How reconciliation underpins acts of reparation

The case for reparations is criticised for looking too much to the past. Anthony Reddie argues that the ancient roots of reconciliation are vital for today’s debate.

Anthony Reddie

Anthony Reddie is Professor of Black Theology at the University of Oxford, and Director of the Oxford Centre for Religion and Culture.

A diagram plan of a slave ship showing hundreds of body outlines.

Diagram of the ship ‘Brookes’ from Regulated slave trade: reprinted from the evidence of Robert Stokes. (London, 1849)

Lambeth Palace Library.

Reconciliation is the key theological motif that runs through the scriptures and across Christian Tradition - Reconciliation between God and humankind, reconciliation between human beings across the cultural, social, political, ethnic and economic divide, reconciliation between our warring selves within us.

Paul’s writings form the earliest documented texts in the New Testament canon. His writings are full of references to God’s reconciling work in Christ on the cross. This theme, however, needs to be read in terms of Jewish thought. This will correct the over-spiritualising of this in Christian practice.

To make sense of the notion of reconciliation one also must understand the Jewish antecedents that inform Paul’s writing, given Paul himself was a Jewish man. In the Hebrew scriptures and in Jewish thought, atonement and salvation are collective and corporate concepts. This is very different to much of what constitutes post-Reformation Evangelical Protestantism where the emphasis is on individual salvation in Christ, by grace, through faith.

The Hebrew Bible traditions of the Sabbath and Jubilee were moments for system re-set and dismantling inequalities which had accrued.

Essentially, being in right-standing with God necessitated that one should be in right relationships with others. In fact, one could argue that it appears to be the case that one cannot be in a right relationship with God unless you were doing right by the other. The above can be seen in the Old Testament book of Leviticus. The early verses of its sixth chapter clearly state the notion of restorative justice for that which was wrongly taken and used, which is described as a “sin against God”.

One can also see this concept or formula evident within the book of Deuteronomy 15:12–18. The key is verse 12 which states:

“If any of you buy Israelites as slaves, you must set free after six years. And don’t just tell them they are free to leave – give them sheep and goats and a supply of grain and wine.”

As Peter Cruchley’s work on the Zacchaeus Tax campaign has shown, the Hebrew Bible traditions of the Sabbath and Jubilee were moments for system re-set and dismantling inequalities which had accrued. They were moments of breaking the cycling, ongoing basis of debt and economic enslavement. It’s worth reminding ourselves that not one penny has been given to any of the descendants of enslaved Africans for the wrong done to them and yet Christian communities in the West still want to talk about redemption that is affirmed by their Judeo-Christian roots!

Understanding the scriptures in their historical context enables Christians to discern a theological pattern for using money and other resources for enacting restorative justice. Modern interpretive theories on how we read biblical texts take full account of the fact that the New Testament was written within the context of the Roman Empire, where the Emperor claimed divine honours which faithful Jews could not affirm. Today’s reader must recognise that the context in which ALL of the New Testament canon was composed was one that echoed to the restrictive strains of colonialism and cries for justice against oppression. Judea, in which Jesus’ ministry was largely located, was an occupied colony of the Roman Empire.

Contemporary scholars have shown that in the Jewish tradition, issues of reconciliation, redemption and salvation have a corporate ad a collective dimension to them as well as an individualistic one.

Scholars such William R. Hertzog II have shown the extent to which wealth in the Roman Province of Palestine was always connected with economic exploitation. So, when Jesus challenges the ‘Rich Young Ruler’ to follow him, he says this in knowledge that the young man’s accumulation of wealth was not amassed in a neutral context. The reason why this encounter is so compact is because both the Rich Young Ruler and those first hearers knew the expectation of how he should behave.

The Three Cs (commerce, civilisation and Christianity) were the underlying rationale on which the British Empire was based. The Three Cs were coined by David Livingstone (a London Missionary Society ‘Old Boy’) in Oxford in 1857. The exporting of Christianity via the European missionary agencies in the eighteen and nineteenth centuries was largely undertaken under the aegis of empire and colonialism. Christian mission, therefore, has had a difficult relationship with non-White bodies or the ‘subaltern’ for centuries as they are the ‘other’ and have been exploited for economic gain. There was no ethic of equality between missionaries and the ‘natives’.

One can see that Jesus’ teachings around wealth and its relationship to discipleship and living the “Jesus way” has political and economic implications. Scholars such as Musa W. Dube, Catherine Keller, Michael Nausner and Mayra Rivera, have all shown the similarities between first-century Palestine, the slave epoch of the sixteenth to eighteenthcenturies, the eras of colonialism and our present globalized, postcolonial context. Each context is based upon imperialistic/colonial expansion, capital accumulation, forced labour and exploitation of the poor by the rich.

Pharaohs on Both Sides of the Blood-Red Waters is the title of a 2017 book by the famed anti-apartheid activist and scholar Allan Boesak, who reflects on the contemporary ‘Black Lives Matter Movement’ largely in the US and post-Apartheid South Africa. In this context he speaks of the corporate reality of ‘Cheap Grace’ as outlined by the famous German theologian Dietrich Bonhoeffer. The West has attempted transformation WITHOUT sacrifice or restorative justice. Bonhoeffer chided Western Christians for wanting to have discipleship without radical commitment to God’s word, and forgiveness and redemption without struggle and sacrifice. Boesak reminds us that there is no redemption without the cross. Reconciliation must cost us something!

