Step 1: Select a key question. Step 2: Select learning outcomes. 3.5: Why is there suffering? Are there any good solutions?

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1 Key Question: 3.5: Why is there suffering? Are there any good solutions? This investigation enables pupils to learn in depth from different religious and spiritual ways of life about their view of suffering, and how people within a religion or world view understand and live with suffering in the world around them. The investigation implements the principal aim of RE, which is to engage pupils in systematic enquiry into significant human questions which religion and worldviews address, so that they can develop the understanding and skills needed to appreciate and appraise varied responses to these questions, as well as develop responses of their own. Step 1: Select a key question 3.5: Why is there suffering? Are there any good solutions? Year group: Recommended Year 9 Strand: Believing Questions in this thread: U2.3 What do religions say to us when life gets hard? Religions and worldviews: Christianity and Buddhism (other examples can be selected by the school) Step 2: Select learning outcomes Use the learning outcomes from column 2 of the key question outlines on p.78. Select learning outcomes appropriate for the age and ability of your pupils. Being clear about these outcomes will help you to decide what and how to teach. Emerging Expected Exceeding Outline two religious views of why humans suffer (A1). Give well-informed insights into two Christian views Present at least two about why people suffer, solutions offered by supported by evidence from is no solution (C1). religions to suffering, with biblical texts (B1). examples (B1). Contrast two views of why we suffer from two different traditions (A1). Argue the case that religions do or do not offer good solutions as to why we suffer (C1). Consider and weigh up how far religious answers to the question of suffering are universally useful (A2). Evaluate critically the idea that suffering is a natural human state to which there Offer theological, philosophical and/or psychological reasons for arguing that religions exist to help humans cope with suffering, fear and despair (A3). 1

2 Step 3: Select specific content Look at the suggested content for your key question, from column 3 in the unit outlines. Select the best content (from here, or additional information from elsewhere) to help you to teach in an engaging way so that pupils achieve the learning outcomes. This plan has selected the following content to exemplify the learning outcomes. Pupils will: 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 and whatever we have? Explore Old Testament accounts of why we suffer. Look at the story of the Fall in Genesis 3. Explore some Christian understandings of how sin 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. Explore the story of Job. Read God s answers in e.g. Job 38: How far is Job happy with this response and why? How do Christians respond to Job s example? Can pupils suggest alternative answers to Job as to why good people suffer? In the New Testament, 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 a philosophical approach: how can a good God allow suffering? Many people argue that God cannot be good, or that God does not exist. How do Christians see the death and resurrection of Jesus as an answer to the challenge of the problem of 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 pupils own experience? 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. Link with key question 3.4 and evaluate how far Christian and Buddhist beliefs about life after death affect their views on suffering. Ask pupils to summarise each religious teaching, e.g. behave well and trust God (Old Testament), get your hands dirty; follow Jesus (New Testament), stop wanting what you cannot have (Buddhism). Evaluate each and express pupils own responses to the question: Are there any good solutions to suffering? NOTE: This unit of work offers around 8-10 hours of classroom ideas. You need to select from it in order to achieve the learning outcomes set out in Step 2 above. 2

3 Step 4: Assessme nt: write specific pupil outcomes Turn the learning outcomes into pupil-friendly I can or You can statements. You might adapt these specific outcomes to form I can statements (for pupil selfassessment), You can statements (for teacher assessment), and Can you? statements (for next steps or challenge) Make the learning outcomes specific to the content you are teaching, to help you know just what it is that you want pupils to be able to understand and do as a result of their learning. These I can / You can statements will help you to integrate assessment for learning within your teaching, so that there is no need to do a separate end of unit assessment. Emerging Expected Exceeding I can You can Can you? I can You can Can you? I can You can Can you? Explain two religious views of why humans suffer Find out more about poverty levels in the UK as compared with the world Consider questions such as is suffering a natural human state? Consider questions such as how can humans make sense of suffering and give some simple explanations Find out more about why some people don t believe in God Present two solutions to suffering offered by religions Give two examples of solutions to suffering offered by religions Describe the 4 noble truths Find out more about how suffering can be got rid of according to Buddhism Describe what a Buddhist would learn from looking at a wheel of life image Step 5: Develop teaching and learning activities Give well-informed insights into two Christian views about why people suffer, supported by evidence from biblical texts Look for similarities and differences between 2 people s responses to suffering in their lives Contrast two views of why we suffer from two different traditions Argue the case that religions do or do not offer good solutions as to why we suffer Consider and weigh up how far religious answers to the question of suffering are universally useful Consider the question do humans beings cause suffering through cravings Consider questions such as is alleviating suffering possible? Give reasons linking Christian and Buddhist beliefs about life after death and suffering 3 Evaluate critically the idea that suffering is a natural human state to which there is no solution Offer theological, philosophical and/or psychological reasons for arguing that religions exist to help humans cope with suffering, fear and despair Look for similarities and differences between Christian and Buddhist answers to why suffering happens in the world Consider the question is there any good solution to suffering Develop active learning opportunities and investigations, using some engaging stimuli, to enable pupils to achieve the outcomes. Don t forget the skills you want pupils to develop, as well as the content you want them to understand. Make sure that the activities allow pupils to practise these skills as well as show their understanding.

