Article
Creed
Seven Deadly Sins
8 min read

Anger: the dragon’s wrath

In the fifth of a series on the Seven Deadly Sins, James Mumford encounters Anger, and reflects that its object is no mere object.

James Mumford is an author and journalist writing on a range of subjects – ethical, political and literary.

Illustration of a burning wick

I think you’d like me if you met me. I’m not quite as charming as my father. I’m fairly genial, though, and not unduly narcissistic. (I’d ask you questions about yourself). But come not between the dragon and his wrath.

Usually strangers. Always men. Playing football. Driving. Public transport. A minor infraction, that’s all it takes. Some guy pushes past me onto the tube from which I’m trying to alight. He’s ignoring the custom (and nauseatingly repeated instruction) to let the passengers off the train first. Certainly, this chap has been naughty. It’s not nothing, what he’s done. In the cold light of day, can’t we evaluate his behaviour as careless and a touch selfish? But the thing is, I never see it in the cold light of day. To me, in the heat of the moment, it’s as grave a violation as if he’d bullied my little brother.

I scowl back at the stranger. He sees my indignation. What does he do? He smirks, of course. And what do I do? Turn away and get on with my day, recognizing that, in the grand scheme of things, it couldn’t matter less? Nope. I lock eyes with the guy. It’s a duel now. Through the tube’s translucent closing Perspex doors, I stare into the exultant face of my enemy. Furious. 

Often as not my anger seemingly erupts from nowhere. That is, I don’t only get into these kinds of fracas when I’ve skipped breakfast. Or when I’m already having a bad day, already enraged (in which case a stranger’s infraction would be merely the last straw). No, no. Usually, I’m feeling just fine before incidents like this. I can thus say of my anger what Juliet says of Romeo’s love:

It is too rash, too unadvised, too sudden,

Too like the lightning, which doth cease to be

[Before] one can say, ‘It lightens.’

Even if my knowledge that this rage is rooted deep in childhood experiences doesn’t make its resurgence seem any less abrupt.

~                                                                           

Famously, in the Sermon on the Mount, Jesus doesn’t discount The Law; he radicalizes it:

You have heard that it was said to those of ancient times: ‘You shall not commit murder; and whoever commits murder shall be liable to judgment.’ Whereas I say to you that everyone who becomes angry with his brother shall be liable to judgment…

I used to think this was an instance of rabbinic exaggeration. The phenomenological truth of what Jesus is saying, its fidelity to lived experience, eluded me. But reflecting more unflinchingly on my own anger, I now understand Jesus’s warning to be dreadfully accurate. I used naively to assume murderers are all monsters, sadistic sociopaths straight of Silence of the Lambs or Primal Fear. Today I realize that the difference between me and most murderers – those poor bastards eking out their life sentences out of sight and out of mind in our maximum-security prisons – comes down to one thing. Not character. Luck. I've been lucky enough to lose most of my fights. 

Yet hidden away in Jesus’s warning is a profound revelation. τῶ ἀδελφῶ αὐτοῦ. It’s there in the Greek. ‘Everyone who becomes angry with his brother’. Not ‘becomes angry with another’. Nor ‘becomes angry with his neighbour’. Nor even ‘becomes angry with his enemy’. No, right at this moment Christ decides to insist upon, to remember, the fundamental fraternity of human beings. Which suggests that what is most deadly about the sin of anger – when it’s acted upon, that is, when anger becomes a sin (Eph. 4:26) – is the forgetfulness, the blindness, the obstruction of vision, which goes with it. What is forgotten in fits of rage? Anger forgets that its object is no mere object, no mere thing, no mere item. I forget that the intended target of my wrath is in fact my brother. In anger you lose sight of the face. You become blind to the stranger’s reality, to what remains true about him, to his persistent identity whatever he has done. You forget that he is still related to you in the most intimate way. That this guy on the tube, or this person who has hurt you, or this person who bears ill-will towards you, remains a someone, not a something. Remains a person. Remains a creature of the God who loves in freedom. Flesh and blood like I am. But spirit too… destined, like I am, to be united to Christ.

In anger you lose sight of the face. You become blind to the stranger's reality, to what remains true about him, to his persistent identity whatever he has done. You forget that he is still related to you in the most intimate way. 

Perhaps this still all seems too abstract. Someone who makes it real is the novelist, J.M. Coetzee, whose brilliant, harrowing novel, Disgrace (1999), tells the story of a professor of literature, David Lurie. In the aftermath of an affair with a student, David resigns from his position at a University in Cape Town and retreats to his adult daughter Lucy’s remote small-holding in the uplands of the Eastern cape. David’s rural exile, however, is not fated to be a peaceful one.

