Are we letting a monster or saviour into the classroom?

Examining Sal Khan’s confidence in artificial intelligence.

Krish Kandiah

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.

Article

AI - Artificial Intelligence

Culture

Digital

3 October 2025

3 min read

Am I a project or a person?

What we lose when we AI tempts us to refuse our limits

Nathan Mladin

Nathan is a Senior Researcher at the Theos think tank. .

A multiple exposure image shows a womans head and shoulders looking ahead, to the sides and above.

Alex Bracken on Unsplash

Geoffrey Hinton, the so-called “godfather of AI,” was recently asked by a Financial Times journalist to consider a future in which human beings live among robots and gradually morph into cyborgs, their lives prolonged by artificial parts and chemical enhancements. His reply was strikingly casual: “What’s wrong with that?” Thankfully, his answer reflects a minority view today, but one that will grow significantly in both plausibility and appeal as the culture of Silicon Valley – animated by transhumanist ambitions and backed by enormous capital and influence – seeps into the ‘social imaginary’ of the West.

In an individualist culture of ‘quantified selves,’ where self-optimization and wellbeing dominate the horizon of desire, it will take little to sell such enhancements, which will be promoted as not merely the means of surviving ‘rogue AIs’ but the way to flourishing.

But this represents a profound distortion of what flourishing has meant across centuries of philosophical and theological reflection: the actualization of our true nature through the practice of virtue (Aristotle) and living in alignment with our proper end (telos), which is communion with God (Aquinas). Once tethered to a moral and spiritual vision of the human person, flourishing is fast becoming a runaway concept, thinned out on the anvil of individualism and moral autonomy, and conflated with the promise of expanding ad infinitum one’s capacities, choices, and life itself. It is precisely this hyperindividualist vision that OpenAI CEO Sam Altman has in mind when he speaks of his mission of enabling ‘maximal human flourishing’.

But the ethical and anthropological crisis we are entering cannot be resolved by neuroscience, secular anthropologies, let alone economics alone, but only through engaging with Christian anthropology. At the heart of the Christian faith stands the claim that Jesus Christ is the archetypal human, the “second Adam,” in St Paul’s phrase. Not simply in the sense that he is a morally and spiritually exemplary figure whose ethical teaching we might want to consider. But, more boldly, in the sense that all human beings - past, present, and future - are mysteriously caught up, redeemed and fulfilled in the person of Christ. In his life, work, death, resurrection and ascension, humans are given the ultimate revelation not only of God, but also of what it means to be truly human and flourish. This means, among other things, that our limitations as creatures are not problems to be overcome but gifts to be honoured, the thresholds where God embraces us in grace. Our dependence and vulnerabilities are not defects to be corrected but the very conditions for fulfilling our humanity, in community, through the practices of faith (trust), hope, and love.

Of course, there are distortions and privations that disfigure human life – disease, cruelty, injustice – which rightly summon humanity to acts of repair and resistance. As a product of God-given creativity, modern medicine and its many cures to previously fatal diseases is a huge blessing. But as biotechnology and AI continue to advance, the line between therapy and enhancement, healing and augmentation will likely become increasingly blurred.

Against visions of human nature as infinitely plastic and of human beings as projects of self-invention, the Christian faith offers the liberating message that humanity is created, incorporated and will be fulfilled in Christ. To be human, then, is not to upgrade oneself without end to avoid vulnerability and death, but to be drawn into Christ, who died but was raised to life and glory. It is to find in him, and to practically outwork through His spiritual body, the Church, the measure of true, mutual flourishing, for the sake of the world. Only from this centre can we wisely discern how to receive and harness the gifts of technology without buying into its counterfeit promise of salvation.

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