Teaching Evil

Abstract

In this chapter, Meghan Sullivan reflects on difficulties we face in teaching the problem of evil. She describes two approaches to the epistemology of theism—one which insists that answers to challenges be as neutral as possible and one which insists that we are rationally justified in appealing to particular faith commitments when answering challenges. After defending the latter approach from some objections, she argues that taking this approach seriously motivates a more confessional approach to teaching the problem of evil (and other, non-religious philosophical puzzles as well).