WJEC A-Level Religious Studies 603-0277-X
Christianity: Religious Figures and Sacred TextsChristianity
Christianity: Key Religious ConceptsChristianity
Christianity: Religious Life and Moral PrinciplesChristianity
Christianity: Practices and Religious IdentityChristianity
Islam: Religious Figures and Sacred TextsIslam
Islam: Key Religious ConceptsIslam
Islam: Religious Life and Moral PrinciplesIslam
Islam: Practices and Religious IdentityIslam
Judaism: Religious Figures and Sacred TextsJudaism
Judaism: Key Religious ConceptsJudaism
Judaism: Religious Life and Moral PrinciplesJudaism
Judaism: Practices and Religious IdentityJudaism
Buddhism: Religious Figures and Sacred TextsBuddhism
Buddhism: Key Religious ConceptsBuddhism
Buddhism: Religious Life and Moral PrinciplesBuddhism
Buddhism: Practices and Religious IdentityBuddhism
Hinduism: Religious Figures and Sacred TextsHinduism
Hinduism: Key Religious ConceptsHinduism
Hinduism: Religious Life and Moral PrinciplesHinduism
Hinduism: Practices and Religious IdentityHinduism
Sikhism: Religious Figures and Sacred TextsSikhism
Sikhism: Key Religious ConceptsSikhism
Sikhism: Religious Life and Moral PrinciplesSikhism
Sikhism: Practices and Religious IdentitySikhism
Ethical Thought: Divine Command, Virtue and Egoism
Aquinas and Natural Law
Fletcher and Situation Ethics
Utilitarianism
Inductive Arguments for the Existence of God
Deductive Arguments for the Existence of God
The Problem of Evil and Suffering
The Nature of Religious Experience
Christianity: Texts, Authority and Key Figures
Christianity: Historical Developments in Religious Thought
Christianity: Social Developments in Religious Thought
Christianity: Movements, Change and Contemporary Issues
Islam: Texts, Authority and Key Figures
Islam: Historical Developments in Religious Thought
Islam: Social Developments in Religious Thought
Islam: Movements, Change and Contemporary Issues
Judaism: Texts, Authority and Key Figures
Judaism: Historical Developments in Religious Thought
Judaism: Social Developments in Religious Thought
Judaism: Movements, Change and Contemporary Issues
Buddhism: Texts, Authority and Key Figures
Buddhism: Historical Developments in Religious Thought
Buddhism: Social Developments in Religious Thought
Buddhism: Movements, Change and Contemporary Issues
Hinduism: Texts, Authority and Key Figures
Hinduism: Historical Developments in Religious Thought
Hinduism: Social Developments in Religious Thought
Hinduism: Movements, Change and Contemporary Issues
Sikhism: Texts, Authority and Key Figures
Sikhism: Historical Developments in Religious Thought
Sikhism: Social Developments in Religious Thought
Sikhism: Movements, Change and Contemporary Issues
Meta-Ethics
Deontological Ethics: Finnis and Proportionalism
Determinism and Predestination
Free Will and Libertarianism
Psychological Challenges and Atheism
Religious Experience and Miracles
Religious Language: Cognitive and Analogical
Religious Language: Symbol, Myth and Language Games
New Testament: ParablesNew Testament
New Testament: MiraclesNew Testament
New Testament: The Letters (1 Peter)New Testament
New Testament: Parables
Debates about the parables and their value
- 3 things to know
- A2 Unit 6
Overview
Case for a looser definition of a parable and argument that the parables are chiefly about moral behaviour.
What you need to know
Answer each one before you reveal it.
Give the case for interpreting Jesus' parables rather than leaving them as they stand.
Give the case against interpreting the parables.
Questions from this subtopic
Each one with the model answer underneath.
- 1
Give the case for calling the prodigal son an example parable.
Model answer
It sets out conduct to imitate and conduct to avoid, in the son who returns, the father who forgives and the brother who will not, and Luke's introduction makes it moral instruction addressed to critics who are behaving like the elder brother.
- 2
Give the case against classifying the prodigal son as an example parable.
Model answer
Crossan classes it as a challenge parable because it overturns settled ideas of honour and justice, the father's behaviour is not a rule of conduct anyone could generalise, and the story closes without the explicit instruction that example parables normally carry.
- 3
Why might it be argued that a parable must show all the main characteristics to count as one?
Model answer
The features together define a recognisable form and mark parables off from allegories, fables and proverbs, so without them the term stretches until it identifies nothing in particular.
- 4
What is the case for a looser definition of a parable?
Model answer
The gospels themselves apply the word to one-line comparisons such as the mustard seed, which have no repetition and set no verdict, so a family resemblance is a better test than a checklist that would rule out texts the evangelists call parables.
- 5
State the argument that the parables are chiefly about belief and hope rather than moral behaviour.
Model answer
Dodd and Jeremias read them as proclamations that the kingdom has arrived, the sower encourages a mission that seems to be failing, and the banquet promises inclusion to outsiders, none of which is an instruction about conduct.
- 6
State the argument that the parables are chiefly about moral behaviour.
Model answer
Stein's account makes the earthly story a vehicle for moral truth, several parables end in a direct command, and the example parables plainly hold up conduct to be copied or shunned.
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