One afternoon soon after David arrives on the farm, three strangers arrive – two men and a teenager – and enter the premises under the pretences of wanting to use the phone. Without further ado, the strangers knock David to the floor. When he comes to moments later, he finds himself locked in the lavatory. ‘His child is in the hands of strangers’. Eventually he’s released. They want his car keys. Whereupon he’s doused in methylated spirits. ‘The scrape of a match, and at once he is bathed in cool blue flame’. David manages to get to the toilet bowl in time – to extinguish the flames – and survive. But when he rouses, he finds the car stolen, the dogs shot and his daughter gang-raped.

This appalling incident, so difficult to read, happens in Chapter 11, roughly half-way through the novel. Which means that Coetzee leaves the reader completely wedded to the father’s quest for justice for nearly the rest of the story. Because Coetzee refuses to satisfy the quest. The regional police won’t act. And Lucy, impregnated, won’t press charges. It’s only in Chapter 23 that one of assailants reappears. By which time the reader is baying for blood. It’s the teenager, whom David discovers peeping at Lucy through the bathroom window. The whole passage warrants quotation:

The flat of his hand catches the boy in the face. ‘You swine!’ he shouts, and strikes him a second time, so that he staggers. ‘You filthy swine!

More startled than hurt, the boy tries to run, but trips over his own feet. At once the dog is upon him. Her teeth close over his elbow; she braces her forelegs and tugs, growling. With a shout of pain he tries to pull free…

The word still rings in the air: Swine! Never has he felt such elemental rage. He would like to give the boy what he deserves: a sound thrashing. Phrases that all his life he has avoided seem suddenly just and right. Teach him a lesson, Show him his place. So this is what it is like, he thinks! This is what it is like to be a savage!

He gives the boy a good, solid kick, so that he sprawls sideways.

An extraordinary moment. Coetzee has his readers in the palm of his hand. Because (at least at the beginning of the passage) we too feel David’s ‘elemental rage’. We want what David wants: to pulverize the kid who raped his daughter. But suddenly, during the course of the passage, Coetzee starts to humanize the kid. (‘More startled than hurt, the boy tries to run, but trips over’). Both the kid’s clumsiness and then ‘shout of pain’ remind us that, whatever he’s done, the kid remains a human being. So, the reader is made to feel conflicted, vengeful still, but now protective too. Starting to fear rather than desire that the kid will be ravaged by the dog and beaten witless by the father. In other words, the reader is beginning to remember. The boy remains David Lurie’s brother.

~

In his rousing war-time sermon, ‘The Weight of Glory’ (1942), C.S. Lewis writes that ‘the load, or weight, or burden of my neighbour’s glory should be laid daily on my back’. What does he mean by this? Lewis is exhorting me to remember, continually to bring to mind, something I have forgotten about the stranger on the tube I will never meet again. Lewis is exhorting David Lurie to remember something he has (more understandably) forgotten about the boy sprawled in front of him at his mercy. Lewis writes:

It is a serious thing to live in a society of possible gods and goddesses, to remember that the dullest and most uninteresting person you talk to may one day be a creature which, if you saw it now, you would be strongly tempted to worship… There are no ordinary people. You have never talked to a mere mortal.

For me, then, anger management does not just involve, as Cognitive-Behavioural Therapy manuals have it, becoming more self-aware. No, efficacious anger management means becoming more other-aware. In the moment, right there on the tube, what I need most desperately is to think more not just about myself – who I am. I need to think more about who he is.

My prayer is that I learn to apprehend more vividly the identity and destiny of the person with whom I am here and now entangled, enmeshed, at odds. 

My prayer, therefore, is not just that I become increasingly sensitive to my own internal state or what it is in in my own present or past that predisposes me to anger. My prayer is that I learn to apprehend more vividly the identity and destiny of the person with whom I am here and now entangled, enmeshed, at odds. That I can perceive him as my brother, however momentarily estranged from me he is, one who belongs to the same family. Who, as he smirks and scowls and menaces me – also bears the weight of glory. Dealing with anger requires what Simone Weil, and after her Iris Murdoch, call ‘attention’. As Murdoch puts it in The Sovereignty of Good (1970): ‘It is in the capacity to love, that is to see, that the liberation of the soul from fantasy consists’. Anger management is about being liberated from fantasy – the fantasy that my adversary is a mere mortal. Christ’s call to peace – to see the object of my anger as my brother – is ultimately a call for a reality check.

Article
Creed
Education
5 min read

Our social problems need theology, here’s why

Taking the god’s-eye view develops critical skills
young people listen, and ponder, to a speaker off screen.
M Accelerator on Unsplash.

At secondary school level, Religious Studies continues to attract strong numbers. On the surface, this looks like a healthy sign for the subject. Yet, critics argue that appearances can be deceiving: many faith-based schools make the subject compulsory, artificially pushing up participation. The result is a stark disconnect when students progress to higher education. Here interest appears to drop off sharply, and several universities have been forced to close their single-honours degrees in Theology and Religious Studies due to unsustainable student numbers. 

