Review
AI - Artificial Intelligence
Books
Culture
Education
Monsters
5 min read

Are we letting a monster or saviour into the classroom?

Examining Sal Khan’s confidence in artificial intelligence.

Krish is a social entrepreneur partnering across civil society, faith communities, government and philanthropy. He founded The Sanctuary Foundation.

A board of experts sit at a table against a conference backdrop.
Sal Khan, left, at an AI summit.
White House via Wikimedia Commons.

I've watched enough dystopian movies to know that there are lots of reasons to be nervous about the rise of the machines. Whether it’s the Terminator universe where the internet becomes sentient and creates autonomous robots to eradicate humanity, Neo battling an artificial intelligence that enslaves humans in The Matrix, or Will Smith fending off helper robots bent on taking over the planet in I, Robot, technological advances often fuel an array of nightmare scenarios. As if to make matters worse, science fiction has an uncanny knack for becoming science fact – I think of how shows like Star Trek accurately foretold mobile phones, wearable tech and virtual assistants. The line between imagined catastrophe and reality might be thinner than we might like to admit. 

Perhaps we shouldn’t be surprised then, that our creative industries are sending out dire warnings about the impact of the latest breakthrough technology - Artificial Intelligence (AI). Like Mary Shelley’s Frankenstein in the middle of the industrial revolution, and Godzilla in the dawn of the nuclear era, dystopian fiction is par for the course of scientific advancement. It all stems, I believe, from our deep human response to the unknown – the fear instinct. But I have recently come across a surprising new voice of reassurance in Sal Khan’s book Brave New Words: How AI Will Revolutionize Education (and Why That’s a Good Thing)

Khan’s book comes recommended by Bill Gates - a reliably voracious reader and one of the founding fathers of the global information technology revolution. But Khan also has his own excellent credentials. From tutoring his niece online using a simple online drawing programme called Yahoo Doodle, he began creating YouTube videos and soon amassed over 450 million views. This led to his creation of the now world-renowned Khan Academy which has revolutionised online education. By 2023, it had more than 155 million registered users, with students spending billions of hours of learning on the platform.  

Teachers are concerned that AI could undermine their expertise, much like satellite navigation diminished the skills of London Black Cab drivers. 

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It seems to me that AI has the potential to upend the Khan Academy business model, however Khan does not take the opportunity to discredit AI or even to highlight its dangers in a bid to reinforce the advantages of his existing products. Nor does he buy into the doom and fearmongering about the impact of digital technologies on young minds, as Jonathan Haidt does in his recent bestselling book Anxious Generation. Instead, he writes a hopeful and imaginative book on AI’s potential for further transforming education for good.  

Khan’s perspective comes amidst great fear in educational circles that generative AI will mean the end of education. Students can currently ask ChatGPT to generate an outline for them for an essay, suggest copy, check grammar and accuracy, offer improvements, translations, and factchecks, as well as write a conclusion, edit for wordcount, add footnote references and more. Indeed, entire books available for sale on Amazon have been allegedly written solely by AI. Teachers and lecturers are understandably concerned about the potential for plagiarism. If teachers are no longer able to discern what a student has written for themselves and what a computer has generated, the assessment process becomes meaningless. 

Teachers are concerned that AI could undermine their expertise, much like satellite navigation diminished the skills of London Black Cab drivers. After years of mastering 'The Knowledge'—an arduous and demanding process requiring exceptional memory and recall—this once-essential qualification was rendered almost obsolete. New drivers now need little more than a GPS and an Uber account to compete, a shift that highlights how quickly hard-earned skills can become irrelevant in the face of technological advances. Many teachers fear a similar fate as AI continues to encroach on their domain. 

While AI may not be the evil monster that will destroy us, neither is it the perfect saviour that will solve all society’s ills. 

Khan offers an important alternative view. He sees the possibility that AI could, for example, help coach students on essay writing. By reading work, marking it and suggesting improvements, AI could not only save the teacher valuable time but help students take their work to an even higher level.  

Khan offers a similar hopeful alternative to those who blame digital technology advances for the crisis in young person’s mental health. What if AI could help offer coping mechanisms, coaching and tailored advice that can help improve the mental health of students? His vision for the Khan academy virtual assistant ‘”Khanmigo” reminded me of BayMax from Disney’s Big Hero 6 – the large inflatable, huggable robot with a calm, compassionate and loyal personality, highly committed to every aspect of his user’s wellbeing.  

Amid voices that demonise AI, Khan’s is a useful antidote, however I wonder if he has gone too far. While AI may not be the evil monster that will destroy us, neither is it the perfect saviour that will solve all society’s ills. Understatement is not Khan’s strong point. Instead, sometimes he becomes so carried away in excitement that I feel his book begins to sound like an infomercial for his own, current and future products.  

I wish that Khan had taken a slightly different tack – no less inspiring about the potential of AI, but also recognising its limits. After all education is as much about transformation as it is about information. It should lead to character formation as much as skill acquisition. Emphasising these aspects of moral and perhaps even spiritual mentorship, we can see that education remains irreplaceably human.  

