The origins and value of human life — AQA GCSE Religious Studies

This topic explores religious and non-religious beliefs about where human life comes from and why it is considered valuable. In AQA GCSE Religious Studies, you will examine Christian and Islamic teachings on the sanctity of life, the concept of being made in the image of God (imago Dei), and the belief that life is a gift from God. You will also consider secular views, such as those from humanism, which argue that human life has intrinsic value because of our capacity for reason, relationships, and moral choice. Understanding these perspectives is essential for evaluating ethical issues like abortion, euthanasia, and embryo research.

The topic is part of the 'Theme B: Religion and Life' section of the specification. It connects to broader debates about the environment, animal rights, and medical ethics. By studying this, you learn to analyse how beliefs about human origins (e.g., creationism, evolution) influence moral decisions. The exam expects you to explain differing views with reference to sacred texts, such as Genesis 1:27 ('So God created mankind in his own image') and Qur'an 17:70 ('We have honoured the children of Adam'). You must also be able to evaluate the strengths and weaknesses of each position.

Mastering this topic helps you develop critical thinking skills and the ability to construct balanced arguments. It is not just about memorising quotes; you need to understand the reasoning behind each belief and how it applies to real-life situations. For example, if a Christian believes life begins at conception, how does that affect their view on abortion? If a humanist says value comes from consciousness, what does that mean for people in a coma? These are the kinds of questions you will tackle.

• →Sanctity of life: The belief that life is holy and belongs to God, so it should not be taken arbitrarily. Christians base this on Genesis 1:27 and the commandment 'You shall not murder' (Exodus 20:13).
• →Imago Dei: Latin for 'image of God'. Christians believe humans are created in God's image, giving them inherent dignity and worth. This is used to argue against abortion and euthanasia.
• →Khalifa: Islamic concept of humans as God's stewards on Earth. Muslims believe life is a trust from Allah, and we are responsible for protecting it (Qur'an 2:30).
• →Intrinsic value: The idea that human life has worth in itself, not because of what it can do. Humanists argue this value comes from our ability to reason, love, and make moral choices.
• →Quality of life: A measure of how good someone's life is, often used in debates about euthanasia. Some argue that if quality is very low, life may lose its value, but religious believers often prioritise sanctity over quality.

• Definition and understanding of the concept of Dhamma (Dharma)
• Explanation of dependent arising (paticcasamupada)
• Identification and explanation of the Three Marks of Existence: anicca, anatta, and dukkha
• Comparison of the human personality in Theravada (Five Aggregates) and Mahayana (sunyata, Buddha-nature) traditions
• Distinction between human destiny ideals: Arhat vs Bodhisattva
• Understanding of Buddhahood and the Pure Land

• 💡Ensure you can clearly define the Three Marks of Existence and provide examples for each
• 💡Use precise terminology when discussing the Five Aggregates
• 💡Be prepared to compare and contrast Theravada and Mahayana views on the human personality and the ideal of the enlightened person
• 💡Link the concept of Dhamma to the broader Buddhist path to Enlightenment
• 💡When evaluating, use the 'strengths and weaknesses' approach. For example, a strength of the sanctity of life view is that it protects the vulnerable, but a weakness is that it can lead to suffering if life is prolonged unnecessarily. Always link back to the question.
• 💡Use specific quotes from sacred texts and explain their meaning. Don't just drop in a quote; say what it shows. For instance, 'Genesis 1:27 says humans are made in God's image, which means they have inherent worth and should be treated with respect.'
• 💡For 12-mark questions, plan your answer to include two contrasting views (e.g., Christian and humanist), with a clear conclusion. Use PEEL paragraphs (Point, Evidence, Explanation, Link) to stay focused.

• Confusing the Theravada concept of the Five Aggregates with Mahayana concepts like sunyata
• Failing to distinguish between the Arhat and Bodhisattva ideals
• Misinterpreting the Three Marks of Existence as separate concepts rather than interconnected aspects of reality
• Overlooking the specific differences between Theravada and Mahayana perspectives on human personality and destiny
• Misconception: Christians believe life begins at conception. Correction: While many Christians (especially Roman Catholics and some evangelicals) do believe this, others (e.g., some Anglicans) believe life begins at implantation or when the foetus becomes viable. The Bible does not explicitly state when life begins, so there is diversity.
• Misconception: Humanists think life has no value. Correction: Humanists believe life has great value, but they base this on human potential and relationships, not on a divine command. They argue for the right to die with dignity and for abortion in some cases, but they still value life highly.
• Misconception: 'Sanctity of life' means life must be preserved at all costs. Correction: Most religious believers accept that there are exceptions, such as self-defence or just war. In medical ethics, some Christians accept withdrawing treatment if it is futile, as this is allowing death, not causing it.