When creation and justice converge

In a world of climate catastrophe, what does the message of Easter have to offer? N.T. Wright contemplates the hope of a new heaven and a new earth.

N.T. Wright

N.T. Wright is one of the world's best-known theologians and currently a senior research fellow at Wycliffe Hall at the University of Oxford.

On a misty beach, people comb the tide line to remove rubbish.

A beach clean in progress.

Brian Yurasits on Unsplash.

What on earth might the Easter story have to say about our climate catastrophe? What does this ancient story mean to us today, who know that the universe is fourteen billion years old and that, according to the best predictions, one day entropy will have its way with our world, leading to the universe either cooling down as it expands or rushing back together as gravity reasserts itself: the big chill or the big crunch? And what more urgently, might it mean in a world where we have woken up not only to man-made climate change but also to frightening levels of toxic pollution, in our seas, in the atmosphere?

John’s gospel is one of the sources of that ancient story. And the way the author tells it, gives us an answer.

A new story reflects an old story

Like Shakespeare, John does nothing by accident. The way the author introduces the story of Easter reaches far beyond the central fact of Jesus rising again from the dead. John’s point is that with that extraordinary event a new creation is launched. And that means hope – not just for individual humans, but for all creation.

On the first day of the week, very early, while it was still dark. That’s how John begins the story. Twenty chapters earlier, at the start of his book, he deliberately echoed the start of the book of Genesis: ‘In the beginning was the Word’. He has told his story in a great sequence of seven ‘signs’, representing as it were the ‘week’ of creation itself. Now, with Jesus’ resurrection, a new week is beginning: the eighth day of creation, if you like.

It takes everyone by surprise. At the time, many Jewish people had longed and prayed for God’s new day to dawn, but nobody had imagined it would look like this – a young Jewish prophet announcing that it was time for God to become king at last, being brutally executed by the ruling authorities, and then rising again from the dead. The hope of ‘resurrection’, cherished by many Jews at the time, was the hope for all God’s people to be given new bodies to share in God’s new world, the world in which heaven and earth would at last become one. Nobody imagined that this might happen, in advance as it were, to one person ahead of time. But by the time John writes his gospel he has reflected long and hard on what it all means. When he says ‘On the first day of the week’ – which he repeats a little later, in case we missed it – he is pointing to the truth that Paul expressed when he wrote that ‘if anyone belongs to the Messiah, there is a new creation.’ With Jesus, and then with his followers, we see in microcosm that the new creation has been launched.

Back on earth

This truth, central to the early Christians, has long been obscured by the influx of Greek philosophy into Christian thinking. For Plato, and those Christians who looked to him to help explain their faith, the point of it all was not to renew the present creation but to leave it behind. They supposed, as many Christians do to this day, that the aim of the their faith was to go to ‘heaven’ after they died, where they would at last see God. But the central story of the Bible, stretching back into Israel’s scriptures but focused now on the story of Jesus, is that ‘heaven’ was supposed to come to earth. That, after all, is what Jesus himself taught his followers to pray. The point was not that we – or our ‘souls’ – would go and live with God. The point was that God would come and live with us. The ‘God’ in question is the creator God. His aim, emphasized repeatedly in the Bible, is to renew his good creation, flooding it with his presence ‘as the waters cover the sea’. That is the biblical hope, quite different from that of Plato and his followers.

St Paul insists, at the climax of his greatest letter, that this will happen through a powerful, convulsive, fresh action of God. All creation, he says, is groaning like a woman going into labour, awaiting the new world which is to be born. And he sees Jesus’ followers as themselves ‘groaning’ in their present suffering; a majority of Christians in Paul’s world, just like a significant number in our own day, were being persecuted for their faith, and Paul encourages them to see that suffering as part of the larger cosmic labour-pains. But then, he says, God’s own spirit is also groaning within us, so that the new world which is to be born will come by the same divine agency that raised Jesus from the dead. In fact, Paul’s claim could be summarized that way: God will do for the whole creation, at the last, what he did for Jesus at Easter. The message of the resurrection isn’t just about God rewarding Jesus for his own terrible suffering. Nor is it simply about there being hope beyond death for his followers. It is about new creation – a new world in which we are all invited to share, not just eventually but already in the present.

Looking at the evidence, at the present state of the world, it might indeed seem that the promise of new creation is just a fantasy. But the message of Jesus’ resurrection was never designed to fit into the expectations people already had. Everybody knew perfectly well that dead people don’t rise. The Jews believed that one day all God’s people would be raised because they believed in two things about God: first, that he had made creation and made it good; second, that he was committed to putting right everything that had gone wrong. Creation and justice converge at this point: resurrection and new creation.

But Jesus’ resurrection, bursting into the world unexpectedly, like an important guest arriving several hours early when the family is all still asleep, adds another dimension to this. In Jesus, God himself has come forward in time to meet his tired and groaning world halfway. When the early Christians tell the story, they indicate that this is above all else an act of love: of rescuing, re-creating love. And that love invites an answering love, which takes the form both of faith itself and of allegiance, personal commitment. It takes basically the same faith to believe that God will one day renew the whole creation, flooding it with his glorious presence, as it takes to believe that Jesus rose from the dead. And that faith is awakened, again and again, as people hear the news about Jesus and realise that it is a message of love, the love of the creator God for his wounded and weary world.

A community of care

With that faith, and that love, there comes as well a new vocation. If Jesus represents the long-term hope of God’s people arriving unexpectedly in advance, in the present time, then part of the point is to equip people who follow him with his own spirit so that they can be agents of new creation even in the present time. That means a vocation to be small working models of new creation: to engage in advance in the tasks of creation care and renewal, and to encourage those working to address the major challenges of global warming and pollution. We are meant to bring into the world such a measure of justice and beauty as we can, to model in communal and personal life what the creator God always intended and what will come to pass in the ultimate new creation. We are meant to be people of hope: not just people who are motivated by the personal hope of sharing God’s new world, but people through whom that hope comes true in the present time in a thousand living ways, all of them anticipations of, and hence signposts towards, that final new creation.

Article

Creed

Education

11 September 2025

5 min read

Our social problems need theology, here’s why

Taking the god’s-eye view develops critical skills

Henna Cundill

Henna is a researcher with the Centre for Autism and Theology at the University of Aberdeen.

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.

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