During a recent meeting of Jewish, Christian, and Muslim theologians in Graz, Austria, as various speakers discussed the concept of the good life, on the way to preparing a statement on global ethics, I found thoughts of death shifting the horizon within which I was considering the different arguments. Similarly, during recent work on a Jectio divina of John's Gospel, I felt myself drawn to images magnifying the theme, “in him was life,” because I wanted help contending with death. The following brief elaboration of these two experiences may illustrate concretely Nietzsche's dictum that all who philosophize defend themselves. As well, it may expose the roots of a thesis that deeper interpretation is usually religious, because usually we forge it at the crossroads of our contingency and the necessity that there be more. Following the exposition of these two possibilities, I shall suggest a few implications for pedagogy.