Article
Creed
Death & life
Middle East
5 min read

How much is a human life worth?

Concerned by the conditional responses to deaths in the Israel-Hamas war, Ryan Gilfeather considers why we should value all human lives.

Ryan Gilfeather explores social issues through the lens of philosophy, theology, and history. He is a Research Associate at the Joseph Centre for Dignified Work.

A line of people, some old, some young, wait to cross a road.
Palestinian life near the Damascus Gate in Jerusalem, Israel, 2021.
Levi Meir Clancy on Unsplash

The horrors of recent weeks have bought a disturbing reality to the surface: human dignity, the unearned and basic worth of all people, is up for negotiation. As I write these words, a dire conflict rumbles on in Israel and Gaza; the latest horrifying flashpoint in an intractable and brutal conflict. A cacophony of voices in the West are espousing histories, interpretations and solutions. Many of them reveal an implicit sense that only certain lives have an inherent dignity.  

Some praised Hamas’ brutal attack as a just act of decolonisation. The lives lost were not to be mourned, because, in their words, these Israelis were fair game for violence because they are colonisers. They asked for it. They have given up their right to the preservation of life. Implicitly, these voices suggest that human dignity is conditional; their actions have taken away their inherent value.  

Just as troubling is the apathy as thousands of Palestinian men, women, and children in Gaza are slain in their homes. Many of our leaders are silent about this unimaginable loss of life, as if it does not represent a tragedy, and as if they are just the collateral damage of war. The implicit message is that human dignity has preconditions, that only certain kinds of people get to have it in the first place, and that these particular Palestinians do not.   

Why should our rational autonomy or other capacities mean that we have an unearned worth? 

It is, in some ways, unsurprising that human dignity is up for negotiation in this way. Secular discussions of human dignity often ground it in the human person.  

In the philosophical tradition, following Kant, many consider our inherent dignity to be grounded in our capacity to make choices, be autonomous, and exercise reason. In other words, the capabilities which separate us from animals give us all an unearned worth or status.  

Others will point to our sentience, our capacity for creativity, empathy and caring relationships, or our membership of the human species. Hence, our inherent dignity is grounded in something that we do or possess, over and above the rest of creation. The problem with this grounding is that it can, at times, seem arbitrary. Why should our rational autonomy or other capacities mean that we have an unearned worth? It is little surprise that dignity is so often overlooked in practice.  

To respect this dignity, we must allow each person to live out this gift. Each person must be allowed to be free to think and act, without having their life violated or cut short. 

In contrast, Christians root the dignity of every human person in something altogether outside of them: the unbreakable love of God. It is a cornerstone of Christian belief that God loves every person who has ever lived and will ever live, regardless of what we have done or will do. “Nothing can separate us from the love of God”, as St Paul put it. God’s love for us is so profound that he became human and died for our sins so that we might be reconciled to Him.  

Central also, is the belief that God is omniscient, he knows everything that can ever be known, and he does not make errors of judgement. For Him to love us without any conditions of who we are or what we do, is to affirm that we are all inherently worthy of love.  

Our inherent dignity, is, therefore, grounded in something far more fundamental than something we do. It is rooted in the love of the creator of the whole universe. If we believe in the Christian God, therefore, we also accept the supreme value of every person. 

God’s gift to all of us expands on this picture. Genesis, the first book of the Bible, tells us that God made all humans in His image.  In this, God gives us the gift of reflecting his goodness and love here on this earth. He has granted us the capacity to use our minds to think about God and abstract things, to live lives marked by His love, joy, peace, justice, and courage. He calls us to use these capacities to nurture and care for creation just as He does. Since God is infinitely valuable; those made in His image are too. Hence, this gift gives us an inherent dignity. To respect this dignity, we must allow each person to live out this gift. Each person must be allowed to be free to think and act, without having their life violated or cut short. Crucially, this gift is unconditional. No matter what we do, we can always turn back to God and accept his gift of reflecting His goodness. There are no preconditions for who God gives it to. He freely offers this gift to all.  

Returning to Western responses to Israel-Gaza, we see that the Christian vision of human dignity does not countenance celebration of or apathy toward this loss of life. Some people saw Israeli deaths as unworthy of grief because they believe their actions forfeit their right to life. They implicitly see human dignity as conditional. In contrast, Christians believe our inherent value is unconditional, God will never cease to love us and will never take away our ability to reflect His goodness. Indeed, the death of Palestinians has been met with apathy and silence by many in the West, much as human tragedies in the Middle East often are. Implicit to this response is the sense that human dignity has preconditions, it is only extended to certain groups, those who live similar lives to us. The Christian vision objects here. God’s gift has no preconditions, it is freely offered to all. All possess an inherent dignity. This is not to pre-judge the complex questions of how to deal with the heart of the Israel / Palestine conflict, but it is to say that as we do so, the value and dignity of every human life must be paramount in the decisions taken   In the midst of this darkness the Christian message offers hope: every death is a tragic loss beyond all imagination and measure because all are infinitely valuable in God’s sight.  

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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