4 LESSON OBJECTIVES Teaching and learning ideas and activities What types of suffering are in the world? Is suffering a natural human state? Pupils will learn to: Describe two types of suffering in the world Find out more about poverty levels in the UK as compared with the world Consider questions such as is suffering a natural human state? Give 2 reasons for suffering the world around them 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, 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? LEARNING OUTCOMES These activities will help pupils to work towards achieving the following expected outcomes: Emerging Outline two religious views of why humans suffer (A1) Expected Contrast two views of why we suffer from two different traditions (A1).

5 LESSON OBJECTIVES Teaching and learning ideas and activities What can Christians learn from the Bible about why suffering happens? Pupils will learn: Describe what a Christian would learn about suffering from the story in Genesis 3 and the life of Job Find out more about the life and suffering of Job Look for similarities and differences between different Bible passage and stories Give simple reasons for why there is suffering in the world 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 (spreading the word with stick people is one example of many) (an American child speaking, but funny, cute and only 2:38 mins!), and then give pupils a copy of the story of Job from the Lion graphic Bible ISBN (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 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? 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. Ask Students to note down reasons for suffering in the world that one Christian gives as they watch film 1 (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. LEARNING OUTCOMES These activities will help pupils to work towards achieving the following expected outcomes: Emerging Outline two religious views of why humans suffer (A1) Present at least two solutions offered by religions to suffering, with examples (B1). Expected Give well-informed insights into two Christian views about why people suffer, supported by evidence from biblical texts (B1). Consider and weigh up how far religious answers to the question of suffering are universally useful (A2) Exceeding Evaluate critically the idea that suffering is a natural human state to which there is no solution (C1) 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.

6 LESSON OBJECTIVES Teaching and learning ideas and activities How do Christians make sense of suffering? Pupils will learn: Describe reasons for suffering Find out more about Christian beliefs around reasons for suffering in the world Consider questions such as how can humans make sense of suffering and give some simple explanations 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 s 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. Play 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: 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 LEARNING OUTCOMES These activities will help pupils to work towards achieving the following expected outcomes: Emerging Outline two religious views of why humans suffer (A1) Present at least two solutions offered by religions to suffering, with examples (B1). Expected Give well-informed insights into two Christian views about why people suffer, supported by evidence from biblical texts (B1). Consider and weigh up how far religious answers to the question of suffering are universally useful (A2) Exceeding Evaluate critically the idea that suffering is a natural human state to which there is no solution (C1) Notes: See end of this unit for why suffering happens cards. Concentric circle Dartboard templates can be found online.

7 LESSON OBJECTIVES Teaching and learning ideas and activities How can a good God allow suffering? Pupils will learn: Find out more about why some people don t believe in God Consider questions such as can a good God allow suffering? Look for similarities and differences between 2 people s responses to suffering in their lives Play (5 mins) a BBC clip telling Laura s story and why she went from being a Christian to an atheist because of the death of her sister. Ask students as they watch this to list all the different emotions Laura talks about feeling. Ask for feedback from the student s lists after watching the film. 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 18 th 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: 1. A good God would destroy evil. 2. An all powerful God could destroy evil. 3. Evil is not destroyed. 4. 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 ) 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. Play (5 mins) a BBC clip telling Heather s experience of having cancer and this bringing her from an atheist position to a belief in God. Ask students to imagine that Heather and Laura meet, 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. LEARNING OUTCOMES These activities will help pupils to work towards achieving the following expected outcomes: Emerging Outline two religious views of why humans suffer (A1) Present at least two solutions offered by religions to suffering, with examples (B1). Expected Contrast two views of why we suffer from two different traditions (A1). Argue the case that religions do or do not offer good solutions as to why we suffer (C1) Exceeding Offer theological, philosophical and/or psychological reasons for arguing that religions exist to help humans cope with suffering, fear and despair (A3) Notes: Problem of evil diagram can be found at the end of this unit, as can the pyramid understanding suffering cards

8 LESSON OBJECTIVES Teaching and learning ideas and activities What does the Buddha teach about suffering? Pupils will learn: Describe the 4 noble truths Find out more about how suffering can be got rid of according to Buddhism Consider the question do humans beings cause suffering through cravings 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 student s to feedback their results, and link to the statement at bottom of the quiz sheet to introduce the lesson. Play (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. Investigate the Buddha s teachings on how to end suffering (Marga/Magga) the 4 th 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 (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. Notes: The how do you feel quiz can be found at the end of this unit. LEARNING OUTCOMES These activities will help pupils to work towards achieving the following expected outcomes: Emerging Outline two religious views of why humans suffer (A1) Present at least two solutions offered by religions to suffering, with examples (B1). Expected Contrast two views of why we suffer from two different traditions (A1). Argue the case that religions do or do not offer good solutions as to why we suffer (C1). Exceeding Offer theological, philosophical and/or psychological reasons for arguing that religions exist to help humans cope with suffering, fear and despair (A3)

