RS43: Good, Evil and the Causes of Crime

⚖️ Good, Evil and the Causes of Crime

✝️ Christian Teachings

• God created humans with free will — people choose to do good or evil
• Original sin (the Fall in Genesis 3) means all humans have a tendency to sin
• Causes of crime: poverty, greed, addiction, mental health, peer pressure, lack of moral education
• Christians should hate the sin but love the sinner — people who commit crimes still have human dignity
• The Parable of the Sheep and Goats (Matthew 25) teaches that how we treat the vulnerable matters
• Some crime is caused by injustice — Christians should work to remove the conditions that lead to crime

☪️ Muslim Teachings

• Allah gave humans free will — people choose whether to follow Allah's guidance or not
• Iblis (Satan) tempts humans to do evil — but humans are still responsible for their choices
• Islam teaches that society should be just — poverty and inequality that drive people to crime must be addressed
• Zakah and sadaqah exist to reduce poverty, a major cause of crime
• The Qur'an teaches: "Whoever does righteous deeds — it is for the benefit of his own soul; and whoever does evil — it is to its detriment" (Surah 45:15)
• Crime is a failure to follow Sharia (Islamic law) and Allah's guidance

❓ Practice Questions

✅ Answers

1. 1) Christianity teaches that crime results from free will and original sin — humans choose to do evil rather than good. However, Christians also recognise social causes of crime such as poverty, inequality and lack of opportunity. The Parable of the Sheep and Goats teaches that society has a duty to care for the vulnerable, which could reduce crime. 2) Islam teaches that crime results from choosing not to follow Allah's guidance. However, Islam also addresses social causes — zakah and sadaqah exist to reduce poverty, a major driver of crime. A just society that follows Sharia would minimise the conditions that lead to crime.

🎯 Exam Tips

• Always refer to specific sources of authority (scripture, sacred texts, religious leaders)
• Explain contrasting beliefs — different views within and between traditions
• Use key terminology precisely (e.g. tawhid, atonement, sanctity of life)
• For 12-mark evaluation questions, consider both sides before reaching a justified conclusion
• Link beliefs to their impact on individuals, communities and society
• Acknowledge diversity — no religious tradition has a single, uniform view

📝 Exam Technique

⚠️ Common Errors

✍️ Model Answer

📊 AO Deep Dive

📖 Detailed Notes:

💡 Christian and Muslim Perspectives on

For GCSE Religious Studies, understanding requires examining both Christian and Muslim perspectives, as well as non-religious viewpoints. Christianity teaches that all issues of moral concern should be guided by the principles of love (agape), justice and the sanctity of life. Key biblical teachings include the Great Commandment to love God and love your neighbour (Mark 12:30–31) and the Golden Rule: “Do to others as you would have them do to you” (Luke 6:31). Islam approaches moral issues through the guidance of the Qur’an and the Sunnah (the Prophet’s example), seeking to apply the principles of tawhid (the oneness of God), adl (justice) and rahma (mercy) to contemporary questions. The Qur’an states: “Allah commands justice, the doing of good and liberality to relatives, and He forbids all shameful deeds, injustice and rebellion” (Surah 16:90). Both traditions require believers to consider not only their own interests but the welfare of the wider community and the principles of their faith.

In the UK, raises important questions about the relationship between religious belief, law and individual freedom. Britain is a multicultural, multi-faith society where people of different religions and none must coexist and find common ground on ethical issues. The Equality Act 2010 protects freedom of religion while also prohibiting discrimination. For GCSE, the key skill is to present contrasting views fairly, using specific religious teachings and sources of authority, and to reach a justified conclusion. This means acknowledging the diversity within each tradition — not all Christians or Muslims agree on every issue — and considering non-religious perspectives such as humanism and secularism.