AI has huge potential to help and to hinder us in our educative responsibilities to the next generation– and so questions remain – not if AI will change our world, but how. We need to ask not just what benefits it could bring, but who it could benefit most usefully.  

Review
Culture
Film & TV
Mental Health
1 min read

Pluribus and the problem with “Good Vibes Only”

When only misery can save the world

Joshua Bloor is a pastor, author, and New Testament scholar. 

A passenger oeers out and down the aisle of an empty plane.
Rhea Seehorn stars.
Apple TV.

Imagine waking up to discover that the whole world is suddenly happy and whole. Overnight, an alien virus has swept the globe, and its effects are astonishing: everyone joins a single joyful hive mind. Everyone is connected. Content. At peace. The anxious inner voice that once whispered fear and worry is hushed. Humanity, it seems, has finally found contentment. 

Except, there’s one problem. 

You’re immune. 

While everyone else partakes in this glee, you remain fully yourself. Still anxious, still low, still wrestling with the angst of life. To make matters worse, you’re surrounded by legions of the blissfully enslaved. You’ve never felt more alone. 

At first glance, this premise sounds strange, maybe absurd. Yet Pluribus (Latin for “many”), from Breaking Bad creator Vince Gilligan, is devastatingly insightful. Carol Sturka, portrayed with raw emotional precision by Rhea Seehorn, is the most miserable person on Earth.  

During “the Joining,” everyone else is absorbed into a harmonious hive mind who self-identify as “we.” They remain fully functional, thoughtful, and emotionally engaged human beings. They are hardline pacifists, utterly convinced they are liberating humans from conflict, negative emotions, and ultimately, from themselves. In their eyes, they haven’t lost anything. They’ve simply traded their individual suffering for collective contentment. Finally, humanity has become what it was always meant to be—happy! Except they can’t quite figure out how Carol, and a few others, remain unchanged. 

Oddly, Carol’s incapacity for happiness becomes humanity’s final hope. Her depression, the very thing that weighs her down, is now her superpower. Carol’s misery makes her immune, yet the challenge she faces is unique: How can she convince people they need saving when they’ve never been “happier”? 

Many of us are taught from childhood to avoid sadness— “Cheer up, you’re fine.” In a world of inspirational quotes and booming wellness industries, sadness feels wrong. Yet valuing only positive feelings sets an impossible standard. People end up feeling like they must avoid sadness at all costs. It’s no wonder many of us feel ashamed or anxious when we have a bad day. Like the Pluribus hive-mind, cheerfulness is mandatory, and anything less is seen as “broken.”  

Ironically, studies show that the societal pressure to feel happy (and never sad) is linked to poorer mental health. Neuroscientists have found that when children grow up in families where emotions aren’t named, noticed, or welcomed, it actually shapes how their brains develop. The regions responsible for managing feelings and handling stress don’t grow as strongly as they should. 

When parents respond to a child’s emotions—comforting them when they cry, delighting when they’re happy, sitting with them when they’re sad—it has the effect of watering a garden. Those emotional pathways in the brain strengthen, deepen, and flourish. 

But when feelings are ignored, dismissed, or shut down, it’s like a garden left unwatered. The soil dries. Growth stalls. The neural pathways that support healthy emotional regulation don’t develop in the way they were meant to. 

The long-term impact can be significant. Children who aren’t allowed to express their feelings often grow into adults who struggle with anxiety, depression, or chronic stress. Their nervous systems learn to stay on high alert, and regulating emotions becomes much harder than it should be. 

Sadness in fact reminds us of what truly matters and what gives our life meaning. Far from being purely negative, it can ground us, deepen empathy, and make joy feel more genuine. Hiding or suppressing sadness actually intensifies it; what psychologists call “amplification.” 

Feeling happy, then, is not life’s goal, human flourishing is; living well and doing well. The ancient Greeks had a word for it, eudaimonia, often mistranslated as “happiness” but better understood as “flourishing” or “living the good life.” This way of living life and flourishing includes struggle and growth. 

This is where Pluribus makes a dramatic point. By eradicating personal pain, the hive mind also erases depth of feeling. Humanity gains perpetual comfort, but at the expense of authentic connection. Carol’s misery keeps her tethered to reality — she is the only one who can remind the Joined of what love and meaning truly feel like, because she alone remembers what it’s like to suffer. In ending world suffering, they’ve also ended love, since real love includes the possibility of loss and suffering.  

As Dostoevsky suggested, suffering is not just pain, it is wounded love. Hell, as Father Zossima claims in Brothers Karamazov, “is the suffering of being unable to love.” This is true on a divine level. Because if God cannot suffer, then God cannot love, either.

With Pluribus, Carol’s desolation becomes a form of resistance—an insistence that authentic human experience demands the full spectrum of emotion. She’s not fighting for the right to be happy; she’s fighting for the right to be real. And with the series still unfolding, one question lingers: can Carol save the world from its own happiness? Can her sadness persuade others that real life includes both the highs and the lows? 

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