9 LESSON OBJECTIVES Teaching and learning ideas and activities How far are humans able to overcome suffering? Pupils will learn: Describe what a Buddhist would learn from looking at a wheel of life image Find out more about a Buddhist parable Consider questions such as is alleviating suffering possible? Give reasons linking Christian and Buddhist beliefs about life after death and suffering 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 (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 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? LEARNING OUTCOMES These activities will help pupils to work towards achieving the following expected outcomes: Emerging Present at least two solutions offered by religions to suffering, with examples (B1). Expected Argue the case that religions do or do not offer good solutions as to why we suffer (C1) Exceeding Offer theological, philosophical and/or psychological reasons for arguing that religions exist to help humans cope with suffering, fear and despair (A3) Notes: The spiral diagram resource sheet and the RE Today parable of the arrow resource can be found at the end of this unit

10 LESSON OBJECTIVES Teaching and learning ideas and activities Are there any good solutions to suffering? Pupils will learn: Look for similarities and differences between Christian and Buddhist answers to why suffering happens in the world Consider the question is there any good solution to suffering 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 LEARNING OUTCOMES These activities will help pupils to work towards achieving the following expected outcomes: Emerging Outline two religious views of why humans suffer (A1) Present at least two solutions offered by religions to suffering, with examples (B1). Give two examples of solutions to suffering offered by religions (B1). Expected Give well-informed insights into two Christian views about why people suffer, supported by evidence from biblical texts (B1). Contrast two views of why we suffer from two different traditions (A1). Argue the case that religions do or do not offer good solutions as to why we suffer (C1) Consider and weigh up how far religious answers to the question of suffering are universally useful (A2) Exceeding Evaluate critically the idea that suffering is a natural human state to which there is no solution (C1) Offer theological, philosophical and/or psychological reasons for arguing that religions exist to help humans cope with suffering, fear and despair (A3)

11 The Fall of Man - 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

12 Same, similar and different Unique to 1 Shared by 1 & 2 Unique to 2 Number 1 Genesis Chapter 3 Number 2 The book of Job Shared by all Shared by 1 & 3 Shared by 2 & 3 Number 3 Proverbs 10:1; 22:1 Unique to 3

13 Same, similar and different Unique to 1 Sin causes suffering Shared by 1 & 2 People don t always help us make the best choices or understand things right Unique to 2 You can be blameless and still suffer Number 1 Genesis 3 Shared by 1 & 3 We know what is right and what is evil Shared by all That humans should obey God Number 2 Job Shared by 2 & 3 If you continue to do the right thing God will look after you in the end Number 3 Proverbs Unique to 3 A good name matters

14 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

15 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

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17 Rachel Grid for capturing what Christians think from RE Quest films

18 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 allknowing. The diagram below summarises the problem and some Christian responses to it. Maybe God doesn't care about human suffering, or is even causing suffering Maybe God isn't all loving Or maybe God has a loving purpose for suffering Humans suffer so Maybe God can't do anything about human suffering Maybe God isn't all powerful Maybe there isn t a God after all Or maybe God chooses to be powerless Maybe God doesn't know about human suffering Maybe God isn't all knowing Or maybe God knows so much, he can see the whole picture Claire Clinton 2016 Or maybe it s out view of God that is wrong

19 Christian solutions to the problem of suffering God will give your power to cope Don;t worry it is all part of God's plan God understands suffering, Jesus suffered too Christian responses to evil and suffering Learn from your suffering. It can strenghten us Suffering will end one day in heaven, if not before How you deal with your suffering draws others to God

20 Spiral discussion worksheet 3. Name another Buddhist teaching found within the picture. 4. Why do you think it is called the 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? (Place in here image found at com/western-psychology-andthe-tibetan-wheel-of-life/ ) 6. One of the causes of suffering and pain according to this picture is 1. What catches our eyes straight away as you look at this picture is 7. What would a Christian wonder about this art work? Go to dex.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

21 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? A) Frustrated B) Angry C) Peaceful D) Indifferent 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? A) Frustrated B) Angry C) Peaceful D) Indifferent 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? A) Frustrated B) Angry C) Peaceful D) Indifferent 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: 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 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 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?

22 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 Christians believe that suffering is caused by In the world you can find natural and human suffering. They are different because Christian s explanation of suffering in the world is Suffering can be emotional, physical and existential. I think the worse. Christians believe suffering is part of human life because Buddhists believe suffering is caused by I agree with because. Buddhists believe suffering can be removed from the world if humans were to I disagree with because Buddhists try and remember to 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. Below is the criteria we will mark your answer with. Have a read and make sure you can tick them off as you write your answer: Emerging I can outline two religious views of why humans suffer I can present at least two solutions offered by religions to suffering, with examples I can give two examples of solutions to suffering offered by religions Expected I can give well-informed insights into two Christian views about why people suffer, supported by evidence from biblical texts I can contrast two views of why we suffer from two different traditions I can argue the case that religions do or do not offer good solutions as to why we suffer I can consider and weigh up how far religious answers to the question of suffering are universally useful Exceeding I can evaluate critically the idea that suffering is a natural human state to which there is no solution I can offer theological, philosophical and/or psychological reasons for arguing that religions exist to help humans cope with suffering, fear and despair