Article
Creed
Death & life
Weirdness
3 min read

Why we project ourselves on Lazarus

Lean into the weird around the ‘unreveal'd’.

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

A Vincen Van Gogh painting of Lazarus rising from his bed as his astonished sisters lean toward him.
The Raising of Lazarus (after Rembrandt).
Vincent van Gogh, CC BY 4.0, via Wikimedia Commons

Tennyson's poem In Memoriam contains a section about the man Jesus famously raised from the dead, Lazarus, and in it he writes: 

Behold a man raised up by Christ! 

The rest remaineth unreveal'd 

He told it not; or something seal'd 

The lips of that Evangelist 

That evangelist, St John, writes precious little about Lazarus himself. Lazarus is supposedly the main character in the story, but we see far more about his sisters Mary, and Martha, and most of all, Jesus himself. But because Lazarus is a largely anonymous figure, intriguing all sorts of people like Tennyson, we can project ourselves onto him. He emerges from the tomb with graveclothes, and it seems we don't fully see him, but we see ourselves on those graveclothes. His endless capacity to capture something of the human condition is evidenced by appearing in Moby Dick, Crime and Punishment, and Mark Twain writes about him, right through to Nick Cave and David Bowie, with a song written when he was terminally ill. 

It's definitely an account that falls into the 'weird' category. Not only does Jesus raise someone from the grave, but at first his response to Lazarus' grieving sisters seems inexplicable. Regardless, Lazarus is perhaps a good match for us because of our own fears of death. 

It's also why the words of comfort that Jesus offers Martha after Lazarus' death are used in Christian funerals. As a priest, as I process in with the coffin, I read: 

'I am the resurrection and the life. The one who believes in me will live, even though they die; and whoever lives by believing in me will never die.’ 

Just as these words were a great comfort to Martha, these words are a huge comfort to people as they come to the funerals of their loved ones. 

But just like Lazarus isn't actually the main character in this story, at someone's funeral, they are also not the main character in the story. They've died. Funerals aren't just for dead people. Funerals are for the people coming to the funeral. Because Jesus doesn't just say, 'whoever lives by believing in me will never die.' He doesn't just leave that there hanging in the air. He explicitly asks Martha the question: 'Do you believe this?' We are confronted with the same question, non-rhetorically. 

Jesus is asking us to believe something quite extraordinary about the nature of life that is worth considering in the assisted dying debate: that resurrection is not pie-in-the-sky, but a quality and quantity of spiritual life that can begin today, only interrupted by physical death and the bodily resurrection. As someone who lives with disability said to me recently about the debate on assisted dying, 'I'm interested in assisted living'. We could all do with a little assistance. 

Bizarrely, Jesus identifies himself as the resurrection and the life. And so even more intriguing than placing ourselves in the tomb of Lazarus, can be placing ourselves in the death and resurrection of Jesus. The anguish, desperation, exasperation of the sisters toward Jesus (helpful for us to recognise our own ability, and need, to grieve honestly) is met with not only grand declarations about Jesus' divinity, but demonstration of his humanity. Twice in this sequence we see Jesus deeply moved and troubled, most pithily and famously encapsulated in the shortest verse in the Bible: 'Jesus wept.'  

His emotion here, much more raw in the Greek, is appropriate not only to Lazarus' death, but also his own death that is about to come on the cross. Amidst the compassion that drives people to different conclusions in ethical debates, it is worth us considering an even deeper compassion that drove Jesus to raise Lazarus and to go to the cross. 

Although there is much in our lives and in faith which is mystery and 'unreveal'd' as Tennyson would say, our own inability to control our own lives and deaths is met by Jesus in all his humanity and divinity. 

All great artists lean into - rather than avoid - the weird. They also seek to honestly address the human condition in all its suffering, mortality and hope. No wonder so many over the centuries have projected themselves and their characters onto Lazarus as his grave clothes unravel. 

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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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