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.  

Explainer
Attention
Culture
Mental Health
War & peace
4 min read

Keep calm and don’t cry? Why Remembrance Day needs emotion

We gather to grieve—but only in ways that won’t make others uncomfortable
King Charles saltues.
King Charles, Remembrance Sunday, 2023.
The Royal Family.

In the coming days across Britain, the poppied public will gather around cenotaphs. Polished boots, flapping scarves, bowed heads, fidgety Brownie-Guides, regimented Cadets – all will pause in hushed reverence as the Last Post echoes in the cold air. It’s a scene that’s meant to unite us, a national ritual of grief and gratitude. 

 

But for one close friend of mine, it is a ritual that is almost unbearable. She doesn’t go to local remembrance events anymore. Not because she doesn’t care, but because she cares so deeply that she weeps. Real tears - big ugly ones. And while the music is designed to evoke poignancy, and the silence is meant to be solemn, she fears that her public displays of emotion are perceived by those around her as a bit over the top. Surely the British stiff upper lip ought not to tremble, let alone cry? We are the nation of Keep Calm and Carry On after all. So, she stays away. 

 

Philosopher Sara Ahmed, in her book The Cultural Politics of Emotion, offers some profound insights into why we act the way we do about our feelings. Ahmed writes that emotions are often cast as a kind of weakness – a betrayal of our ability to reason. They are something messy and animalistic, something we are meant to control. In this view, to show emotion is to reveal that you have been shaped by something or someone outside yourself. It reveals that you are vulnerable, only human after all. 

 

And yet – isn’t that exactly what Remembrance is about? When we gather at a cenotaph, we are not there to demonstrate the stiffness of our upper lips. We are there to grieve; we are there to be moved by the stories of young lives cut short, families broken, sacrifices made. The very design of the ceremony – the bugles, the silence, the laying of wreaths – is intended to stir emotion. Yet, paradoxically, there is a hidden social code of conduct that seems to say: but not too much

 

Ahmed explores several ways in which the social world shapes our emotional lives. Emotions, she argues, are not just private feelings bubbling up from within, they are also social, and they can be contagious. The atmosphere of a Remembrance service is just that – carefully crafted to invoke communal feeling: solemnity, pride, sadness, reverence. The power of such rituals lies in the way they gather us into a collective “we.” But that same collective can turn cold when someone expresses too much, breaks the silent script, or cries too loudly. 

 

In one of his letters to the first Christians, the apostle Paul wrote: “Rejoice with those who rejoice, weep with those who weep.” It’s a call not just to feel one’s own emotions, but to enter into the emotions of others, to share in them and show solidarity. And this, in essence, is what the cenotaph service is all about. It is a physical and symbolic place to “weep with those who weep” – to acknowledge that loss and grief are not individual experiences, but shared ones. A soldier’s death, whether in historic conflict or in the present day, is not just a family’s burden. A death on behalf of all of us belongs to all of us. 

 

So why do people seem uncomfortable when someone like my friend weeps openly in this space? Perhaps it is the long shadow of British wartime stoicism. At one time, the slogan “Keep calm and carry on” was intended to protect a struggling populace from giving in to despair, it was intended to create a shared emotion of resilience. But perhaps an unfortunate side effect is that it has perpetuated a notion that dignity lies in restraint. This is a cultural script, and it isn’t universal. In many parts of the world, public mourning is expected, even encouraged. Wailing, keening, clutching each other in grief – some cultures see these as honourable ways of expressing sorrow. They honour the dead by fully feeling their absence. 

 

We need to ask ourselves: what is lost when we suppress this kind of mourning? 

 

When we limit how people are allowed to feel – or, at least, how they are allowed to express their feelings – do we risk losing the very power of the ritual? Do we risk turning the cenotaph into a site of performance rather than connection, excluding those who feel too deeply to fit inside a narrow band of “acceptable” solemnity? 

 

This is not a call to abolish the dignity of Remembrance Day. But perhaps it is a plea to broaden our understanding of what dignity can entail. Sometimes, it looks like silent contemplation. But perhaps sometimes it looks like messy tears streaming down your face in front of strangers. Both can be powerful; both can honour the sacrifices of war. 

 

As Ahmed notes, shared emotion can create a sense of “we.” It is why we go to movies together, cry at weddings, laugh at sitcoms in the company of others – emotional moments bond us. In this way, emotions are not just personal, they are political. In the context of Remembrance, they remind us that war is a human tragedy, felt in human hearts. Even though today, fewer families have direct ties to the armed forces, and fewer people personally know someone who has served or died in uniform, yet, the cenotaph ceremony still calls us together and asks us to care, to remember, to mourn – and it gives us permission to cry before we carry on. 

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