Component 1 (Route A): Religious Philosophical and Ethical Studies in the Modern World — Theme 3: Issues of Good and Evil — Eduqas GCSE Religious Studies

This theme explores the philosophical and religious questions surrounding the nature of good and evil, moral decision-making, and the problem of suffering. It examines how different religious traditions, particularly Christianity and Islam, understand the origins of evil and the human capacity for both good and evil. Students will engage with key concepts such as moral evil (caused by human actions) and natural evil (caused by natural processes), and consider how these challenge belief in a benevolent, omnipotent God.

The topic is central to understanding how religious believers respond to real-world issues like crime, punishment, and forgiveness. It also connects to broader ethical debates about free will, conscience, and the role of religion in moral guidance. By studying this theme, students develop critical thinking skills and learn to evaluate different perspectives on moral responsibility and the nature of suffering.

Within the WJEC GCSE Religious Studies specification, this theme is part of Component 1 (Route A), which focuses on religious, philosophical, and ethical studies in the modern world. It builds on earlier study of beliefs and teachings about God, and prepares students for discussions on justice, human rights, and the afterlife. Mastery of this theme requires understanding both religious and secular viewpoints, and the ability to construct balanced arguments.

• →Moral evil: suffering caused by human actions (e.g., murder, theft, war). Natural evil: suffering caused by natural events (e.g., earthquakes, diseases).
• →Theodicies: attempts to explain why a good, all-powerful God allows evil (e.g., Irenaeus' soul-making theodicy, Augustine's free will defence).
• →Free will: the ability to choose between good and evil; often used to explain moral evil without blaming God.
• →Conscience: an inner sense of right and wrong; religious views see it as God-given (e.g., Aquinas) or a product of upbringing (e.g., Freud).
• →Forgiveness and reconciliation: key Christian and Islamic teachings on responding to wrongdoing, including the concept of restorative justice.

• Award credit for demonstrating accurate understanding of the logical and evidential problems of evil.
• Credit for using specific religious teachings, such as Genesis 3 (the Fall) and Romans 5:12–21, to explain the origin of evil.
• Reward clear distinction between natural and moral evil with relevant contemporary or historical examples.
• Give credit for evaluating the free will defence, including its compatibility with God's attributes of omnipotence and benevolence.
• Credit for linking responses to evil with Christian practices such as prayer, charity, and social justice.

• 💡Always use key sources of wisdom and authority, such as Bible passages or teachings from prominent theologians, to support arguments.
• 💡For evaluation questions, present a balanced argument by considering both sides before reaching a justified conclusion.
• 💡Define key terms precisely at the start of your answer, e.g. 'theodicy', 'moral evil', 'omnibenevolence'.
• 💡Connect theoretical concepts to real-world examples of suffering to demonstrate applied understanding.
• 💡Be specific about denominational differences where relevant, e.g. contrasting Catholic and Protestant views on original sin.
• 💡Use specific examples of moral and natural evil (e.g., the Holocaust, the 2004 tsunami) to illustrate your points. This shows application of knowledge.
• 💡When evaluating theodicies, consider strengths and weaknesses. For example, Augustine's theodicy emphasises free will but struggles to explain natural evil; Irenaeus' theodicy values soul-making but may seem to justify excessive suffering.
• 💡Always reference religious teachings (e.g., Bible verses, Qur'anic quotes) to support your arguments. For higher marks, compare different Christian or Islamic perspectives.

• Confusing natural evil with moral evil, or failing to provide clear examples of each.
• Assuming that all Christians interpret suffering as a direct punishment from God.
• Omitting to consider alternative theodicies beyond the free will defence, such as soul-making theodicy.
• Failing to distinguish between the logical problem of evil and the evidential problem, treating them as identical.
• Describing the problem of evil without critically evaluating its impact on religious belief.
• Misconception: 'Evil is always caused by the devil.' Correction: While some traditions (e.g., Christianity) acknowledge Satan, many theologians argue that evil results from human free will or natural processes, not direct demonic intervention.
• Misconception: 'If God is good, he would never allow suffering.' Correction: Theodicies argue that suffering can serve a greater purpose (e.g., building character) or is a consequence of free will. This is a complex issue, not a simple contradiction.
• Misconception: 'Conscience is the voice of God.' Correction: While some religious believers (e.g., Catholics following Aquinas) hold this view, others (e.g., Freud) see conscience as a social construct. Students should present both perspectives.