Due to the influence of post-Reformation Evangelicalism, we have largely interpreted Jesus’ words in a purely individualistic way. Contemporary scholars have shown that in the Jewish tradition, issues of reconciliation, redemption and salvation have a corporate and a collective dimension to them as well as an individualistic one.

I believe that institutions like the Church of England can set a prophetic lead to other Christian institutions, and beyond it, to other civic bodies and indeed governments. ‘Cheap Grace’ NEVER leads to redemption and reconciliation. Without restorative justice there is no reconciliation, and the mission of Christ is diminished.

Article

Comment

Community

Education

25 January 2024

4 min read

There’s a blindingly obvious way to teach religious tolerance

George Pitcher disagrees with the media’s approval of a school ban on religious observance.

George Pitcher

George is a visiting fellow at the London School of Economics and an Anglican priest.

school pupils sit at desk, some with a hand raised.

Michaela School pupils in class.

The decision by “Britain’s strictest school”, the Michaela Community School in north-west London, to ban religious observance after a Muslim majority among the children started prayer rituals, which led to some bullying and violence (and indeed a lawsuit), has met with almost universal media approval across the political spectrum.

Nick Timothy, a columnist on the Daily Telegraph and a former spin-doctor for Theresa May as prime minister, predictably used it as a dread warning against an Islamic threat under the headline: “Multiculturism is becoming a Trojan horse for Islamist domination.”

In what some might term as the sensible middle-ground of the Sunday Times, Camilla Long weighed in with an attack on Muslim cultural observance and then posed the extraordinarily illiberal question: “Wouldn’t it be better if we banished faith in schools altogether?” On the left, Polly Toynbee in the Guardian agreed, concluding that it’s “time to abolish religious schools.”

This seems to be the kind of old-school management that said that if you can’t play together nicely, there will be no playtime for anyone.

There’s something cultic about the free school Michaela and its headteacher, Katharine Birbalsingh. The right-wing love it for its Gradgrind strict disciplines and consequently high academic results. The left are said to hate it for much the same reasons. And almost universally Ms Birbalsingh is treated as an educational demi-god.

Allow me to demur. The first thing I want to say is something I think is blindingly obvious: You don’t teach children religious tolerance by being religiously intolerant. I don’t usually like to have to coin a truism, but there we are.

The desire to ban is an unfortunate tendency in Birbalsingh. I understand why she might want to ban knives or drugs or porn in her school, as would all schools, but religious observance? This seems to be the kind of old-school management that said that if you can’t play together nicely, there will be no playtime for anyone.

Transposed into the religious context, that becomes: “If you can’t pray together nicely, there will be no prayers.” This grows into an extreme form of secularism, which pretends that there is no religion in the world, when we know that in fact it’s full of religious people. That doesn’t seem to be a good education for our young, if good education is meant to prepare them for the world, which I posit that it does.

I’m with our late Queen Elizabeth on this and, in particular, the profound generosity of her Christian faith.

The next thing I want to say is that it’s incumbent on a decent school to teach that the three Abramic faiths – in order of their emergence, Judaism, Christianity and Islam – are in their authentic forms religions of peace.

Anyone who claims that Islam’s holy book, the Koran, is intrinsically violent clearly hasn’t read the the Bible or the Torah. But, in all three instances, human violence and oppression are met with the redemption of an all-loving God.

It follows that the Michaela can and should ban bullying and intimidation, but not the authentic cultural practices of these religions. It might, naturally, simply be easier to ban the lot and be done with it, but nobody has said that running a school is meant to be easy.

In my own experience as a parish priest, visiting a Church of England primary school (the sort that Toynbee, as a good liberal, would ban) for assemblies, is that tolerance and diversity are best taught naturally by practice.

At prayer time, I was gently reminded by the headteacher that I shouldn’t invite the children to pray with words such as “hands together” as that’s not how all families pray (if they pray at all). Better to say: “Let’s get ready to pray, however we do that.” Tolerance in action.

Finally, off the back of talking about a Christian school in a nominally Christian state, I’d like to conclude with how a Christian school (clearly not Birbalsingh’s) should behave. Clearly, evangelising in a multicultural institution is inappropriate. What we should aspire to is pluralism.

I’m with our late Queen Elizabeth on this and, in particular, the profound generosity of her Christian faith. She delivered a speech at Lambeth Palace to mark her Diamond Jubilee in 2012. She started by saying: “The concept of our established Church is occasionally misunderstood and, I believe, commonly under-appreciated. Its role is not to defend Anglicanism to the exclusion of other religions. Instead, the Church has a duty to protect the free practice of all faiths in this country.”

She went on to say: “Gently and assuredly, the Church of England has created an environment for other faith communities and indeed people of no faith to live freely.” It seems to me that this should be an aspiration that is taught in our schools. Not just the Christian ones, but all of them.

It invites children of other faiths and of no faith to respond accordingly. It seems to be at the heart of an education that teaches how the world actually is, rather than how we fantasise it to be.

And it provides a considerably more valuable lesson for children than the instinct of Ms Birbalsingh and her media cheerleaders to ban things.