A Review of Social Justice in the Stories of Jesus

I am happy to share that the first review of my book, Social Justice in the Stories of Jesus: The Ethical Challenge of the Parables, has just been published in the journal Studies in Christian Ethics. Professor Edwina Pio concludes, “the book is a fabulous and crucial work of how the parables of Jesus are relevant at the micro (individual), meso (organisational/community), and macro (country/world) levels in our explosive, generous, wonderful world.” 

I am grateful for her careful reading and to see that the key themes of the parables come through to reviewers. According to Pio, the book “shows us how one can be contemplative and pragmatic on issues of social justice”—picking up on the focus of contemplation and action that marks the spirit of the Sisters of Mercy. In my view, one of the most exciting features of the book is the way it highlights the voices and perspectives of the Sisters of Mercy, with Sisters contributing a reflection on each parable that I explore. 

Pio also notes, “The parables are a call of sacredness, often a tiny speck of hope and light in our volatile, frequently dark world.” 

For those of us looking for light and hope today, the invitation of the parables to see our fellow humans in new ways and to engage the world through an ethic of love, mercy, and justice remains as timely as ever.

You can see the complete review here.

Celebrating Black History and Learning from Martin Luther King, Jr.'s Mentor

In honor of Black History Month here is a reflection that I read at a university leadership meeting on MLK day a few years ago. In it I draw attention to a figure you may not be familiar with. You may know something of Howard Thurman, but I knew very little until doing research for my book on the parables and social justice. Thurman was an author, preacher, philosopher, theologian, and civil rights leader. He held academic posts as dean of the chapel at Howard University and Boston University, and also founded an interdenominational church in San Francisco. He has been called “a spiritual genius who transformed persons who transformed history” (Smith, xi). His particular relevance today is that he was a mentor of Dr. Martin Luther King, Jr. It was reported that Dr. King always carried a copy of Thurman’s book, Jesus and the Disinherited, whenever he traveled. John Lewis and the freedom riders also circulated Thurman’s writings to encourage one another. In reading Thurman, it is really interesting to see the insights behind some of Dr. King’s powerful statements. As a leader at a Sisters of Mercy university, it is interesting too to see links with the teachings of the Sisters of Mercy.

Here I share five insights from Thurman and make some linkages to Dr. King, and to our work today at a Catholic, Mercy university.

Source: Howard Thurman: The Overlooked Civil Rights Hero

First, Thurman’s approach to social justice starts from the place of the value of each person. Each person has inherent worth as a child of God. Furthermore, this value is independent of social location, economic status, race or any other markers. For Thurman, this is the sense of identity as a child of God. At my university we speak of the value of the Sacredness of Creation which recognizes that we each hold this inherent value as children of God.

Second, for Thurman, this leads to a goal in human life of freedom to self actualize. To grow, to live, to live fully out of the center of who one is. A quote of Thurman’s you may have heard is this one: “Don’t ask what the world needs. Ask what makes you come alive, and go do it. Because what the world needs is people who have come alive.” 

Third, recognizing this inherent value for oneself, one must also recognize this reality for others. And with this recognition comes a twofold threefold obligation: to work toward community (love); to support the freedom to live and grow for others (mercy); and to work against forces of oppression and dehumanization (justice). Ultimately, this amounts to working toward a community in which all may thrive; what Martin Luther King, Jr., called the “beloved community.”

Fourth, this activity is supported by the recognition of the inter-connectedness of all of life—humans and creation, because all of it is God’s creation, created out of love. So genuine religion, and in particular genuine Christian faith, aligns with love and fosters a sense of obligation for the well-being of all in the present world, regardless of its apparent brokenness.

Fifth, for Thurman, Jesus was the ultimate example of this, as well as the ultimate teacher. Coming into the world and living, teaching, and dying with the Jewish people under the domination of the Roman Empire, among the oppressed, his was a message for the disinherited. That they could live effectively in that chaos with the recognition that they were children of God. The kingdom of God that Jesus proclaimed could be defined broadly as the conceptual space in this world where God’s highest values are enacted in human lives. Put more simply, the kingdom of God is the enactment of and participation in loving community. 

With those five points as background, I would like to return to one of Dr. Martin Luther King, Jr.’s, quotes that has resonated with me in recent years. The quote is from his Letter from a Birmingham Jail, April 16, 1963. “Injustice anywhere is a threat to justice everywhere. We are caught in an inescapable network of mutuality, tied in a single garment of destiny. Whatever affects one directly, affects all indirectly.” There is a lot of Howard Thurman behind this. In addition, King’s concept of the beloved community is one that is undergirded by Thurman’s insights on the value of all people, and the critical importance of working toward a community which supports all its members, and in which each person is free to thrive.

