Q1. “I am not religious, but I am spiritual.” What could the speaker mean by “spiritual”?
Q2. Is it reasonable to thank God for protection from some natural harm if He is responsible for causing the harm?
Q3. Does God reward those who believe in him? If so, why?
Q1. “I am not religious, but I am spiritual.” What could the speaker mean by “spiritual”?
When approaching the first question of the John Locke Essay Competition regarding spirituality, it’s crucial for students to delve into its multifaceted nature. The biggest piece of this question is defining the terms of ‘religion’ and ‘spirituality,’ as well as determining if there is a meaningful distinction between the two. Though there are official, dictionary definitions for these words, this question is asking students to consider a more subjective perspective of what an individual might mean by making a distinction between spiritual and religious.
In general, religion most often refers to an organized group of people that follow the same set of rules and rituals in their community. So, then, what is spirituality? Is it a connection to something greater than oneself? These are questions that guide one’s understanding of spirituality and should be thoroughly explored in response to the prompt.
Furthermore, exploring the contrast between Eastern and Western spirituality can offer interesting insights. Eastern spiritual traditions, such as Yoga, Vedanta, Buddhism, and Jainism, emphasize meditation and detachment from material desires. In contrast, Western spirituality, such as Christianity, often intertwines with religions, placing emphasis on faith and rituals. Some other examples of spiritualities that students can investigate include Hinduism and Taoism and their spiritual traditions.
Lastly, the prompt invites students to explain whether spirituality is distinct from organized religion. It prompts students to explore alternative sources of meaning and purpose in life, such as human connection, creativity, and personal growth.
Q2. Is it reasonable to thank God for protection from some natural harm if He is responsible for causing the harm?
This question deals directly with a prominent issue in theological philosophy: The Problem of Evil. This issue asks, “how can a God who is omnipotent, omniscient, and omni-benevolent allow for natural/senseless evils to occur in the world?” There is no clear answer to this problem in philosophy, though there are many possible solutions and refutations. When addressing this question, students should consider the many different perspectives and their counterarguments.
For example, many philosophers have tried to explain; however, these theories pose problems because they either lessen the power of God or turn him into a figure that may not be worth following. Additionally, there is the idea of Theodicy, which many religious scholars have presented to solve this problem, that students can dive deeper into. Theodicy is the concept that God is not only justified in allowing such evils and suffering into the world but also that there are logically compatible and sound reasons why these evils exist that humans can understand.
This question is particularly complicated because it involves the ethics of belief, the justification of evil, the nature of natural suffering, the real suffering experienced by people all over the world, and the responsibility of God in these situations. All of these factors should be considered when answering this question.
Q3. Does God reward those who believe in him? If so, why?
In tackling the third question, students are encouraged to explore soteriology across various major religions. By examining traditional soteriological doctrines, students can gain an understanding of how different religious traditions conceptualize salvation and divine recompense.
In addition, students may want to consider Pascal’s Wager as a point of discussion. This is the idea that it is most logically sound for one to believe in God based on the soteriological consequences of this belief. However, one of the most prominent arguments against Pascal’s Wager is the idea of doxastic voluntarism—can one choose their own beliefs? This is relevant in terms of this question because it brings up the question of whether God would reward those who believe in Him even if they had no control over choosing whether or not they believe in Him.
The second question students can approach is exploring soteriological beliefs across major religions to reveal perspectives on divine rewards for faith. Delving into the reasons behind these soteriological beliefs unveils a complex interplay of theological, philosophical, and cultural factors. One example students can investigate is by looking at John Calvin, a key figure in Reformed theology, who provides a compelling framework for understanding the relationship between faith and divine reward.
Furthermore, students are encouraged to examine broader concepts such as grace, merit, and divine justice. By scrutinizing these theological constructs, students can gain insights into the rationale behind the belief in divine rewards for faith and the complexities of divine-human interactions within religious traditions.
Some General Tips for Students to Keep in Mind While Writing Their Essay
Analyze the questions and link them to John Locke’s philosophy
Take the time to understand the essay prompt and what the question is asking for. By drawing connections between Locke’s philosophy and the essay prompt, you can provide a nuanced and insightful analysis that demonstrates a deep understanding of both the question and Locke’s ideas. This approach not only showcases your comprehension of the material but also allows you to engage critically with the topic at hand.
Clear reasoning with evidence drawn from extensive research
Once you decide on your stance about the question, it’s important to present your argument with logical reasoning and strong evidence from reputable sources. Students can utilize a variety of sources, including academic journals, books, and scholarly articles to gather relevant information and develop a well-informed argument. In addition, make sure that you have a strong thesis statement and that your structure and ideas are presented clearly, allowing your reader to navigate your essay with ease.
Engage in critical analysis
In addition to providing reasoning and evidence that support students’ arguments, students should also examine alternative perspectives to show that they have the ability to evaluate evidence critically– specifically the strengths and weaknesses of different viewpoints. The most important part of an argumentative essay is to answer the question, “so what?” Students should consider the wider implications of their argument, as well as why their audience should deeply care about what they have to say.
Refine Your Writing Style
This type of essay falls under the argumentative essay type. This essay type requires a third-person perspective throughout the introduction, body, and conclusion. Students should also use headings and transitions to create a smooth flow and overview of ideas without providing an excess of information.
Proofreading and Editing
Before submitting your essay and throughout the writing process, always seek feedback from peers and teachers to gain valuable insights and perspectives on your essay to help you make revisions and create the best essay you possibly can.
Aralia’s John Locke Competition Prep
In this John Locke Essay Competition Prep course, students will learn the ins and outs of essay writing, in preparation for entering the competition. We offer prep classes in all categories: philosophy, politics, economics, history, psychology, theology, and law. Students will choose one topic, compose an original thesis and argument, and write an essay for submission. Students will engage in a guided analysis of primary and secondary sources, develop critical thinking skills, and discover interesting insights. In addition to the group lecture classes, students will receive guidance on their individual projects from the instructor, in one-on-one sessions.
