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 Some encounter diverse religious and non-religious worldviews; others are taught narrow or outdated content.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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Article
AI - Artificial Intelligence
Culture
Digital
Education
6 min read

Could thinking and feeling become futile pastimes in the future?

AI, and more, is eroding our agency, we need to act now

Jamie is Vicar of St Michael's Chester Square, London.

A seated teenager stretches back bored, a phone is on the table in front of them
Nick Jones/Midjourney.ai.

Jane Austen is an author universally acknowledged. So much so that she was acknowledged on the £10 note in 2017. The quote the note bore is not the immortal opening sentence from Pride & Prejudice, but something less obvious:  

'I declare after all there is no enjoyment like reading.' 

So concise, so inspiring. However, the quote belongs to her character Caroline Bingley. She isn't reading for pleasure, she's just trying to impress the dashing Mr Darcy. Jane Austen, well before 2017, has always been on the money. Her parable of disparity shows that despite the odds, Lizzie Bennett has agency as she comes face-to-face with Darcy to thrash out their differences. 

Such human agency is now being lost in many ways, as the art of empathy, reality itself, and even thinking are under attack. 

 Firstly, there's what Simon Burton-Jones startlingly outlined Seen & Unseen recently. Our empathy for our fellow creatures, which is taking a nosedive, has a direct correlation to our lack of seeing each other face-to-face.  

Secondly, he noted that reality, or reality as we've known it up until now, might only be really experienced by the wealthy. The fullness of life that is available to each of us is diluted and diminished because we don't suck the marrow out of life, we simply observe it from afar through digital lenses. 

The next, equally startling way agency is being lost is detailed in Mary Harrington's guest essay in the New York Times about how 'thinking is becoming a luxury good'. Only the Caroline Bingleys, and not the Bennetts of today would be reading and expanding their minds for pleasure: 

'In a culture saturated with more accessible and engrossing forms of entertainment, long-form literacy may soon become the domain of elite subcultures… as new generations reach adulthood having never lived in a world without smartphones, we can expect the culture to stratify ever more starkly.'

In other words, there's an ever-widening gap. As our digital and real worlds blend, we need to narrow the gap not just between women and men of different classes, but also where our agency truly resides: our appreciation for our own thinking and feeling. 

This is a tall order, given our devaluing of thinking. We shortcut our brains with AI and cut short the careers of those who've been taught to compute and analyse. The edifice on which many have constructed their careers is crumbling. So, there's the equal danger that thinking becomes both elitist and also perceived as futile. 

It might not be a silver bullet, but education can still lead the way. Parents can't delegate responsibility to schools and must surely be part of the solution. And neither is confining thinking and feeling to those who appreciate Shakespeare. As veteran educationalist Sir Ken Robinson noted, there is an inherent creativity, not necessarily academic, in children that is often flattened beyond all recognition by the education system itself. Any parent of small children will know, as I do, that there is an intriguing inquisitiveness and playfulness in our early years. As a father, I want that to come alive in my children. 

Education can close the gap between pleasure and thinking. The teachers I remember well took the kindling of dry subjects and ignited them. Philip Womack recently said, in The Spectator, that children's literature is increasingly becoming 'easily translated, and easily disseminated, but will it sing in a child's mind, or set it alight?'. 'With a massive decline in children reading for pleasure, this trend will become worse, as publishers attempt to lure children away from screens with increasingly desperate pandering.'  

So let's remove the competition: we must implement Jonathan Haidt's pleadings around banning smartphones for the young. They steal away resilience. 

The division between head and heart is the sort of false dichotomy that works well on an Instagram reel but fails to account that thinking and feeling are not in opposition.

But in a reactive world, what else can we adopt to ensure each child grows up with agency over their thoughts and feelings? Where might deeper resources come from that we can build upon? The Christian tradition offers us a solid foundation. This might not seem instinctive, as Christians can take a dualistic approach to thinking and feeling. I've often heard talk about 'head knowledge' and 'heart knowledge', among some of the Christians I hear. The former is dry and irrelevant at best, and something more sinister at worst. Blaise Pascal wouldn't have recognised this. Sadly, sometimes the more exuberant expressions of Christianity have championed anti-intellectualism. The division between head and heart is the sort of false dichotomy that works well on an Instagram reel but fails to account that thinking and feeling are not in opposition. Advertisers have long understood this.  

Looking back historically, there was an understanding that one's heart comprised both the emotions and thinking. Tennyson encouraged us to 'keep your head about you', and someone losing their temper might phrase it as 'I'm losing my mind.' If our heads are online, it's not just our heads that are on the line. 

Further back, St Paul writes about the Gentiles' 'futile' thinking. There's that F word again. He writes that: 

'They are darkened in their understanding and separated from the life of God because of the ignorance that is in them due to the hardening of their hearts. Having lost all sensitivity, they have given themselves over to sensuality so as to indulge in every kind of impurity, and they are full of greed.' 

To be desensitised to an incarnate life is to numb our thinking and feeling. And the numbing that Paul writes of here is to be separated from the life of God. Paul wants his fellow believers to have 'the eyes of their hearts' enlightened. And the enlightening here is the revelation of who God is. 

This was the gift of the printing press at the time of the Reformation - that power resides not in the pulpit, but in the people's hands. We are now at danger of delegating our thinking and feeling not to a priest but to AI. The Bible is not a straightforward life manual that will tell you which school to send your children to or which car to buy. You have to think deeply, to connect the dots of the grand narrative, to engage your head and your heart. This takes us not only deeper into ourselves, but out of ourselves to one another. Paul's letter to the Ephesians emphasised the closing of the gap between types of people made possible by the cross. For this same Bible warns against being too wise in our own eyes. Ultimately, God’s thoughts are higher than ours. In him we ultimately find the place to process and develop our thoughts and feelings. 

As we convulse through another great revolution, we need to take courage that we each have agency to feel and think, if only we give them enough airtime in our crammed headspace. It's enough to make us think. And to rethink. But we can fling open the gate to an enchanting and enriching hinterland we can never fully traverse. 

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