Having worked at a Sisters of Mercy university for ten years, it is so interesting to see that these statements connect at a deep level with the Sisters of Mercy concept of a more just and merciful world. They also resonate with Catholic Social Teaching and in particular the theological virtue of solidarity—a virtue which is much needed in our present, fractured world.

Bryan Massingale is a contemporary scholar who writes on racial justice and the Catholic Church and also points to the importance of solidarity. He cites Pope John Paul II who defined solidarity as a “firm and persevering determination to commit oneself to the common good; that is to say to the good of all and of each individual, because we are all really responsible for all” (116). Massingale also used King’s words to explain that “solidarity is based on the deep-seated conviction that the concerns of the despised other are intimately bound up with our own, that we are, in the words of Martin Luther King Jr., ‘bound together in a garment of mutual destiny’” (116). Massingale also notes, “Solidarity entails a constant effort to build a human community where every social group participates equitably in social life and contributes its genius for the good of all” (117). These words inspire a powerful vision for the kind of world we all would like to live in.

As we wrap up our celebration of Black History Month may we all remember the legacy of leaders who have come before us, may we acknowledge the work still to be done in the struggle against the evil of racism, and may we make every effort to live into the best aspects of the rich heritage which we have each been given as we face the challenges of this moment.

The Parables of Jesus: An Invitation to Reflect on Our World in 2025

I recently had the opportunity to read a brief selection from my book, Social Justice in the Stories of Jesus: The Ethical Challenge of the Parables, at a dinner. I chose to read from the concluding chapter where I drew out the shared themes of the parables, those ideas that are touched on in different ways in different parables, but seem to be reflected in the parables as a whole. With that reading in mind, I am reflecting on the impact of some of the recent executive orders that many (including me) are experiencing as disruptive, disturbing, and cruel, and some of which the courts have paused due to their being illegal or unconstitutional. I am trying to discern my own response, particularly as it is informed by my work at a Catholic university, my scholarship as a theologian, and my values as a Christian. As part of that, I thought I would revisit the themes of the parables as I explored them in my book and see what insights that exercise might offer.

Here are eight themes of the parables as I discern them:

1. The parables of Jesus assert the dignity, value, and worth of every person.
2. The parables are infused with the theme of concern and responsibility for the needs of those whose dignity is compromised or overlooked.
3. The parables show us that compassion is not merely an obligation but rather a visceral, human response to the suffering of others that motivates action to relieve that suffering.
4. Parables remind us of the reality of the interconnectedness of all persons, whether it is recognized or not. Pope Francis put it concisely this way: “We are all really responsible for all.” Theologians connect this theme with the ancient concept of the Common Good—a state of being where everyone has what they need in order to thrive.
5. Just as they promote compassion, the parables draw explicit attention to matters of justice. True mercy attends to matters of justice and injustice and seeks to remedy injustice out of concern for those who suffer as a result.
6. In many parables Jesus gives attention to the beauty and intricacy of the created world, inviting readers to see themselves as part of this larger community of life. As an expansion of the notion of the interconnectedness of all persons we encounter in the parables the interconnectedness of humans with all of the natural world. Humans, while unique, are not separate from the natural world, but actually quite literally part of it.
7. The parables highlight that the small moments, actions, and choices of daily life are, in the divine economy, the big moments. Ordinary daily life encounters and decisions may seem insignificant but they are actually where God’s kingdom is enacted or contradicted.
8. Parables do not give simple instructions to do this or that but rather invite readers to open their eyes and imagine their world differently in light of values of love, mercy, and justice, and then to live accordingly. What that looks like will be different in each new and unimagined circumstance we find ourselves in.

Ultimately the parables offer an imaginative vision of a just and merciful world in which readers are invited to contribute to human flourishing. It is a world where all creatures are reverenced and respected as a part of all that exists. It is also a world in which pain, suffering, and injustice exist and must be faced. In such a world of chaos and struggle, compassion for others and a concern for the well-being of others motivates a response of love and concern for all such suffering. In addition, the response of love is one that faces reality head on, while recognizing the limited scope of our individual grasp of it. In such a way, the person who lives in mercy recognizes their need of others, and even the need of the oppressor to receive and experience mercy, so that the community can be restored and achieve its highest potential. The parables do not seem to assume that all will embrace this mercy and live into it; but they present the listener with the reality that the time to choose it is the present moment, and the place to experience it is wherever one is at the moment.

With these thoughts in mind, my hope is that we all may find in this moment of challenge an invitation to revisit our own values, consider the forces which shape our beliefs, and discern what love, mercy, and justice might look like in 2025.

