Explainer
Creed
Virtues
6 min read

Justice: a premium virtue

In the third of his series on virtue, Andrew Davison weighs what justice says today, particularly on impartiality.

Andrew works at the intersection of theology, science and philosophy. He is Canon and Regius Professor of Divinity at Christ Church, Oxford.

A statue of Justice holds a sword aloft in one hand, and set of scales in the other.
The statue of Justice on London's Old Bailey court.
Sang Hyun Cho, CC BY-SA 4.0, via Wikimedia Commons.

Next after prudence comes justice. Our guide in this series on the virtues is Thomas Aquinas and, for him, virtue is about justice. Indeed, it is in justice (quoting Cicero) that

 ‘the lustre of virtue appears above all.’

Placing such a premium on justice might seem a little deflationary. Yes, we might think, by all means be just, but is that enough? Later in this series, we will see that Aquinas does, indeed, think that all human virtues – including justice – need to be set aflame with faith, hope, and love. But that doesn’t stop him from also thinking about the virtues from a human point of view, at least as a first pass. And within that frame – one in which he might also talk to a non-believer, for instance – he insists that to be virtuous is to be just. Indeed, we could make that comment even more deflationary, and say that the gold standard of justice is simply to be fair. Justice, again drawing on Cicero, is simply to give to each person what is due.

‘However true it might be that our communal life cannot attain its fullest realization through just exchange alone',

wrote the German writer Josef Pieper,

‘it is no less true that it is in the exemplary form of just this sort of justice that the irreducible core of social relations finds expression’.

We can wish for something that outstrips justice. Nonetheless, there is a steely realism in Thomas’s insistence that the foundation for virtue is acting justly, even simply being fair. Fortunate is the country at the moment where day-by-day newspaper coverage need not draw attention to people in positions of public trust failing to live even by that standard.

I once attended a lecture course as an visitor in Rome on ‘Justice and Allied Virtues in Thomas Aquinas’ that lasted for an entire semester, so there’s a lot that can be said on this front. I will limit myself to three angles: impartiality, dues, and the role of a useful minimum.

On impartiality

On the first, Aquinas offers an extended discussion of justice in terms of being no ‘respecter of persons’: which is to say, in terms of showing impartiality. His example strikes home for anyone, such as myself, who works in a university:

if you promote someone to a professorship on account of his having sufficient knowledge, you consider the due cause, not the person; but if, in conferring something on someone, you consider in him not the fact that what you give him is proportionate or due to him, but the fact that he is this particular person (e.g. Peter or Martin), then there is ‘respect of the person’, since you give him something not for some cause that renders him worthy of it, but simply because he is this person… for instance if a man promote someone… because he is rich or because he is a relative of his.

As I write this, the newspapers are full of a story about an ex-Prime Minister promoting someone to a position of public honour and trust in a torturous story that involves both wealth and a relative.

On dues

Justice is the lodestone of virtue, according to Aquinas. Above all things, ‘do justice’. Justice is not quite the foundation, however. Justice looks beyond itself to ‘right’, or ‘what is due’. Justice is secondary, because it recognises and responds to ‘right’ or ‘due’ (today, we might say to ‘rights’ or ‘dues’); it does not create them. Those comments would mean a great deal to a group of Spaniards in the sixteenth century, all followers of Aquinas, who rose above the rapacious expansion of the West, and fought for the rights of indigenous people. They left the foundations of international law as part of that  legacy. Among them were Bartolomé de las Casas (1484–1566) and Francisco de Vitoria (c. 1483–1546), both Dominican friars. They offer, to my mind, perhaps the most glorious moment in the whole history of the river of writing and thinking that has sprung from the life and works of Aquinas.

Opposing, at various time, pretty much the entire establishment of the Spanish Empire, they argued that the indigenous people of the ‘New World’ had inviolable rights, such that justice required Europeans to recognise their right to their lands, and to self-government. This rested on the idea that justice deals with what is due, or right. We do not make this up; we are confronted by it. It is attached to, it springs from, human nature simply as such. And, ultimately, it springs from the fact that to be faced by a human being is to be faced with a creature, which is to say, by the handiwork of God.

When he was still in his twenties, and earning his spurs as a teacher, Aquinas had tackled this subject: 

something is said to be just not only because it is willed by God, but because it is due to a certain created thing according to the order of creature to creature. For nothing can be due to anything except by reason of its own nature or condition. However, the cause of a thing’s nature and properties is the divine will; and therefore the whole order of justice can be traced back to the divine will as to its origin.

Justice is secondary to right, is responsive to right, and justice is the backstop of the virtues precisely for that reason. If it set its own terms, if it ruled its own roost, it might determine, for instance, that dispossession is just. Who would be to say otherwise? But justice does not set its own terms; it bows before what is right or due. That is why, in the estimation of those Spanish Thomists, it inclines its head in reverence before the dignity and rights of native South Americans, rather than to the Spanish Crown: or at least, it should.

