Flourishing a way out of poverty

Is it just for rich people who have nothing to worry about other than feeling a bit happier?

Jane Cacouris

Jane Cacouris is a writer and consultant working in international development on environment, poverty and livelihood issues.

Beside a shack in a rubbish dump, a man wearing a black shirt and bare foot sits on a stool and looks around.

Bill Wegener on Unsplash.

Humankind stands at a crossroads today. Still emerging from the aftermath of a global pandemic, the world is faced by monumental environmental, social and political challenges. Extreme weather events, floods and food poverty are no longer only on our screens affecting poor people in countries far away; screens that we in the global North were able to switch off after a momentary sigh of compassion before getting on with our lives. Some of us are starting to feel the impacts of planetary change and have financial struggles too. But they haven’t really affected us that much yet. We still have the time, space and luxury to ponder how we can improve our emotional and mental wellbeing – perhaps carve out some more “me time” or go on more walks in nature or keep a daily journal.

The shift from considering poverty and wellbeing simply in monetary terms to a broader, multi-dimensional understanding of these terms is not new. It began at the turn of the twenty-first century with the Millennium Development Goals (MDGs) which aimed to tackle material poverty but also access to health, education and water and sanitation - the first united global effort to eradicate world poverty. In 2015 the Sustainable Development Goals (SDGs) replaced them, going further and also recognising the importance of environmental sustainability in realising poverty goals, as well as their interconnectedness.

In theory this all made perfect sense and since the MDGs were established in 2000, global poverty was on a declining trajectory for a number of years. However, progress towards eliminating world poverty has been slowing down since 2013. And since Covid in 2020, progress towards the SDGs has stalled with most recent reports showing a rise in the number of people living in extreme poverty for the first time since records began. If present trends persist, by 2030, a staggering 575 million people will remain in extreme poverty and 84 million children will be uneducated.

A bleak picture. With the global machinery signed up to reduce world poverty (and that’s not even bringing the COP Climate Change talks into the mix), how have we got to this point? By diversifying our attempts to improve human wellbeing, have we taken our focus off eliminating basic, grinding economic hardship? Or conversely, is it too little too late? Did our historic focus on economic development rather than equitable human wellbeing sow the seeds of inequality and planetary disruption that we are now reaping? Should we actually go further? And as the timeframe to achieve the SDGs narrows, there are calls for the next set of human development goals to be more overtly focussed on human flourishing.

When you are doing your best to survive, perhaps thriving isn’t top of the priority list.

Human flourishing is the state of optimal functioning and wellbeing across all aspects of an individual’s life and their community. We flourish when we live with purpose; when we practice gratitude, forgiveness, and open-mindedness.

A group of experts from Harvard have proposed five sets of Global Flourishing Goals to lead on from the SDGs, including striving for meaning, purpose and life satisfaction, ending economic hardship, social and political cohesion as well as protecting biodiversity. Likewise, the Christian aid and development agency, Tearfund, has long been a proponent of viewing human wellbeing holistically. The Light Wheel is a tool to guide practical action that promotes seven different areas of wellbeing – such as material assets and resources, emotional and mental wellbeing, living faith, personal relationships - that in turn lead to whole life transformation and flourishing communities.

But what do the world’s poorest people think about this emphasis on flourishing? When you are doing your best to survive, perhaps thriving isn’t top of the priority list. Who cares about life satisfaction and fulfilment when you are struggling to feed your children a daily meal of rice and beans? Is the concept of flourishing for rich people who have nothing to worry about other than feeling a bit happier? Is this the right track for global human Development?

“Poverty is lack of freedom, enslaved by crushing daily burden, by depression and fear of what the future will bring.”

“Poverty means working for more than 18 hours a day, but still not earning enough to feed myself, my husband, and two children.”

These are quotes from a landmark World Bank study, Voices of the Poor; an unprecedented millennial effort to gather the views, experiences, and aspirations of more than 60,000 poor men and women across sixty countries. The study presented the realities of poor people’s lives through their own voices. How do they view poverty and wellbeing? What are their problems and priorities?

Although poverty is rarely about one thing, for the world’s poorest, the bottom line was and always will be hunger - the lack of food. As expected, human wellbeing without the basic building blocks for survival - food and water – is impossible. Better health and access to education were also priorities. However, it seems that having enough materially for a good life is asking for relatively little. “But at least for each child to have a bed, a pair of shoes, a canopy over their heads, two sheets—not to sleep like we do on the ground.”

But the responses were much broader than a desire for material and basic needs to be met. Many of the expressions of wellbeing were about relationships; social and emotional wellbeing were acutely important. Harmony within the family unit and wider community, close and reliable friendships, helping one another. Wellbeing also had important psychological dimensions for those interviewed, such as the desire for dignity and respect, to feel better about oneself, to maintain a spiritual life.

When people were asked to rank the institutions most important in their daily lives, local churches scored well because they offer spiritual support as well as material assistance in times of need, also serving to strengthen communication between the various groups in the community. Community cohesion matters to the poorest. And relationships are at the heart of the Gospel of Jesus Christ.

So can you flourish your way out of poverty? If we mean the UN definition of extreme poverty, and if flourishing means wellbeing in all aspects of life, then probably no. The poorest people in the world, like the rest of us, need the minimum building blocks of life to survive before they can thrive here on Earth.

But from a Christian perspective the new Development discourse around flourishing is moving in the right direction. In John’s Gospel in the Bible, Jesus is clear that he came “that we may have life, and have it to the full”. When Jesus refers to a full “life”, he means the assurance of eternal life that comes through a faith in Jesus Christ. To truly flourish in our Earthly life, the hope of eternal life with Jesus is the critical aspect of wellbeing – it is what sustains and strengthens us as humans as we live our life on Earth. This is the great equaliser between the rich and the poor. The poorest people often see this far more clearly than the rich who have less need for God and an eternal life where – as it says in the Bible - there will be no more death or mourning or crying or pain and all will be new.

“We may be poor in material things, but we are rich in the eyes of God.”(Voices of the Poor, 2000)

Of course it depends what weight you put on the spiritual aspect of flourishing, but perhaps on balance, those we consider to be the poorest on Earth are actually far closer to human flourishing – to having a “full life” - than we are.

Article

Creed

Education

11 September 2025

1 min read

Our social problems need theology, here’s why

Taking the god’s-eye view develops critical skills

Henna Cundill

Henna is a researcher with the Centre for Autism and Theology at the University of Aberdeen.

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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