Article
Belief
Biology
Creed
5 min read

We’re gonna need a bigger ontology

Orca attacks prompt questions about being.
A boat holding a camera crew drifts next to a whale fin.
Filming Shetland's orcas.
BBC.

In May 2023, British sailor Iain Hamilton was aboard his yacht in the Strait of Gibraltar when it was set upon by a pod of five orcas who succeeded in biting off both rudders, leaving him with no means of steering his boat back to shore. These enormous killer whales could have destroyed the small boat in its entirety, rounding off their escapades by making a quick lunch of Hamilton and his crew. But instead, they seemed content to merely play with the small vessel, pushing it around “like a ragdoll” for a while, before swimming away to find their next meal elsewhere.  

How do we explain such behaviour? Environmentalists have been quick to suggest that the orcas are demonstrating their frustration with the human race – carrying out revenge attacks on those callous two-legged beings who overfish their waters and pollute their habitat. Other commentators propose a less anthropocentric view. One leading zoologist, Mark Cowardine, attributes the whales’ behaviour simply to play, “Boisterous play, yes, by animals weighing up to six tonnes, but nothing more sinister than that.”  

The phenomenon of whales attacking boats is not new. Herman Melville’s magnum opus Moby Dick (published in 1851) is a fictional tale of one such encounter, inspired in part by the real-life sinking of a ship, The Essex, during a whale attack in 1820. However, there appears to have been a surge in such incidents in European waters over the past few years – more than 500 orca attacks were recorded between 2020 and 2023 alone. It is thought to be largely the same pod of whales who are responsible, but scientist fear that other pods are beginning to learn the behaviour.  

This raises the question: at what point should humanity intervene to prevent the spread of knowledge? Theoretically, it would be possible, to isolate the ring leaders and remove them from whale ‘society’ (send them to ‘whale jail’ if you like). And, let’s be honest, in previous generations, trophy hunters would have blithely exterminated the troublesome pod without a second thought. But we live in more enlightened times, wherein we respect nature’s right to be protected from human interference.  

The whale world has its own language, with distinct dialects, and is even thought to have culture, including celebration of life events and rituals for grieving the death of a family member.

On the other side of the globe, this right has even been enshrined in law. Pacific Indigenous leaders from the Cook Islands, French Polynesia, New Zealand and Tonga have agreed a treaty that officially recognises whales and dolphins as having legal personhood. The Whanganui River in New Zealand is also recognised as a “legal person” – a move intended both to enact reparations for the damage done to the river by European settlers, and to protect it from any future harm by the human race.  

A being that is recognised as having legal personhood is one which has “rights and duties itself and which can enforce these rights against other legal persons.”   So far so good for a river, which is vulnerable, not sentient, and certainly needs protecting from our shocking ability to exploit and pollute the natural world. But what can we say about whales and dolphins? Unlike the river, they are sentient. The whale world has its own language, with distinct dialects, and is even thought to have culture, including celebration of life events and rituals for grieving the death of a family member. With such obvious evidence of moral intelligence, should we be considering the ‘duties’ inherent to a whale’s legal personhood, as well as the rights? 

The whales still seem to be communicating the same message: our ocean is vast, and we can make you humans feel your tininess in it. 

In parts of the Hebrew Bible, animals are already described as having personhood. In the creation story both humans and animals are described as having nephesh – a Hebrew word that is sometimes translated as ‘soul’, and which indicates certain aspects of what it means to be sentient and have a moral conscience. Intriguingly, God seems to employ this sentience – at times employing animals to communicate with humans.  

One famous example even includes a whale. When the runaway prophet Jonah was thrown from a ship into the ocean, we are told that God directed a large fish to swallow him up, and after three days return Jonah to dry land to continue the work to which God has asked him to do. In another example, when the donkey of the prophet Balaam was being unfairly beaten, the Bible records that the donkey turned and said to his master, “What have I done to you, that you have struck me?”  

It is clear that some of the biblical writers believed that God could and would use animals to communicate with the human race, either through their behaviour or even through direct speech. Therefore, these orca “attacks” make me wonder if God may still be doing so today. Whilst both humans and animals are described as having nephesh in the creation story, the story does then go on to distinguish humans as having ‘dominion’ over the created order. The idea of what it means to have ‘dominion’ has been interpreted differently through the centuries of Christian thought. In the time of Moby Dick, when the fashion for trophy hunting and taxidermy was at its height in the western world, dominion had a feel of superiority and dominance to it. These days, it is more common to hear ‘dominion over creation’ described in terms of responsible stewardship and care.  

But whilst human culture has changed (arguably for the better) it is noticeable that between Moby Dick’s time and now, the whales still seem to be communicating the same message: our ocean is vast, and we can make you humans feel your tininess in it. The temptation is there for us to intervene, to prevent these boisterous orcas from perpetuating their violent behaviour. This would serve to silence the voice that reminds us, uncomfortably, of our fundamental human vulnerability on the ocean. But perhaps we should not be too hasty. We cannot know if, inherent to the personhood of whales, they have a ‘duty’ to keep us in our place. Perhaps it is even their God-given call to behave in a way that reminds us that creation is ultimately, untameably, wild. Listening carefully, we might yet discover that God is speaking to us in whale song.  

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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Graham Tomlin