🔍 Diversity of Viewpoints Within Religious Traditions

Both Christianity and Islam contain a diversity of viewpoints on . Within Christianity, Catholics, Anglicans and Protestants may hold different positions based on their interpretation of the Bible and the weight they give to tradition, reason and experience. Within Islam, Sunni and Shi’a scholars may reach different conclusions based on their respective legal traditions and the guidance of their religious authorities. It is a common mistake to assume that all Christians or all Muslims hold the same view on every issue — in reality, both traditions contain liberals, conservatives and moderates who interpret scripture and tradition differently. For GCSE, the mark scheme specifically rewards students who show awareness of this diversity and who present contrasting views within as well as between traditions.

The relationship between religious belief and contemporary British values is also important. Britain is a liberal democracy that values individual freedom, equality and the rule of law. Some religious teachings on may appear to conflict with these values, creating tension that both religious and secular people must navigate. However, many religious believers argue that their faith’s core values (justice, compassion, human dignity) are fully compatible with British values, and that apparent conflicts are the result of misunderstanding or misinterpretation rather than genuine incompatibility. The challenge for GCSE students is to engage with this complexity thoughtfully and honestly.

⚖️ Applying Religious Teachings to

When applying religious teachings to , Christians may refer to specific biblical passages, the teachings of Jesus, the guidance of church leaders and the principles of Christian ethics such as the sanctity of life, love of neighbour and stewardship. Muslims may refer to specific Qur’anic verses, the Hadith (sayings of the Prophet), the guidance of scholars (ulama) and the principles of Islamic ethics such as tawhid, justice, compassion and the public interest (maslaha). Both traditions use a process of reasoning to apply ancient teachings to modern situations — this is called ‘situation ethics’ in Christianity and ‘ijtihad’ (independent reasoning) in Islam. The challenge is to remain faithful to core principles while responding sensitively to new circumstances.

For GCSE exam success, students should aim to: (1) Present specific religious teachings with accurate references to scripture and authority; (2) Show awareness of diversity within and between traditions; (3) Consider non-religious perspectives (humanist, atheist, secular); (4) Analyse the strengths and weaknesses of each position; (5) Reach a justified conclusion that demonstrates independent critical thinking. The best answers do not simply describe what Christians and Muslims believe — they evaluate those beliefs, considering whether they are coherent, relevant and applicable to the real-world situations that involves. For AO2 (analysis and evaluation), the key is critical engagement, not just description.

📊 Key Perspectives on

❓ Additional Practice Questions

✅ Additional Answers

1. Christianity and Islam often share similar core principles (sanctity of life, justice, compassion) but may apply them differently to . Within Christianity, Catholics tend to take absolutist positions based on natural law and the Catechism, while Anglicans and Protestants may take more situational or consequentialist approaches. Within Islam, the majority scholarly opinion often provides clear guidance, but progressive and conservative scholars may disagree on how to apply traditional teachings to modern British contexts. The key contrast for GCSE is between traditions that prioritise fixed moral rules and those that emphasise the specific circumstances of each case.
2. On one hand, religious teachings provide a moral framework based on centuries of reflection and wisdom, offering perspectives that prioritise human dignity, justice and the common good over individual self-interest. Many British people — both religious and non-religious — draw on religious values when forming ethical opinions. On the other hand, Britain is increasingly secular, and some argue that religious teachings are outdated or biased by the historical contexts in which they were formed. A balanced view is that religious perspectives deserve a place in public debate alongside secular viewpoints, but that no single religious tradition should dictate law or policy in a pluralistic society. The principle of religious freedom means that believers can follow their conscience, while the principle of equality means that the law should treat all citizens fairly regardless of their faith.

📝 Exam Questions by Topic

• AQA Past Papers - Topic Questions -- AQA
• Edexcel Past Papers - Topic Questions -- Edexcel
• OCR Past Papers - Topic Questions -- OCR
• Eduqas Past Papers - Topic Questions -- Eduqas
• CCEA Past Papers - Topic Questions -- CCEA

🎬 Video Resources

• BBC Bitesize - GCSE Religious Studies
• Religious Studies YouTube

Comparison Table