Essay
Comment
Morality
5 min read

Oppenheimer, my father, and the bomb

One week after its release, Christopher Nolan's latest blockbuster has left Luke Bretherton pondering an un-resolved disagreement with his late father and the theology of Oppenheimer's creation.

Luke Bretherton is a Professor of Moral and Political Theology and senior fellow of the Kenan Institute for Ethics at Duke University in Durham, North Carolina.

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I went to see the film Oppenheimer on its opening night at my local, community run cinema in Acton in west London. It was packed. The event felt more like going to church than to the movies. The film itself is a biopic of scientist Robert J. Oppenheimer who was a pivotal figure in leading the development of nuclear weapons during World War II.

Reflecting on the film afterwards it brought to mind a difficult and never resolved argument with my late father. In the aftermath of watching the film, I realised I was still haunted by our dispute.

Our argument centred not on whether it was right to drop the bomb. Our argument was about whether it was Christian.

My father was 18 in 1945 when atomic bombs were detonated over the Japanese cities of Hiroshima and Nagasaki, killing over 200,000 souls. He was conscripted into the British Army that year and stationed in India. If the war had not ended, he would have been among those deployed to invade Japan.

Our argument was not just about whether it was right to drop the bomb. It was also about whether it was Christian. My father was an ardent believer who converted to Christianity in the 1950s. His Christian commitments deeply shaped every aspect of his life and work. I followed in his footsteps, and at the time of our argument I was doing a PhD in moral philosophy and theology. In part I was trying to make sense of what it meant to be a Christian in the aftermath of events like the Holocaust and the dropping of nuclear weapons over Hiroshima and Nagasaki, events in which it seemed Christian beliefs and practices played a key part. In the film, this is marked by the stark symbolism of Oppenheimer naming the first test of the prototype nuclear weapon “Trinity” – an often used and key way in which Christian name God.

I had been learning about just war theory when the argument with my father erupted. I was having dinner with my mum and dad at their house. To give a bit of context, my father and I had a long history of sometimes bitter arguments over political matters. These began in the 1980s when I was a teenager. He thought Mrs Thatcher a hero. I did not.

I was telling them about just war theory and its history in Christian thought and practice. As with most of our arguments, we stumbled into it. I made a throwaway remark about how, in the light of just war theory, nuclear weapons were immoral and that their use in 1945 was wrong. And yes, I was probably being pompous and annoying like all those possessed of a little new knowledge and a lot of self-righteous certitude and fervour.

My dad replied with anger that I did not know what I was talking about. Didn’t I realize that if the bombs hadn’t been dropped many more would have died, including him, which meant I would not exist. Something like this argument was used in the film and was often used by Oppenheimer to justify his own involvement in developing atomic weapons.

At the time, I replied with a procedural point that nuclear weapons do not distinguish between combatants and non-combatants, a key distinction in determining the morality or otherwise of targets in war. To use nuclear weapons is to deliberately intend the indiscriminate killing of the innocent. This constitutes murder and not, as the euphemism has it, unintended collateral damage. I added insult to injury by declaring that my dad’s argument was also deeply unchristian as it was a version of the ends justify the means. Was it ever right to do evil even if good might be the result? This upset my father still further. For him it was personal. It was existential. The bombs saved his life. The bombs made our life possible.

The meal, like the argument, did not end well. We had both upset my mother. She banned us from ever talking politics at the family dinner table again. It was a lifetime ban.

What dawned on me was that the question of whether it was moral to possess, let alone use, nuclear weapons was also an existential question for me. 

Afterwards I thought more about our row. I replayed the script in my head, trying to think of what I should have said. In my immaturity, I never thought to consider how I should have said it.

What dawned on me was that the question of whether it was moral to possess, let alone use nuclear weapons was also an existential question for me. It was a question of what kind of existence warranted anyone possessing nuclear weapons. To use the language of the Cold War of which I was a child: was it better to be red than dead? Was it better to be invaded and taken over by Communists and see capitalism abolished and the British nation subordinated to a foreign power or to deter this possibility by possessing nuclear weapons, weapons that threatened to destroy all life on this planet? In other words, was my way of life really worth the threat of nuclear annihilation. Was any way of life or ideology or commitment or abstract principle worth that? I concluded that it was not and promptly joined the Campaign for Nuclear Disarmament (CND).

I have not attended a CND rally for many years. And what happened in 1945 is more complicated than I used to think. But I still disagree with my dad and think Oppenheimer was deeply misguided. And what happened after 1945 with the advent of the nuclear arms race is not complicated. The film portrays Oppenheimer as anticipating and trying to forestall the process of one-upmanship that developing the A-bomb and then the H-bomb set in motion. He was right to do what he could to stop the arms race, even though, as the film portrays, the authorities tried to silence and marginalize him for his efforts.

Today, if my father and I were able to have the argument again, I would approach it very differently. I hope I would be less pompous, annoying, and self-righteous. But mostly, I would be more theological. I would ask him whether he thought Jesus would drop a nuclear bomb to save a life, or whether Jesus’s own life, death, and resurrection pointed in a different direction. And then see where that conversation took us.

Article
Comment
Education
6 min read

Shouldn’t you be in school?

Beyond headlines about school refusers and ghost children, lies a challenge to adult notions of schooling. Henna Cundill unpacks the issue, inspired, in part, by fish.
A school of tropical fish swims to the right, while one swims to the left.
A school of tropical fish off the Maldives.

The squeaky black shoes are back in the hall, and by now all the white polo-shirts in the land (except aged 4-5, slim-fit) have been snaffled by harassed mums and dads. Yes, it is that time of year again – the time for newspaper editors to dredge up some statistics about the rising number of “school refusers” – anxious young people whose squeaky shoes and white polo shirts are looking set to never leave the house.  

