Article
Creed
Mental Health
5 min read

It’s OK to be angry about this, right?

Anger's real gift is the desire for action.

Anthony is a theology professor at Seminary of the Southwest in Austin, Texas.

In a darkened room, a man's angry face is lit as he rests on arms folded tightly around it.
Abhigyan on Unsplash.

When is anger appropriate? When we hear of hideous acts of war in civilian villages, shouldn't we be angry? When I read about a shell exploding in a Gaza hospital, I get angry. I do also when something unjust happens to me, or to someone close to me. Some moments seem to call for anger as the right, and perhaps righteous, response.  

But I often don't feel very "right" when I'm angry. In fact, I feel a bit out of control, like some other force or energy has taken over my body and my will. This is especially true when my anger leads me to say or do something that is hurtful to someone else.  

Is there such a thing as Christian anger? If so, what does it look like? How can anger be the sort of emotive response that deepens, rather than erodes, my connection to God, myself, and others?  

It is the act, and especially the amalgamation of acts into habits, that leads to virtue or to vice. 

Anger is a passion 

The ambiguity of anger stems from its grouping within what Thomas Aquinas, here as usual following Aristotle, calls "the passions." A passion is a creature's reaction to either the loss of something or to a gaining of something. We are passive, or receptive, to this giving or taking. Sickness is a loss of health; sorrow is a lack of happiness. When on the other hand a friend sees me sick or sad and brings me a bowl of soup, I am receptive not only of the soup but of a passion, or a feeling—a receiving rather than a losing in this case— of pleasure.  

The passions are morally neutral: we cannot really be praised or blamed for being sad or pleased any more than for being sick. They often do, though, lead to actions, and this is where virtue and vice come into play.  

Love, for instance, is a passion: it identifies a desire within me, received through contact with something or someone beyond me. The act that this gives birth to might be virtuous: kindness or affection toward that something or someone. In these cases, the passion becomes the catalyst to the greatest of the theological virtues, caritas, or charity, translating the Greek word "agape", used by St Paul. It may also, however, be vicious, as when my desire leads to me to attack someone whom I perceive to be standing in its way (think “crimes of passion” here).  It is the act, and especially the amalgamation of acts into habits, that leads to virtue or to vice.  

Anger originates in such a taking or giving. Something or someone is taken from us, and we get angry: something that I perceive—rightly or wrongly—as belonging to or with me. Or perhaps something inappropriate (which literally means "not my property") is given to me which is not mine to have: a false accusation, say, or a punch to the jaw.  

When anger leads me to hurt someone as a result of that loss or addition, I commit sin. But sometimes it also leads to virtue. How does this happen?  

But this next act, as any parent or teacher knows, is likely not to be the right one. That's because I will be tempted to simply to act, rather than to seek counsel to ensure that I act prudently. 

Prudence is the virtue anger needs 

The key to understanding how anger about such losses or gains could lead to a virtuous, or let's say a righteous act, is in another virtue - the one Thomas calls prudence. Prudence is the form wisdom takes on within human practices. Its goal is wise action shaped by the particular context in which it is needed. The prudent person knows how to calibrate the next thing she does so that it leads will to the specific end she is pursuing.  

This "know how" in turn comes through counsel. I know the next practical step not because I have memorized formulas in right action, but because I can learn from others, past or present, in ways that will instruct me in the art of finding the next right thing.  

Prudence is the key to understanding righteous anger because anger is supremely a passion that demands activity. Anger wants action, as the therapists teach us. It pumps blood through my body, it makes my muscles flex and my jaw clench, and so prepares me for some bold and likely aggressive act.  

But this next act, as any parent or teacher knows, is likely not to be the right one. That's because I will be tempted to simply act, rather than to seek counsel to ensure that I act prudently. Most likely I will act out of a desire for revenge: to cause equal or greater harm. What I need in that moment is the outside input that can help me shape my act in accordance with reason. This is how, Thomas says, the neutral passion becomes meritorious passion: anger becomes righteous.

Righteous anger has a gift to give 

Anger's desire for action is in the end its real gift. Notice how anger and sorrow are different sorts of passions. In sorrow, what is taken from me is joy. I long for the lost joy and am tempted to become even more passive. Depression takes me to the zenith of inactivity. Even getting out of bed or calling a friend feels like too much action.  

Anger though is all about action. Yes, to act too brashly, too quickly, to seek revenge on the one whom I perceive to have harmed me. Or even to harm the nearest one to me regardless of their involvement (the sin of kicking a dog or abusing a child). Still: anger calls me to act, and for all its risky unhinged-ness, this is potentially a good thing. 

Disordered, which is to say un-counseled by practical wisdom, anger can lead to harm. In these cases we make matters worse by calling our anger righteous: that self-justifying claim may in fact be blinding us to the real price of our next act.  

But well-ordered, anger can draw us into deeper community with God, ourselves, and others. First comes the passion itself: I am angry and primed for action. Then comes the seeking of counsel, so that my desire for action can shift from the immediate to the prudently discerned. Finally comes the act itself, which anger was calling for in the beginning, now tempered by practical counsel. In such moments I am enacting a right and righteous anger.  

And on those days when a loss or an unwanted gain is enough to make me wish to withdraw from the world of human activity, anger may be just the gift I need.  

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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