Five days into August already and still haven’t got through a single one of the books lined up for the catch-up month. Oh well.

It could be this that is narking me; but, on the other hand, it might be that the world is going mad.

Three things for starters:

1. Apparently, the Minister for Local Government is going to write to the bishops of the Church of England today asking us to support longer Sunday trading hours. According to the Daily Telegraph, the letter will say:

The government has been determined to revive our nation’s high streets to ensure they remain the heartbeat of our communities for decades to come. High streets provide the social, cultural and essential services so many local people enjoy and rely on.

As the law stands, only the smallest shops are allowed to open for more than six hours on a Sunday, a law which came into force in 1994 after a long struggle by the business community.

The justification (according to news reports – we haven’t actually received the promised letter yet) is that this will limit supermarkets and revive the high street. The aim is noble – consider the action by dairy farmers yesterday: it costs them more to produce milk than they get when it is sold. But, this, once again, confirms that we have become a market society, driven by consumer economics, rather than a market economy, driven by the need for the economy to serve society. In other words, we now define our society in purely economic terms.

The alternative would be to restrict Sunday trading rather than expand it. This would restore to society the notion of a common sabbath and create space for common rest – the possibility for remembering who we are and why we are here. We are not born to shop.

A losing battle, maybe; but one worth scrapping over for the sake of questioning what sort of a society we wish to be, rather than simply (and unquestioningly) accepting the society we have become.

2. In a classic example of loaded reporting, the Guardian draws attention to consideration in Wales for re-shaping the teaching of Religious Education in schools. This is how the article begins:

For a long time, religious education has been about as unloved and neglected as a crumbling old church. Several people and organisations (some, admittedly, with a vested interest in its continuation) have warned in recent years that it has never been more needed, and this week it emerged that the Welsh government is considering an overhaul of the subject.

Huw Lewis, the Welsh government’s minister for education and skills told the Cardiff parliament that RE should be renamed, “[transforming] it into the religion, philosophy and ethics element of the curriculum – where there is an explicit commitment to allowing children to ponder ideas around ethics and citizenship”. He added: “We really need to allow young people the space and the time, within the school curriculum, to consider fundamental issues of faith and of citizenship and of the meaning of freedom.”

RE, long seen by many pupils as being at the dossy end of school subjects, has suffered over the years. A 2013 report by Ofsted found that more than half of schools were failing to teach the subject adequately

How many untested attestations does that contain? Staggering. How long is “a long time”? Where is the evidence that is has been unloved and neglected? Why compare it to a “crumbling old church” rather than a crumbling something else? Which organisations have a “vested interest in its continuation” – and why “admittedly”?

Is it not conceivable that the “vested interest” might be an intelligent argument or interest for the sake of the common good? Is it not remotely possible that, at a time when we need more religious education in order to understand the world and its people, we should be arguing for better teaching and learning rather than the dilution of it? Does “long seen by many pupils as being at the dossy end of school subjects” reflect simply the rather embarrassing prejudices of the journalist who wrote this stuff? Shouldn’t we expect better (of both RE teaching and journalism)?

If numbers fall because teaching is poor, then, surely, the answer is to improve the teaching and learning. As the media trust I chair keeps arguing in the sphere of broadcasting, we need more religious literacy in this conflicted world, not less. Popularity has little to do with it.

3. Giles Fraser redeems the Guardian by concisely putting his finger on a key question that is – understandably – annoying the government. Migration (inwards only) was a vexed matter during the general election. If media reporting is accurate, then immigration (and how to stop it) is a major concern for ordinary Middle Englanders, and politicians ignore it at their peril. Well, ‘majority opinion’ does not necessarily equate to ‘right opinion’. It is only a generation or two ago that German opinion was happy to see Jews and other minorities as sub-human and expendable.

Fraser recalls the difficult and embarrassing question Jesus put to people who probably didn’t like the implcit answer: “Who is my neighbour?” Those who have done RE in school will know that this follows the parable of the Good Samaritan. It was also the title of the pastoral letter issued by the bishops of the Church of England ahead of the last election – which the government (then and now) deepy resented.

But, the question hangs in the air like a bad smell. Get beneath the rhetoric around immigration and we cannot avoid the fundamental challenge: what is our theological anthropology? In other words, what is a human being and why does he/she matter?

That is the question that underlies all the conflicted rhetoric about immigration.

The other question is one that will not go away: is there a strategy behind policy in this regard, or are we condemned to constantly respond to the latest and loudest voice or situation? And what is the anthropological assumption from which policy emerges? And isn’t it important that someone keeps asking the awkward questions about human significance when justifications for action seem only to be economic?

Sorry, that’s three questions.