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The classical arguments for God's existence fall into two families: the a posteriori design and cosmological arguments, which reason from features of the world to a designer or first cause, and the a priori ontological argument, which claims God's existence follows from the concept of God alone. This topic reconstructs each argument as a set of premises and a conclusion, tests its validity and soundness, and weighs the major objections of Hume, Kant, Gaunilo and others against the defences offered in reply.
5 sections~25 min reading time2 competenciesLevel Foundation 1 · Standard 2 · Advanced 2
basic level
At AS-Level, expound each argument accurately with its named proponents and give the leading objection to each.
higher level
At full A-Level, reconstruct each argument premise by premise, distinguish validity from soundness, sustain the dialectic of objection and reply, and judge whether the arguments succeed singly or only as a cumulative case.
Reading depth: In depth
Text size: Standard
Classifying the arguments for God
A student says 'the ontological argument is weaker than the cosmological argument because it does not use any evidence.' Assess this claim.
The ontological argument is a priori and deductive; the cosmological argument is a posteriori. Using no empirical evidence is a feature of the a priori method, not a defect.
A deductive a priori argument should be judged on validity and the truth of its conceptual premises; an a posteriori argument on how well it explains the evidence.
The claim measures an a priori argument by an a posteriori standard (evidence). If sound, an a priori argument would actually be stronger, delivering a necessary rather than a probable conclusion.
The real weakness of the ontological argument is not its lack of evidence but Kant's objection that existence is not a predicate — a criticism internal to its own method.
Result: The student's reasoning is confused: it faults the ontological argument for being a priori. The cogent objection to it is Kant's, not the absence of evidence; each argument must be judged by the standard proper to its type.
Typical mistakes
Active revision
Explain the difference between a priori and a posteriori arguments for the existence of God, using the ontological and cosmological arguments as examples. (Structured AO1 response)
Active recall
Recall the key points — then reveal.
Sources: GCE AS and A level subject content for religious studies (Department for Education)
Paley's design argument by analogy
Plan an essay assessing whether the design argument proves God's existence.
The design argument does not prove God, but it survives Hume and Darwin better as an inductive 'best explanation' (Tennant, Swinburne) than as a proof.
Expound Paley's watch analogy and Aquinas' Fifth Way; add Tennant's anthropic fine-tuning as the strongest modern form.
Hume: the analogy is weak (the universe is unique, more like an organism than a machine), the designer need not be the God of theism (could be many, imperfect, or a committee), and the epicurean hypothesis explains order without design. Darwin: natural selection explains biological adaptation without a designer.
Fine-tuning of the cosmic constants is untouched by Darwin (it precedes biology); Swinburne argues theism is the simplest explanation of a law-governed, life-permitting universe.
Weigh: as deductive proof it fails (Hume); as inductive support, fine-tuning gives it residual force, but the multiverse rival keeps the verdict short of proof.
Result: A defensible judgement: the design argument is not a proof, but in its fine-tuning form it remains a genuine, if inconclusive, probabilistic consideration in favour of theism.
Typical mistakes
Active revision
'The design argument proves the existence of God.' Analyse the design argument and assess this claim. (Extended essay)
Active recall
Recall the key points — then reveal.
Sources: GCE AS and A level subject content for religious studies (Department for Education)
Aquinas' Third Way (from contingency)
Reconstruct the Kalam cosmological argument and assess whether it is sound.
P1: whatever begins to exist has a cause. P2: the universe began to exist. C: therefore the universe has a cause. The form is valid (modus ponens-like).
P1 is intuitive but rests on causation as we experience it within time; Hume denies we can extend it to the universe's origin, where there is no 'before'.
Craig supports P2 by the impossibility of an actual infinite past and by Big Bang cosmology. Critics reply that quantum cosmology may allow an uncaused beginning, or a past-eternal multiverse.
Even granting a cause, the leap to a personal, timeless God is a further inductive step; the cause could be impersonal or naturalistic.
The argument is valid; its soundness depends on P2 and on the identification of the cause with God, both of which are contestable, so it establishes at most a probable first cause.
Result: The Kalam argument is valid and its premises are defensible, but it falls short of proof: it supports a first cause more than the specific God of classical theism.
Typical mistakes
Active revision
'The cosmological argument fails because it commits the fallacy of composition.' Assess this view. (Extended essay)
Active recall
Recall the key points — then reveal.
Sources: GCE AS and A level subject content for religious studies (Department for Education)
Anselm's Proslogion 2 as a reductio
Plan an essay assessing whether the ontological argument succeeds.
The ontological argument fails as a proof because Kant's objection stands, though Malcolm's necessary-existence form is the most resilient version.
Expound Proslogion 2 and 3 and Descartes' perfection version; explain the a priori, analytic claim.
Gaunilo's island; Kant that existence is not a predicate, so 'God exists' is synthetic; Russell's logic of 'exists' as a quantifier.
Anselm answers Gaunilo (islands are contingent); Malcolm answers Kant by arguing necessary existence is a genuine predicate, giving 'God's existence is impossible or necessary; not impossible; so necessary.'
Malcolm's move needs the further premise that God is not impossible (coherent), which is precisely what is in dispute; so the argument cannot compel a non-believer, though it may articulate the believer's concept of God.
Result: A justified judgement: the ontological argument does not prove God to the sceptic, since it presupposes the coherence of the concept it aims to instantiate, but Proslogion 3 shows the theist's God is rightly conceived as a necessary being.
Typical mistakes
Active revision
'Kant's objection that existence is not a predicate destroys the ontological argument.' Discuss. (Extended essay)
Active recall
Recall the key points — then reveal.
Sources: GCE AS and A level subject content for religious studies (Department for Education)
A priori and a posteriori arguments compared
Explain how a candidate can reach a defensible judgement on whether the arguments for God succeed.
Decide whether success means deductive proof (compels all) or inductive support (raises probability). State it explicitly.
As proofs, all fail: Kant sinks the ontological; Hume shows the a posteriori arguments underdetermine the God of theism.
As probabilistic considerations, the contingency and fine-tuning arguments retain force; Swinburne's cumulative case treats them as converging strands.
The atheist's cumulative case (evil, divine hiddenness, naturalism's success) must be weighed against the theistic one.
Conclude that the arguments do not prove God but keep theism a live rational option, with the balance turning on the problem of evil.
Result: The arguments fail as proofs but succeed as a cumulative probabilistic case only to the extent that the problem of evil does not outweigh them — a judgement that is defensible precisely because it names its standard and its decisive variable.
Typical mistakes
Active revision
'The arguments for God's existence are more persuasive taken together than individually.' Evaluate this claim. (Extended essay)
Active recall
Recall the key points — then reveal.
Sources: GCE AS and A level subject content for religious studies (Department for Education)
References & sources
Department for Education