 

Social Justice in the Stories of Jesus

I'm excited to announce that my new book, Social Justice in the Stories of Jesus: The Ethical Challenge of the Parables, is now available. I wrote this book for all who have an interest in what Jesus taught and how he taught it, but who also may be interested to consider how aspects of his message have been eclipsed over the centuries through modes of interpretation that either miss the point or, worse, fit the teaching of Jesus into a box in which it really can't be contained. With an eye toward first-century culture and the role of stories in antiquity, this book examines how the teaching of Jesus has something to say to all of us today as we wrestle with some very complex and daunting societal and human rights issues.

The idea for this book started early in my time at Carlow University when I began teaching a new kind of course that is unique to Carlow: a Contemplation and Action course. These courses invite first-year students to explore a particular topic in the liberal arts as they learn about the heritage and values of the Sisters of Mercy. At the same time, they engage in a small act of mercy each day throughout the course, and reflect on that activity in conjunction with the readings about the Sisters of Mercy and the subject matter of the course. As a biblical scholar, it seemed obvious to me that the parables--short stories told by Jesus to challenge, provoke, and engage his listeners in reflection on their own values and actions--would be a great area of exploration for this course. And I was right! But the challenge for me was to find a textbook that both provided an accessible introduction to understanding parables in their original context (many students [and adults for that matter] do not even know what a parable is) as well as linkages to the possible implications of those parables in our world today. In the end, I chose Amy-Jill Levine's excellent book, Short Stories by Jesus: The Enigmatic Parables of a Controversial Rabbi, which provides a great entry point, but is a little advanced in some regards for first-year students with no background in the academic study of religion. As I taught the course over several years and connected the parables with the concept of mercy as lived out by the Sisters of Mercy, I began to see that there was a need for a book that could explicitly make those connections and also share them with others at an accessible level. 

And so I began working on this book in 2018. Since that time, it feels like the world has changed dramatically in some unpredictable and scary ways. Not only the world but it seems that segments of north American Christianity have been changing as well, to the point where messages of exclusion, hatred, and intolerance--things that one would think were incompatible with the love of Jesus for people in need--are praised as virtues. Writing and teaching on the parables in the context of our increasingly fragmented religious, political, and social worlds made it clear to me that this book was more needed than I originally even considered. My hope is that this book will be an encouragement to people of goodwill to engage in the kinds of contemplation and action that are needed in our world today in the face of injustice and inhumanity. 

Social Justice in the Stories of Jesus: The Ethical Challenge of the Parables is published by Wiley-Blackwell and will be in print January 9, 2024.

Connecting the Sacredness of Creation with Liberal Arts and Social Justice

Carlow University where I teach identifies five cores values that underlie all that we do: mercy, service, hospitality, discovery, and sacredness of creation. This academic year the value of sacredness of creation is being called out for special attention. Since I’ve been thinking about this value and its implications for what we do in the College of Learning and Innovation, I wanted to capture some of these ideas in a short post.

In Carlow’s values statement the value of sacredness of creation is described in this way:

This value leads us to a respect for each person and for all of creation. In gratitude for the beauty and variety of our world and its inhabitants, we commit to a culture of sustainability and to the preservation of a world where all are reverenced and all may thrive.

Since Carlow is a Catholic, Mercy institution, this value can be seen as a clear theme drawn from the Catholic Intellectual Tradition and underlying Catholic Social Teaching. As such, it is really an outgrowth of the biblical understanding that this world is God’s world. Psalm 24 begins with this declaration: “The earth is the LORD's and all that is in it, the world, and those who live in it.” Careful reflection on this annunciation alone would allow us to make a strong claim for the value of all that is in this world, and of all who live in it. Rooted in the Hebrew Bible and affirmed in the New Testament, the sacredness of all creation is arguably a central affirmation of both Jewish and Christian faith traditions.

As a starting point, this value is a clear call to living thoughtfully upon the earth in ways that respect and preserve the beautiful world that we live in. As important as that is, especially today, it also seems to me the sacredness of creations has implications far beyond environmental responsibility.

I see this value making a claim upon our work in the College of Learning and Innovation in two important ways. First, on the largest possible scale, because everything that exists does so by God’s creative will, everything in this world is inherently valuable. This orientation to seeing the world as sacred undergirds the importance of a liberal arts education. Every field of academic study has value for its own sake, if we embrace the value of the sacredness of creation. Fr. Michael Himes of Boston College uses a wonderful expression to speak about what he calls the sacramental principle. He says, “To see things as they are is to see them ‘engraced.’ Everything that is, exists by being held in love by ‘engracement.’” If the earth is the Lord’s, then everything is “engraced”—what is needed is for us to be able to perceive this. This leads to a second implication.

Second, on a more personal scale, the sacredness of creation reflects back on the value, worth, and dignity of every person. This value certainly necessitates that we treat all people with the dignity they deserve. But this value places an additional claim on us: if we hold this value then we are called to respond to situations in which the dignity of humans is violated. Valuing the sacredness of creation thus places an obligation upon us to address social injustices. Catherine McAuley, foundress of the Sisters of Mercy, spent many years of her life living with a Quaker family where she came to embrace the Quaker teaching that “there is that of God in every person.” That belief motivated her life of service and continues to animate the Sisters of Mercy to this day. And thus, this value of the sacredness of creation is deeply rooted in our university’s history.

