Explainer
Creed
Freedom of Belief
4 min read

Why should society care about the persecution of Christians?

Believers revere martyrs, but others are also inspired by sacrifice.

Ryan Gilfeather explores social issues through the lens of philosophy, theology, and history. He is a Research Associate at the Joseph Centre for Dignified Work.

A stone monument within which set, in the shape of a cross are statues of numerous standing praying figures.
Martyrs monument, Nagasaki, Japan.

The story of Christian martyrdom began with the death of St Stephen. On the 26th December 36 AD, Stephen the Deacon proclaimed the Christian faith before the rabbinic court in Jerusalem. His apology enraged the crowd before him. They dragged him outside of the city gates and stoned him until he perished. Looked at from one angle, all we see is chaos, fear and violence. Viewed from another perspective, however, we see remarkable courage and love for God. Stephen’s love for God so consumed his heart and mind, that he preferred to die violently than turn against Him. He became the first Christian martyr, a term which means ‘witness’ in the original Greek, because he would rather testify to his belief in Christ than live. We also use this term because his death says something about the character of God. Those who follow Christ take on his virtues. Stephen’s death showed how he possessed God’s virtues of courage and love more than the average believer.  

More stories of martyrdom emerged from the first three centuries after the death of Christ. A number of sources have told of the harrowing death of the Forty Martyrs of Sebaste. Each presented it differently. Basil of Caesarea recounted how the Roman emperor enacted a law, making it illegal to confess faith in Christ. As an imperial official was posting up the law in a public place and demanding obedience, forty soldiers stood up and declared, ‘I am a Christian.’ The official promised them riches and high office to deny their belief in Christ. But they did not relent. He threatened violence and they remained steadfast. They said that because of their love for God they would readily accept torture on the wheel, by screws, and being burned alive. In response the official exposed them to the cold, where they stood until they froze to death. In this story, these same two perspectives emerge. One reveals violent death at the hands of a state scared of the consequences of people refusing to sacrifice to the pagan gods. The other speaks of people full of love for God, and the courage and integrity to refuse to turn their backs on Him.  

The martyrs show us that the virtues we need so often grow out of suffering and struggle.

Stories about martyrdom punctuated the worshipping life of the Early Church. Each year as the anniversary of a martyr’s death rolled around, crowds would gather at their tombs. Singing hymns, they held a candlelit vigil all night. In the morning the crowds processed into the tomb, where the bishop celebrated the eucharist and gave a speech commemorating their violent deaths. By the fourth century, each region celebrated dozens of different martyr festivals. These were joyful and ecstatic occasions. Early Christians treasured the opportunity to honour the martyr’s memory through commemoration. 

They also invested these stories with great spiritual potential. The martyrs were seen to be guides in the path of holiness. The deaths of St Stephen and the Forty Matyrs of Sebaste revealed how to express one’s love for God: to treasure Him so much in one’s heart, that nothing is worth denying one’s belief and trust in Him. Additionally, early Christian writers began to articulate that these stories also inspire and embolden their audiences to imitate the martyrs. Until the early fourth century, when Christianity became legally tolerated, some Christians faced the choice of denying Christ or death. For these Christians, the stories of the martyrs showed them that the Christian life involved proclaiming their faith and facing death, and crucially it gave them the inner strength to follow it through. After Christianity was made legal, Christians still saw the martyrs as spiritual guides. They revealed how to express courage and love for God in the face of hardship. These stories ignited a fire of zeal to imitate the martyrs in some way.   

They are, I propose, also of great inspiration to those who do not think of themselves as Christians.  The martyrs reveal to us how a love for God generates virtues we prize so greatly in society, namely courage, integrity, and faithfulness. If it were not for love for God, Stephen and the other martyrs would not have chosen to suffer, and they wouldn’t have expressed these precious qualities. In short, they give insight into how Christians understand love for God to be the wellspring for those precious virtues. The martyrs show us that the virtues we need so often grow out of suffering and struggle. In a sense, they reveal the value of suffering for virtue. However, they do not encourage us to suffer for its own sake. Rather, they reveal that the full expression of love for God can so often involve suffering and struggle. When Christians faithfully say yes to this hardship out of love for God, it transforms them into the embodiments of these precious virtues, which perhaps we need more than ever today, in an age where comfort and ease seems the goal of life.

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.

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