Teaching Religion and Worldviews: A Creative Journey

As a teacher with over 20 years of experience in teaching Religious Education, I've always been passionate about making lessons relevant and engaging. Whether through humour, literature, film, music, or art, I strive to use anything that connects students to the subject, making abstract concepts more accessible and engaging. 

My aim here is to share materials and ideas I’ve used in my teaching practice. Many of these aren’t my original ideas; they’ve been adapted from colleagues, mentors, or resources I’ve encountered over the years. I hope this blog provides inspiration for others while creating a space to exchange ideas. I’d love to hear from anyone with effective hooks, or any other resources that have worked well for them.

I must admit, I genuinely enjoy lesson planning—especially coming up with quirky and creative ways to introduce difficult ideas. The sillier, the better! With that in mind, I’ll start by sharing two of my favourite lesson ideas that have been successful in teaching two concepts: one for the ontological argument and another for Christian denominations. 

The Chocolate Trick: Teaching the Ontological Argument

The ontological argument is notoriously challenging for students, especially at A-level. To introduce the concept, I start with a fun and unexpected exercise. At the beginning of the lesson, I ask students to close their eyes and imagine a piece of chocolate. I guide them through visualising its texture, taste, and smell, encouraging them to immerse themselves in the experience as vividly as possible. Meanwhile, I sneakily place a small piece of actual chocolate in front of each student. (I usually pre-cut pieces of Dairy Milk or a similar treat and use tweezers to handle them hygienically).

After the students had imagined the chocolate in detail, I asked them to open their eyes. Most are pleasantly surprised to see a real piece of chocolate before them. I then invite them to eat it and reflect on the experience.

The discussion centres on the question: Which was better—the imagined chocolate or the real thing? Nearly every time, students agree that the real chocolate was superior. This sets the stage to introduce Anselm’s idea of God as “that than which nothing greater can be conceived.” I explain that Anselm’s argument hinges on the distinction between existing in the mind versus existing in both the mind and reality. Just as the imagined chocolate, no matter how vivid, could not surpass the experience of real chocolate, Anselm argues that God’s existence in reality is greater than the mere concept of God in the mind. If God existed only as an idea, a greater being—one that exists in reality—could be conceived, which would contradict the definition of God as the greatest conceivable being. Thus, God must exist in reality. 

This activity brings a challenging philosophical concept to life in a way that’s tangible, relatable, and enjoyable. Students often find the metaphor memorable, which helps when revisiting the ontological argument and its nuances later. Plus, who doesn’t love a lesson that involves chocolate?

Crisps and Christians: Exploring Denominations

Teaching about Christian denominations can sometimes feel dry for students, especially if they come from secular backgrounds. To make the topic more engaging, I use crisps as a metaphor.

Before the lesson, I purchase a large multipack of crisps with a variety of flavours. At the start of the lesson, I hold up the bag and ask: 'How are crisps similar to Christians?'

This question usually sparks curiosity (and amusement). I then display a variety of crisps, encouraging students to share their favourite flavours and types. Some students have even joked that Christians are actually Crispians! Ha ha!

We discuss the diversity among crisps, including different flavours, textures, and brands, and draw parallels to Christian denominations. Just as crisps come in many forms but are all fundamentally crisps, denominations are diverse expressions of Christianity, sharing a core belief in Christ but differing in practices, traditions, and histories.

If appropriate, I may distribute crisps at the end as a fun conclusion to the discussion. This analogy opens the door to discussing topics like doctrinal differences and worship styles. By associating denominations with something as familiar as crisps, students are more likely to engage with the topic and retain the information.

Both of these activities exemplify my teaching philosophy: using creativity and everyday experiences to make abstract or unfamiliar concepts relatable. I hope these ideas inspire others to experiment with innovative approaches in their classrooms.

If you have your own “hooks” or materials that work particularly well, I’d love to hear about them—let’s keep the conversation going!

Happy Teaching!

Dr Kristina Shakeshaft