Lesson 4: How could a good God allow so much pain and suffering in the world?

In small groups students skim the headlines/articles in a newspaper or online news site, making a tally of whether the content covered is either good or bad news. Students discuss what they noticed as a class, and their overall impression.

Students watch ‘Reasons to disbelieve God’ (1:00) and then the class shares their responses to the following questions:

1. Do you agree with John Stackhouse that the terrible things we see in our newspapers – the pain and suffering in the world – pose a huge challenge to belief in an all-good and all-powerful God
2. Is there anything in particular that you’ve seen in the news this week that challenges the belief in an all-good and all-powerful God?

Students reflect on their initial reaction to the topic, using an initial ‘3-2-1 Bridge’ written response (this will be revisited later):

“How could a good God allow so much pain and suffering in the world?”  

• 3 thoughts/ideas I have about this topic
• 2 questions I have
• 1 metaphor or analogy that I think might explain the relationship between God and suffering.

Use some, or all, of these resources as a basis for the following learning activities.

• Clip: Living in the gap (1:51)
• Article: The end of grief (1 min)
• Article: Not how it’s supposed to be (1 min)

Students write a one sentence summary of each resource which they view/read.

In his article ’This Easter, let’s contemplate the meaning of hope’ (4 min) Simon Smart talks about the different ways people try to cope with suffering and loss. Students discuss the following questions:

1. Which of these (coping mechanisms) do you think is most common?
2. What are some other ways that people might cope with suffering?

Students read a quote from the article about an atheist perspective (lesson 4 slides) on suffering and discuss the following questions:

1. Does this satisfy you logically or emotionally?
2. What might be the arguments for this kind of perspective?
3. What might be some arguments against it?

Students write an individual summary of what they currently think Christians believe about suffering. They then share their thoughts with a partner and together write an explanation for why might these beliefs be helpful when going through difficult times?

Use some, or all, of these resources as a basis for the following learning activities.

• Clip: Behind the Life of Jesus: How could God allow suffering? (2:18)
• Article: This Easter, let’s contemplate the meaning of hope (4 min)
• Article: The meaning of suffering (2 min)

Students choose ONE of the above resources and write down 1 thing they agree with, 1 thing they’re not sure about, and 1 thing they’d like to challenge.

Use ONE or more of these stories to reflect on the personal testimony of those who have experienced suffering.

• Clip: Faith in a period of suffering (2:18)
• Clip: On grief (6:27)
• Clip: It is well with my soul (5:04)
• Clip: Diagnosis:Terminal (7:52)
• Article: How faith has guided us through our son’s loss (2 min)

Students reflect on and discuss how this person’s faith helped them to interpret and cope with immense personal suffering. They then write three questions that they would like to ask if they had the opportunity to interview them.

Students read Matthew 26:36-46.and answer the following questions:

1. How does Jesus feel in this passage? Why does he feel this way? (Think about what is happening and what is about to happen in the story.)
2. What is interesting and surprising about what Jesus prays? What do we learn about him from this?
3. How might this passage be helpful for someone experiencing suffering?

Read Romans 5:1-5; Romans 8:18, 22-25, 31-39; and 2 Corinthians 1:3-5.

4. How would you summarise the Apostle Paul’s attitude towards and beliefs about suffering from these passages?

Read Isaiah 25:6-9 and Revelation 21:1-4.

5. How might these passages provide further hope amid suffering? 

Listen to the song ‘Take Heart’, a Christian song for those who are suffering. Students discuss how this song incorporates some of the themes from this lesson.

Students write a song, poem, or journal entry reflecting on the question of suffering and the issues and perspectives that have been raised in this topic. They should be honest about their feelings, opinions, questions, and concerns that they still have about God and suffering.

Students repeat the previous ‘3-2-1 Bridge’ activity on “How could a good God allow so much pain and suffering in the world?”

Students reflect on their new response in light of their original answers.

Students browse the CPX online library on the topic of suffering. They choose one content piece and prepare a five-minute presentation that summarises and reflects on the points it makes.