand suffering it means we feel more in control of what is happening to us or those around us.

Understanding that suffering is always going to be a part of life helps us to accept it.

We want to understand suffering so we can know its purpose in our lives.

We don’t want to accept that we are on our own so we invent a God who is responsible.

Dartboard activity Answers to why is there suffering in the world? Possible answer cards

Human beings selfishness creates suffering for others and themselves

Bad free choice is one of the reasons for human suffering

Suffering has a higher purpose that we can’t always see, but there is a good reason for it happening to us

Our suffering is our own fault, it is karma

The world was affected by the fall

of human beings back in Genesis and

that is the reason for natural disasters

happening that cause suffering

Christians believe that Jesus suffered by dying on the cross to bring salvation, so suffering can sometimes be a good thing

God is an imperfect creator or an unloving God and that’s why there is suffering

There is no answer to why suffering happens, it just does


The Parable of the Arrow

The Buddha was sitting in the park when his disciple Malunkyaputta approached him. Malunkyaputta was bothered that the Buddha had not explained many things e.g. Is the world eternal or not eternal? Is the soul different to the body? If he did not find answers to these questions he was thinking of leaving the religious life altogether.

The Buddha replied in this way. Suppose a man is wounded by an arrow smeared with poison and his friends and relatives take him to a doctor. Suppose the man then said that he would not have the arrow taken out until he had got the answers to a host of questions such as who had shot him, what caste the person was from, what his name was, whether he was tall, short or of medium stature, what colour complexion he has, what town or city he comes from, what kind of bow was used, what sort of feather was used and what sort of material the point of the arrow was made of.

Malunkyaputta said that surely the man would die if he was to wait until all these questions were answered before the arrow was removed.

The Buddha replied that there were many things he had not explained, because they were speculations and were not useful to the spiritual life. However those things that he had explained, expressed in the Four Noble Truths, were the things that Malunkyaputta needed to know and understand for these were the things that would lead to Enlightenment. © RE Today Services


Grid for capturing what Christians think from RE Quest films

Rachel


The problem of suffering The problem of suffering is an old one for religious believers. Particularly for those who want to believe that God is all-loving, all-powerful and all-knowing. The diagram below summarises the problem and some Christian responses to it.

Claire Clinton 2016

Maybe God doesn't care about human

suffering, or is even causing suffering

Maybe God isn't all loving

Maybe God can't do anything about human suffering

Maybe God isn't all

powerful

Maybe God doesn't know about human

suffering

Maybe God isn't all

knowing

Maybe there isn’t

a God after all

Or maybe God has a loving purpose for

suffering

Or maybe God chooses to be

powerless

Or maybe God knows so

much, he can see the whole

picture

Or maybe it’s out view of God that is

wrong

Humans suffer so…


Christian solutions to the problem of suffering

Christian responses to evil and suffering

God will give your power to

cope

Suffering will end one day in heaven, if not before

How you deal with your suffering

draws others to God

Learn from your

suffering. It can

strenghten us

God understands

suffering, Jesus suffered

too

Don;t worry it is all part of God's plan


Spiral discussion worksheet

7. What would a Christian wonder about this art

work?

6. One of the causes of suffering and pain

according to this picture is…

4. Why do you think it is called the

wheel of life?

3. Name another Buddhist teaching

found within the picture.

(Place in here image found at http://westlondonbuddhistcentre.com/western-psychology-and-the-tibetan-wheel-of-life/ )

5. One thing I would like to ask the artist Andy

Webber would be.

2. This art was created to teach people

about Buddhist teachings. What

example of Karma can you see?

1. What catches our eyes straight away

as you look at this picture is…

Go to http://www.cleo.net.uk/resources/index.php?ks=3&cur=15 (click on interactive wheel of life) and then click on different parts of the picture to learn more about it

http://westlondonbuddhistcentre.com/western-psychology-and-the-tibetan-wheel-of-life/






How do you feel?

1. You found on e-bay something you really want at a really good price, you start to bid and it looks like this

thing will be yours, but at the last minute someone outbids you and gets the object you wanted how do

you feel?

A) Frustrated B) Angry C) Peaceful D) Indifferent

2. A teacher at school puts you in detention for something you haven’t done, when you go to the teacher

and start to explain it wasn’t you, they put you in a double detention. How do you feel?


3. You discover a £50 note on the floor outside a supermarket, and pick it up and take it in and give it to

customer services. They take your name and contact details and say they will let you know if someone

reclaims it, if they don’t it will become yours. You hear nothing. How do you feel?


4. It’s your birthday, and you wake up excited, but when you see the rest of your family no-one mentions

the fact that it is your birthday, they seemed to have forgotten. When you get home from school it is the

same. How do you feel?


Give yourself 10 marks for answering A) to any question; give yourself 7 marks for answering B) to any question; give yourself 5 marks for answering C) to any question and give yourself 2 marks for answering D) to any question If you scored: 31-40 marks You are really piling on the stress in every situation that happens to you in your life if it doesn’t go

your way. It sounds like you get frustrated with people and situations a lot. This isn’t good for your heart or your head, try and shift your focus onto another task or thought when you start to feel frustrated.

21-30 marks You feel upset and angry in a lot of situations, and this can sometimes make situations worse for

you. When you feel anger beginning to rise in you start to try and breathe deeply and slowly. Drink some water, which calms our bodies. You could write down what you are upset about, or maybe find a friend to chat the situation through with before exploding on anyone.

9-20 marks You have really discovered an incredible ability to accept and not worry about situations that affect

you in life. How do you do this? What helps you to know peace in unjust and hard situations? The Buddha would be proud of you! But beware of becoming indifferent and not caring about yourself and others.

1-8 marks You seem to be passing through life without really being there. You matter and what people do

around you also matters. Indifference will have a root cause,that might be depression, lack of hope, scepticism or learned helplessness. You are missing out on joy, peace and laughter in your life, so make a choice to deal with the underlying cause of your indifference.

The Buddha taught that suffering, satisfaction, disease and imperfection are

the nature of the world. What do you think was he right?


Are there any good solutions to suffering? Choose at least two sentence starters from each of the coloured boxes below, or write your own sentence starters. Remember to start your essay with a sentence like the following: ‘The question ‘are there any good solutions to suffering?’ have been asked by many people throughout time. I have been learning more about Christian and Buddhist beliefs about suffering.’

I would define suffering as… In the world you can find natural and human suffering. They are different because…

Suffering can be emotional, physical and existential. I think the worse….

Christians believe that suffering is caused by…

Christian’s explanation of suffering in the world is…

Christians believe suffering is part of human life because…

Buddhists believe suffering is caused by…

Buddhists believe suffering can be removed from the world if humans were to…

Buddhists try and remember to…

Humanists reject… Because…

Instead, Humanists argue… Humanists are committed to… So…

I agree with… because….

I disagree with… because… If God was all good suffering wouldn’t exists because…

I believe suffering can be avoided if humans…

I believe that the best solution to the problem of suffering is…

Some people believe that religious belief is caused by theological / philosophical / psychological reasons. For example, …

Finish your essay with a final sentence summing up your view.

why is there suffering? are there any good solutions to

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