The useful minimum

Approached another way, we might say that justice is a sort of minimum, but also that minima are important because they mark out the limits of human relationships. The twentieth century Dominican Herbert McCabe wrote compellingly about this. The Ten Commandments are all about justice, and while they don’t lay out the beating heart of a good and cohesive social life, they do mark its limits. McCabe (again following Aquinas) thought that the best emphasis in thinking about ethics ought to be on friendship, since that is characteristic of human life at its fullest. It’s clearly not enough, for friendship, simply not to steal, bear false witness, or commit adultery. Nonetheless, those precepts are of enduring worth, because we can be sure that to transgress those bounds is to bring friendship to an end. It’s because of that emphasis on friendship, and guarding against whatever endangers it, that ‘bearing false witness’ was such a major concern for Aquinas. In his long treatment of justice, the subject of theft or murder each receives only a single section. On the other hand, misrepresentation of others – sins of the tongue (and, today, of the keyboard) – receive four (on ‘reviling’, ‘backbiting’, ‘tale-bearing’, and ‘derision’). As the Book of Proverbs has it, which Aquinas quotes at this point, ‘A good name is to be chosen rather than great riches’. The weakness of so much writing on ethics in the past century has been a tendency to make it about difficult problems that are so rare that it’s usually other people who face them. The niggling, awkward glory of the virtue tradition is that it lands squarely in the middle of life, for instance in being just – simply fair – in what we next type on Twitter.

 

Article
Christmas culture
Creed
Education
3 min read

Shining bright: Religious Education can reflect the heart of Christmas

A new curriculum proposal offers hope for a subject long left in the shadows

Kathryn is the chief executive of Culham St Gabriel's, an education charity

A classroom display of Christmas baubles under a banner.
The Butterfly Teacher

The Christmas season will soon be upon us, and Christians around the world prepare to celebrate the birth of Jesus. The lives of those believers, and many of their neighbours, are filled with nativity plays, Christingle services, advent calendars and carol singing. The festival that celebrates Jesus, the baby who is born in a manger and welcomed by lowly shepherds, also heralds his later life. One in which he lifts the marginalised, brings divine justice and shines light into a dark, fragmented world.  

This shining vision of justice and light cannot be confined to nativity scenes or carol services. It shapes how Christians see the world, including education.  

In England, Religious Education (RE) is in urgent need of reform. The recent Curriculum and Assessment Review (CAR) recommendation that the subject goes into a new national curriculum through a staged process, offers a rare opportunity to restore RE to its rightful place for the benefit of every child. This will finally shine a light on this often-neglected subject. 

Where darkness falls 

Today, many pupils experience RE as fragmented, inconsistent, and undervalued. Some receive profound, in-depth teaching — getting more than a glimpse of the vision. Others receive none. Some encounter diverse religious and non-religious worldviews; others are taught narrow or outdated content. This disparity is not just an educational failure; it is a moral one. 

At Christmas, Christians remember that Jesus came not for the powerful, but for the poor, the outsider, and the forgotten. Following Him means ensuring that every child — regardless of background or postcode — has access to high quality RE that reflects the complexity and richness of religion and belief in our global world. 

Four dark shadows 

There are four key areas of inequity: 

  • Position: RE is often marginalised in schools as it is not in the national curriculum. 

  • Provision: time and resources vary dramatically. 

  • Standards: there is no consistent national benchmark. 

  • Content: pupils struggle to see themselves and others reflected in the curriculum. 

These issues disproportionately affect the most vulnerable - those in underfunded schools or transient communities. Christians are called to stand up for those who are overlooked. The Christmas story itself is a call to justice. Mary’s Song speaks of Jesus lifting the humble, whilst Zechariah’s prophecy highlights Jesus shining light on those in darkness and guiding people to a path of peace. Social justice is at the heart of the gospel message. 

Lighting a way forward 

The CAR recommendation that RE should be included in a new National Curriculum is a light amidst the darkness; it views the subject through a social justice lens. The proposed approach to establish consensus within the religious education community lights up a path for the subject going forward. Building on the National Content Standard for RE in England (2023) it offers a framework rooted in fairness, coherence, and depth. It would ensure: 

  • Parity of position: RE is valued alongside other subjects. 

  • Equity of provision: all pupils receive meaningful religious education 

  • Consistency of standards: expectations are clear and fair across all schools. 

  • Richness of content: pupils explore diverse, lived experiences of religious and non-religious worldviews. 

This is not just about curriculum design. It is about enabling young people: to become free thinking; to become critical participants of public discourse in unsettled times; to make academically informed, compassionate and respectful judgements about matters of religion and belief. It is about nurturing wisdom, encouraging young people to flourish, and bringing light to dark places. 

Shining in the darkness 

Christmas is a season of hope and light. It is also about challenge. It is a reminder that God intervenes to restore and renew, and Christians are called to do the same. The recent recommendation to government is, I believe, a once is a life-time opportunity for everyone to come together for the common good; to shape an RE curriculum for all where every child is seen, heard, and valued. 

As we sing of peace on earth and goodwill to all, let us work to ensure that our education system upholds justice and serves everyone, whether we are a Christian or not. This Christmas, may we commit ourselves to a vision of education that reflects the heart of God: one of equity, dignity, and love. Surely it is time for the RE light to shine in every classroom across our country. 

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