But this presents a misleading picture – even at tertiary level students are far more interested in Theology and Religious Studies than the statistics seem to suggest. While few undergraduates commit to a full degree in Theology, (in Scotland this is called Divinity) or Religious Studies, partly because career pathways outside of ordained ministry and teaching can seem unclear, many are eager to sample the subject alongside their main studies. This means that at the University of Aberdeen, the department of Divinity finds a different kind of relevance. Thanks to Aberdeen’s flexible degree structure, it is not unusual to find law, sociology, psychology, anthropology, and even physics students sitting in on our undergraduate modules. This interdisciplinary mix brings a distinctive energy to classroom discussions, as well as a few challenges… and challengers.  

Some students arrive never having opened a Bible, never having heard a word from the Qur’an, and never having engaged with any other religious text. Many are openly ambivalent about the existence of God, some downright hostile, and more than a few admit that they were drawn in by the promise of coursework-based assessment rather than traditional exams. Yet, once in the room, most engage with surprising enthusiasm, and even the challengers play a vital role.  

What emerges is a lively space where students approach theology less as a matter of personal faith and more as an intellectual exercise, grappling with life’s big questions, testing out ideas, and debating seriously with the prospect that God exists. Far from diminishing the subject, this shift gives the Divinity department a new role: not as a training ground for clergy, but as a forum for critical thinking across disciplines. 

In one of our courses for example, students are asked to debate this question: if a human chooses to go wild swimming in a crocodile’s natural habitat, does the crocodile have a right to kill and eat that human, as it would any other prey item that strayed into its path? Or, if a person with profound physical and intellectual disability is not able to live out many of the rights and responsibilities envisaged by the United Nations Convention on Human Rights, on what grounds are they still reckoned to be a human person? As we tease out the (multiple) possible answers to these questions, many of the turn out to be surprisingly theological. Whilst some students will work towards becoming better able to affirm and articulate their own atheism, others are surprised to discover that they have been living out a deistic morality all along; on the quiet, their internal moral compass believes in God. 

But my sense is that even if students don’t walk out with an easy A, they walk out with a set of skills that is, in the long run, far more valuable. 

Further to that, in an open letter the Theos think tank recently highlighted the role of theology in the ethical and cultural development of communities. They argue that theological study equips people to engage thoughtfully with different people groups and traditions, to develop skills in interfaith dialogue, and to promote communication across cultural barriers. Put simply: 

“In an increasingly polarised world, it helps us understand other points of view.” 

This insight is highly relevant to our students as they set out on varied career paths in an increasingly complex world. The skills honed in our Divinity classrooms – empathy, critical thinking, close observation, and clear writing – are both essential and transferable. Theology degrees do not lead only to ordination or teaching; they can open doors to careers in journalism, diplomacy, politics, community work, authorship, and screenwriting, among many others. As Professor Gordon Lynch, Professor of Religion, Society and Ethics at the University of Edinburgh, observed at a recent panel discussion: 

“It’s very difficult to think about a major geopolitical issue at the moment in which religion isn’t deeply implicated in some way.” 

The relevance of theological training extends far beyond traditional disciplines. For example, law students will need to recognise not only that a person with profound disability is a human person, but also to understand the deeper ethical and theological reasons why society judges this to be so. International Relations students will need to appreciate why resolving the Israel/Palestine conflict is not as simple as drawing lines on a map, but is rooted in long histories of faith, identity, and belonging – histories which will reach their influence far into the future as well as the present. Sports science and physiotherapy students will need to empathise with the human drive to become ever faster and stronger, while discerning when to help people recognise the limits before injury occurs. 

So, we gather all these students and more into our divinity courses, and work with them as they develop such skills. By discussing these matters as though God exists, in a space where there is unapologetic openness to confessional or deistic ways of looking at the world, students are freed to adopt a third-person standpoint, a “god’s-eye view” if you like, which allows them to critically examine both their own and other people’s perspectives. When this freedom becomes apparent, it is the challengers often find themselves the ones being challenged, and hostility soon morphs into vibrant dialogue. Also, for those who want “an easy A” it quickly becomes apparent that coursework-based assessment is in no way easier than traditional exams – if anything, it can be the opposite! Getting your ideas down on paper, coherently, and with relevant references to research from across disciplines is a sophisticated competency. But my sense is that even if students don’t walk out with an easy A, they walk out with a set of skills that is, in the long run, far more valuable.  

With an eye to business models and balance sheets, many universities don’t think they need their theology departments anymore, and with the current financial precarity faced by the higher education sector, on paper this may be true. But society is crying out for complex ways forwards with complex situations, and the problems of social division are becoming more apparent than ever. Whilst it is clear that fewer and fewer students are choosing to do whole theology degrees, it is also clear the world still needs theologians.

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