Christianity: Proofs for God

Does God Exist?
Classic Arguments Concerning the Existence of God
A Group Activity

Religion: Christian

Purpose: to explore the classic philosophical arguments and counter arguments for the existence of God

Cognitive Skills: comprehension, analysis, evaluation

Learning Styles: active, intuitive, sequential

Intelligences: interpersonal, linguistic, logical-mathematical

Use: in class (homework preparation)

For: small groups

Estimated time: 20 - 30 minutes (in class discussion)

Materials needed: readings and notes from student preparation

Note: This activity uses "jigsaw" grouping, wherein students work together in one group and then groups are shuffled so all students benefit from the work done by all groups.

The Activity:

Preparation: The week before the activity, divide the class into five groups and assign each group of students readings as homework for preparation prior to class activity. The five readings are to cover the following arguments:

St. Anselm's ontological argument for the existence of God

Thomas Aqunas' cosmological arguments ("five ways") for the existence of God

William Paley's teleological argument for the existence of God

Pascal's Wager

The "problem of evil" argument against the existence of God

(Teachers can use any sources they prefer for the readings)

Students should read and understand to the best of their ability each argument. Summarize it in their own words. Note any questions they have in understanding the argument.

In class group discussion: Have the five groups discuss their assigned argument for at least 10 minutes. They should help each other come to better understand the argument and counter arguments they read about so that each group member will be able to explain it to others.

During this time the teacher should circulate and help the groups with any problems in understanding that they may be having with their argument.

Regroup the students so that each new group has a representative from the original groups (this is best done by counting off, all one's are in one group, all two's in another, all three's in a third group, etc.).

In the case of an odd numbering, some groups may have more than one student from the first grouping. Just make sure that in the second set of groups, each group has at least one person from each of the first groups.

Have students in the second grouping go around and explain each argument in turn. Students should also discuss the counter arguments or problems they may see with each argument.

Again, the teacher should circulate and clarify any problems students may be having explaining their assigned argument to others.

Closure/debriefing: regroup class and discuss any problems in understanding that may have come up in the group discussions. (teacher might care to distribute a handout summarizing each argument).

Alternative possibilities: any issue that lends itself to diverse perspectives and arguments (e.g., various ethical issues that might be discussed in a philosophy class, issues addressed in a sociology class, theories of history, etc..)