The Problem of Evil and Suffering

    WJEC
    GCSE

    This study component necessitates a rigorous examination of the logical and evidential challenges posed by the existence of evil to the classical concept of the God of Classical Theism. Candidates must evaluate the Inconsistent Triad, distinguishing between moral and natural evil, and assess the validity of key theodicies (Augustinian and Irenaean/Hickian) and defences (Free Will Defence). Analysis must extend to the implications for divine attributes—specifically omnipotence and omnibenevolence—and the philosophical counter-arguments regarding the intensity and distribution of suffering.

    11
    Objectives
    8
    Exam Tips
    8
    Pitfalls
    6
    Key Terms
    9
    Mark Points

    Subtopics in this area

    The Problem of Evil and Suffering
    The Problem of Evil and Suffering

    Learning Objectives

    What you need to know and understand

    • J.L. Mackie's Inconsistent Triad
    • William Rowe's example of the Bamboo Fawn (Evidential Problem)
    • Augustine's definition of evil as 'Privatio Boni' (Privation of Good)
    • John Hick's concept of 'Epistemic Distance'
    • Alvin Plantinga's Free Will Defence
    • Dostoevsky's 'The Brothers Karamazov' (The suffering of children)
    • Epicurus' Inconsistent Triad (Logical Problem of Evil)
    • The Fall (Genesis 3) and Original Sin
    • The Story of Job (Testing of Faith)
    • Irenaean Theodicy (Vale of Soul Making)
    • Augustinian Theodicy (Privatio Boni / Absence of Good)

    Example Examiner Feedback

    Real feedback patterns examiners use when marking

    • "You have outlined the theodicy well, but you must explicitly state which 'horn' of the Inconsistent Triad it attempts to remove."
    • "Your evaluation lists objections; to improve, explain *why* the objection is fatal (or not) to the argument."
    • "Integrate William Rowe's specific example of the fawn to demonstrate understanding of the Evidential problem's intensity."
    • "Ensure you distinguish between Augustine's 'Soul-Deciding' and Hick's 'Soul-Making' clearly—do not blur the terminology."
    • "You defined the key term accurately; now link it to a specific Source of Wisdom and Authority to secure AO1 marks."
    • "Your evaluation lists arguments; to improve, weigh the relative strength of the Free Will Defence against the problem of innocent suffering."
    • "Avoid generalisations like 'Christians believe'; specify 'Augustinian Christians believe' or 'Liberal Christians interpret' to show nuance."
    • "The conclusion repeats the introduction; ensure it provides a final judgement based on the evidence discussed."

    Marking Points

    Key points examiners look for in your answers

    • Award marks for precise articulation of the Inconsistent Triad: God is omnipotent, omnibenevolent, and evil exists.
    • Credit the distinction between moral evil (human agency) and natural evil (tectonic plates, disease) when applying theodicies.
    • Candidates must link Augustine's concept of 'privatio boni' to the Fall of Angels and Man to explain the origin of evil without attributing it to God.
    • High-level responses will critique Hick's universalism and the necessity of 'epistemic distance' for genuine freedom.
    • Evaluation must assess whether the Free Will Defence (Plantinga) successfully counters the Logical Problem specifically.
    • Award marks for explicit distinction between moral evil (human agency) and natural evil (independent of human will).
    • Credit accurate citation of the Inconsistent Triad: the logical tension between Omnipotence, Omnibenevolence, and the existence of Evil.
    • Candidates must integrate specific Sources of Wisdom and Authority (e.g., Job, Genesis 3, Psalm 119) to substantiate theological claims.
    • High-level responses must evaluate the validity of theodicies, not merely describe them (e.g., critiquing whether Free Will justifies the extent of suffering).

    Examiner Tips

    Expert advice for maximising your marks

    • 💡In Part A (AO1), ensure you explicitly define technical terms like 'omnibenevolence' and 'transworld depravity' before applying them.
    • 💡For Part B (AO2), do not just list strengths and weaknesses; create a dialogue between scholars (e.g., 'Phillips critiques Hick by arguing...').
    • 💡Use the 'Inconsistent Triad' as a structural tool to show exactly which attribute of God a theodicy is attempting to qualify or protect.
    • 💡Allocate time strictly: Part A requires depth of knowledge, but Part B carries the weight of evaluation—ensure the conclusion is substantial.
    • 💡In 'Explain' questions, use the P.E.E. (Point, Evidence, Explain) structure to ensure sufficient depth for full marks.
    • 💡For the 15-mark 'Discuss' question, ensure you include non-religious arguments (e.g., Humanism) alongside religious perspectives to demonstrate breadth.
    • 💡Memorise versatile quotes (e.g., 'The Lord gave and the Lord has taken away') that can apply to both the nature of God and suffering.
    • 💡Allocate at least 20 minutes to the final evaluation question; it carries the highest weight for AO2 skills.

    Common Mistakes

    Pitfalls to avoid in your exam answers

    • Conflating the Logical Problem (impossibility of coexistence) with the Evidential Problem (improbability due to quantity/quality).
    • Describing theodicies narratively without focusing on how they specifically solve the 'problem' posed.
    • Attributing the 'Vale of Soul Making' directly to Irenaeus rather than John Hick's modern development of Irenaean thought.
    • Failing to address the challenge of animal suffering (Rowe's fawn) which predates human free will.
    • Conflating moral and natural evil (e.g., categorising earthquakes as moral evil due to poor building regulations).
    • Presenting a purely secular argument in 'Discuss' questions without engaging with religious counter-arguments or theodicies.
    • Using 'God works in mysterious ways' as a catch-all explanation without theological depth or reference to epistemic distance.
    • Failing to reach a justified conclusion in the 15-mark evaluation question, resulting in a 'fence-sitting' cap.

    Key Terminology

    Essential terms to know

    Likely Command Words

    How questions on this topic are typically asked

    Examine
    Explain
    Evaluate
    Discuss
    To what extent
    Assess
    What is
    Describe
    Explain how
    Explain why

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