The numbers are “spiralling” frets the Guardian, and the Daily Mail asks “Are you raising a ‘ghost child’?” Forth come the stock images of a sulky teenage girl pulling the duvet over her face, or a young boy with an oversized backpack and hands clamped firmly over his ears. A parent, frowning, is quoted as saying that the school isn’t doing enough. A headteacher, eyebrows knitted, says how difficult it is without the support and cooperation of the parents. Then everybody shakes their heads and blames the pandemic. 

In my time as a School Chaplain, before the pandemic, I saw how truly awful school refusal is – for everyone involved. Beneath the covers, underneath the backpack, there is actually no “refusal” of anything – in fact, there is a campaign to get rid of this term, which I heartily support. Refusal implies there is a choice, but when a young person feels so overwhelmingly anxious and afraid, there is no choice for them, other than fight, flight, or freeze. Parents and caregivers feel judged, teachers are largely helpless. Social workers, when they get involved, quickly feel like they are the enemy of absolutely everyone involved. Surrounding any long-term school refuser there is often a hot mess of frustrated adults, and underneath the frustration, sadness.  

No Scouts, no community choir, not even traipsing down to the park to hang out informally with their peers. Instead, anxiety traps them into the perceived safety of home. 

Why sadness? Because we know that, regardless of our views on the importance of cookie-cutter educational attainments, no young person should be isolated. Even families who are committed and evangelistic about home-schooling will also schedule social activities for their children, be it membership of various clubs and organisations or group sessions of learning with other home-schooled kids. But the school refusers I have known have typically also refused anything like that. No Scouts, no community choir, not even traipsing down to the park to hang out informally with their peers. Instead, anxiety traps them into the perceived safety of home, that one tiny corner of the world where they have a sure sense of belonging and some modicum of control.  

With the idea of “belonging” in mind, perhaps it is helpful to think about what a school actually is. The word school is multi-faceted in meaning. In nature, it denotes a group of fish, all swimming together. Such behaviour would seem counter-intuitive, since it means that all the fish are then competing for the same food or other resources. But ask any fish and it will tell you that being part of the group is itself a resource, enhancing their ability to find food and to protect themselves from predators. We could put this a more familiar way: a school is where the whole is greater than the sum of its parts.  

There’s also another meaning to the word school – groups of creatives or philosophical thinkers whose styles and methods influence and complement each other, e.g., “His paintings are those of the Impressionist school.” We can see how, in these schools, people spark off one another, constantly developing and refining their own work in response to the work of others. Those with greater skill and experience mentor those who are just beginning. In this respect, we could say that a school is where people can push the boundaries of human creativity and knowledge.   

Since the ancient days, when learners gathered around the Greek philosophers, first to listen, then to discuss, and then to refine ideas, we have gathered our young people into schools for the purpose of educating them. We have long acknowledged that the best learning is a group activity which takes place over time. This is why home schoolers also schedule the clubs and activities – not just because children need friends (although that is important) but because there is a particular “other” kind of human progress that happens when we have to rub along with other people. When learners are placed in groups, ideas can be tested, boundaries can be overcome, creativity meets with critique - the whole quickly becomes greater than the sum of its parts.  

You may notice that many schools promote themselves as being a “learning community” or a “family.” It’s not just about being twee – research shows that promoting a sense of belonging reduces the amount of school refusal and non-attendance. We know that belonging matters, as Belle Tindall has recently discussed, and that a sense of belonging can impact our health and even our mortality. (“Well, I told you so!” says the fish.)  

This was something the early Christians knew too. In the first few decades after Jesus’s life and ministry they gathered in groups to pray and to discuss, just like those earlier followers of Plato and Aristotle had done. There was an eagerness to learn from those who had heard Jesus’ teaching first hand, and to develop and refine their understanding of what that teaching could mean in practice. It was a school, although they called it a church – or strictly speaking an ecclesia in the Greek, which just means a gathering of people.  

In the ecclesia there was good natured debate, but also some spicy disputes and arguments, along with a lot of discussion about who was “in” and who was “out” - something which is also a hot topic in the school playgrounds of today. Into that context, Paul (one of the first leaders of the ecclesia) wrote that the church was a bit like a human body, in which:  

The eye cannot say to the hand, “I don’t need you!” And the head cannot say to the feet, “I don’t need you!” 

His point was that belonging is about knowing not just that you belong but that you are needed. In a human body, different parts have different roles, and Paul also asks his readers to consider this point:  

“If the whole body were an eye, where would the sense of hearing be? If the whole body were an ear, where would the sense of smell be?”  

I have seen that schools do often try very, very hard to communicate to young people that they belong. But, shackled to the syllabi and never more than a few short months away from the next round of exams or individualised assessments, it’s much harder for schools to show young people that they are needed. With our present system, how can we show young people that, even if they are not predicted to be the student in the class who gets straight A’s, their presence there in the group and their role in the learning process is vital, and contributes to the learning of others? 

When it comes to the presence of absence among our young people, schools have often gone as far as they can practicably go, as have parents, as have social workers. And the young people themselves? Well, they are stuck – biologically their only options are fight, flight, or freeze.  

So that leaves us, the society that over-emphasises individualised achievement, that glorifies celebrity and individual success. In adulthood we so quickly forget how to “do” school, how to model it to our young people, swimming all together in a way designed to promote human knowledge, protect each other from danger or even just to ensure that everyone gets fed. No wonder our young people absorb a sense that their presence isn’t needed, when in so many areas of life it’s every fish for themselves. 

As adults, perhaps we should be asking ourselves the question: why aren’t we in school?