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KS 4-5

Earthquakes and their implications can feed into REethics in examination work (eg AS-level "proofs" of God modules) or general studies-type classes.

Groups can explore what insurance companies mean by "acts of God" and how this compares with what believers might call "acts of God". A good question to consider is "If God is real, how might heshe act?" Then, on what assumptions do we form our answer to that question? It's easy for students to see Lisbon 1755 and the 2004 Tsunami as challenges to belief in a loving God. It is equally valid to present these events as challenges to secular humanism -humankind possesses the technology and the materials to "insure"

against, even predict, earthquake damage. But does humankind lack the will to bother? Is the selfishness of humankind as big a problem for secular humanism as the idea of a loving God in a suffering world is for religious believers? Are the religious and the secular willing to see themselves as their "brother's keeper" (Genesis 4.1 to 16)? Who exactly is our "brother"

(Luke 10.25 to 37)?

KS 5

We can then consider the extent to which we need to listen to wisdom narratives such as Cain and Abel as well as science to teach us how to live together more successfully.

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