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
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.

Support Seen & Unseen

Since Spring 2023, our readers have enjoyed over 1,500 articles. All for free. 
This is made possible through the generosity of our amazing community of supporters.

If you enjoy Seen & Unseen, would you consider making a gift towards our work?
 
Do so by joining Behind The Seen. Alongside other benefits, you’ll receive an extra fortnightly email from me sharing my reading and reflections on the ideas that are shaping our times.

Graham Tomlin
Editor-in-Chief