In short, in this one value is inscribed not only the importance of living with an eye toward the preservation of our environment, but a theological foundation for the study of the liberal arts and for working for the well-being of all people.

Race and Class in an Immortal Life

Four of my colleagues at Carlow University recently participated in a panel discussion on the subject of race and class in our common reader book, The Immortal Life of Henrietta Lacks: Joel Woller, assistant professor of history, Dr. Linda Schifino, associate professor of communication, Dr. Judith Touré, professor of education, and Jessica Ruffin, Director of the Social Justice Institutes at Carlow University. Each approached the topic of race and class from a perspective informed by their discipline with the result that this was a wide-ranging look at these timely issues.

As a historian, Professor Woller, focused on three things. First, the author’s research and writing process and the excitement and pain of doing historical research. Second, the historical context of the book and, in particular, its settings in both the era of Jim Crow (with whites-only hospitals) and in the post-Jim Crow era—an era in which issues of race and class continue to have economic impact with disproportionate effects on African American families.

A professor of communication, Dr. Linda Schifino focused on issues of culture and how her culture affected Henrietta’s mindset toward her healthcare and this disease, particularly a culturally ingrained distrust of doctors. Linda also raised the notion of Intersectionality: Henrietta was not just black, also a woman, poor, and uneducated. All these identities “walked into the hospital with her,” with the net result that walking into the hospital was like walking into a foreign country. Trust and distrust was a central issue for Henrietta and for women like her.

Dr. Judith Touré approached this issue from a theoretical framework which has been part of her own research on what is called the white racial frame, drawing on critical race theory. One of the most pressing points she raised is the notion that Americans today are not living in a post-racial period; rather, racism (understood as prejudice plus power) is deeply rooted in the United States. One tool for countering racism is the idea of “counter-storytelling” a method that allows for counternarratives, giving voice to those whose voices are otherwise marginalized, such as women like Henrietta. One thing that those of us in higher education can do, suggested Dr. Touré, is to find ways to help students, faculty, staff, and ourselves develop racial literacy.

Finally, Jessica Ruffin, director of the Social Justice Institutes, did an excellent job of pointing out examples from the book showing that racism is not limited to individual actions or attitudes, but is systemic in nature. Differentials access to goods, services, and opportunities of society by race is the norm, and structure, and sometimes even protected by law. She provided ample statistics suggesting that this continues to be an ongoing systemic issue in our society.

During a time of open discussions some suggestions for further action were offered. These included expanding and deepening this conversation at Carlow; educating ourselves and our families; helping to educate our own communities; learning how people of other cultures want to be engaged, as a way of fostering trust; confronting the systems that propagate injustice; speaking up if you encounter something on campus- send an email, talk to someone, confront it. Jessica Ruffin gave a great summary exhortation to both students and Carlow faculty and staff:

“Remember your role in this; this is not someone else’s problem to deal with.”

A few days after the panel, I read the account in the Gospel of John where Jesus encounters the Samaritan woman at the well. In this account in John 4 many have seen an illustration of crossing social boundaries and engaging with “the other” as a person who deserves respect and dignity. What that looks like today in our culture may be very different from the time and culture of Jesus, but in any event it is clear that the writers of the gospels went out of their way to emphasize the inclusive nature of the good news and the love of Jesus as extending to all people regardless of race and class. In fact, the biblical and prophetic tradition suggests a concern and even a preference for those on the margins, whether that be racially, economically, or culturally. At the same time, it needs to be noted that the Bible has been used, at times, to propagate injustice and inequality. One need only look at the history of slavery in the United States for Christians who used scripture with great confidence to support the practice of slavery. On the other hand, it was also Christians who read the same Bible who worked tirelessly to abolish slavery as they sought to embody the teaching and love of Jesus toward their fellow human beings. Such an observation is a reminder that we need to be careful in what we “read into” scripture and make efforts to ensure that what we find in the Bible is not just a reflection of our own prejudices.

Taking a step back, my sense is that these panel members’ engagement with race and class in The Immortal Life of Henrietta Lacks embodies this same gospel openness to “the other.” The panel approach also demonstrates in action the value of the liberal arts: looking at complex issues from a variety of perspectives using knowledge from across the disciplines; questioning assumptions; and finding ways to imagine a better world and to help bring it about for the good of all. This summary only partially captures the breadth and depth of the discussion and the panelist’s comments. Ultimately what is important that we continue this conversation and each engage with issues of race and class in our own way recognizing that this is not someone else's problem.