UNIT
Youth & Schools Units Big Questions?
ACTIVITY

Lesson 10: Is it rational to believe in miracles?

Description

Although miracles are extraordinary, there are good reasons to take Jesus’ miracles seriously and consider what they tell us about his identity and mission.

Big Questions Lesson 10 Slides

Learning Objectives:
  • Students will reflect on their own experiences and develop an understanding of how to define what should be classified as a miracle.
  • Students will evaluate rational arguments for and against the belief in miracles, considering a range of explanations and opinions.
  • Students will explain what the purpose of miracles are, both in the Bible and in personal experience.
Success Criteria:
  • Students can define what constitutes a miracle and give examples of what this could be.
  • Students can describe the different ways in which accounts of miracles are interpreted and explained.
  • Students can present a well-reasoned personal opinion on the rationality of believing in miracles, providing a clear explanation of their viewpoint.

Introduce the Question

Group Brainstorm

As a class use Mentimeter or a similar Digital Discussions platform to create a word cloud for what you think of in relation to miracles.

Think-Pair-Share

Students discuss if something strange or unusual has ever happened to them (or to a friend or family member) that is hard to explain?

Personal Response

Listen to these vox pops from CPX’s Life & Faith podcast ‘Miracles in an Age of Science’ (up to 0.41).

In small groups, students record their own answers to the question: Do you think it’s possible that miracles can occur?

Read & Discuss

Read the article ‘We asked Australians if they believe in God or the supernatural’ (5 min). Lead a class discussion about the responses people gave.

  1. Do the results from the survey about Australians’ belief in miracles surprise you? Why or why not?
  2. Which of the following responses would best reflect your attitude to ‘miracles’:

I believe / I’m open / I’m unsure / I think they’re unlikely / I’m sceptical / I don’t believe at all

Explore the Question

Research & Respond

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

18th-century Scottish philosopher David Hume defined a miracle as an event that “violates the laws of nature.” Students read the Shumack and Clarke quotes (lesson 10 slides) which offer different definitions. Teacher leads a class discussion on:

  1. What is your reaction to these definitions?
  2. Why do you think they reject Hume’s definition?
Quote Analysis

18th-century Scottish philosopher David Hume defined a miracle as an event that “violates the laws of nature.” Students read the Shumack and Clarke quotes which offer different definitions. Teacher leads a class discussion on:

  1. What is your reaction to these definitions?
  2. Why do you think they reject Hume’s definition?

Students fill out the ‘Miracles Evidence’ table (see lesson 10 slides) based on information from the videos and the article.

Students produce a written response to the questions:

  1. What is your reaction to David Hume’s argument that we know that miracles don’t happen, so we can discount witnesses who claim to have seen miracles?
  2. Are there problems with this argument?
  3. Greg Clarke says that there are dangers of being too sceptical, but also not sceptical at all, when it comes to miracles. Do you agree with him? Why or why not?

Richard Shumack concludes his article by saying, “It does not require anyone to suspend their critical faculties to accept that a) miracles are possible, b) if real, Jesus’ miracles point to his divinity, c) the testimonies we have to the reality of Jesus’ miracles cannot be dismissed out of hand.”

  1. What points does he make throughout the article to support these conclusions?
  2. Write an email to Richard sharing your thoughts and questions about his conclusions.
Read & Respond

Students read the article ‘Thomas Jefferson, Easter, and the legacy of the Godless Gospel’ (4 min), and highlight three sentences in the article that stand out to.

Students then draw two pictures of Jesus: one based on how he is portrayed in the unedited Bible, and one based on how he is portrayed in the Jefferson Bible.

Class discusses which picture of Jesus you find more compelling, and why?

Bible Focus

Both Craig Keener and Darrell Bock talk about the purpose of Jesus’ miracles. Students google the miracles of Jesus and choose ONE of them, and list the ways that this miracle might show:

  • Jesus’ greatness – his power and authority to accomplish certain things
  • Jesus’ compassion
  • A glimpse into what Jesus’ kingdom is all about

Respond to the Question

Write a TED Talk

Students write a TED talk on the topic ‘Can rational people believe in miracles?’ incorporating content from this lesson, as well as personal opinion and any stories from their lives.

This could be simply an outline of what the talk will cover.

Personal Reflection

Based on what has been explored in the lesson, students individually complete a ‘3,2,1 Reflection’.

Extension

Students listen to the full podcast episode ‘Miracles in an age of science’ (14:59).

In pairs, students record their own 5-10 min podcast episode exploring the question ‘Is it rational to believe in miracles?’.