Review
AI
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
Holidays/vacations
5 min read

Race across the world: you can go fast and go far

Forget the tight travel connections; it’s the human ones that enthral us.

Lauren writes on faith, community, and anything else that compels her to open the Notes app. 

Contestants in Race Across the world stand in front of neon-lit Chinese street scene
Ready to race.
BBC.

After years of peer pressure, my husband and I have joined the bandwagon and become Race Across the World evangelists. The BBC series, currently in its fifth season, follows five competing duos on an expedition between far-flung locations with limited resources and no forward planning.  

Viewers love the show wherever they are in the world. In America, The Amazing Race, which has a similar format, is now on its 38th series. 

‘No flights, no phones,’ boast the rules – but Race Across the World is a far cry from retreating to simpler times before smart devices and online banking, nor does it shy away from the complexities of modern life. Though there is a cash prize, the format of Race Across the World prioritises connection over competition. Each episode is a picture of messy, frantic humanity and examines how we cope in an environment where all we really have is each other.  

The challenge is real. In the current series, the couples trek across China, Nepal and India, the start and end checkpoints spanning more than 14,000km. This cohort is an eclectic mix: two sets of slightly estranged siblings, teenage sweethearts from Wales, former spouses and a mother and son. Their vulnerabilities, as well as their triumphs, take prominence. In their conversation and in confessional, each person demonstrates a remarkable willingness to face the hard stuff of life with resilience, tenacity and enough convivial spirit to please the production team. 

This emotional depth maps the physical and logistical demands of the race, as the viewer follows the pairs’ fast-paced journeys, stopping occasionally to enjoy some wonderful view amid countless train stations and overnight busses. 

My sympathy derives from a belief that I would fare horrendously as a contestant – I think my excellently organised, exceedingly patient husband would flat-out refuse to compete with me. But the wider response to Race Across the World is one of empathy. Unlike similar shows, we are not called to blindly favour for the frontrunner, but to enjoy spending time with and bearing the burdens of all. We feel every frustration of the missed shuttle that just departed. When the ferry disembarks late due to poor weather, our response is not to scoff, but to share, in some small way, their lament. As their successes and failures are magnified, so is our compassion, willing them not to get lost in comparison’s snare but to keep moving forward. 

Race Across the World exhibits the reality of community, speaks to the ache of life’s unpredictable nature, and extends grace for struggling humanity. We learn, alongside those racing, that the point is not always to fix our frustrations, but in being able to sit with them, to acknowledge disappointment rather than dismiss it, and to allow setbacks to spur us onto the next step. Sometimes, things get hard and we acutely feel that a situation is beyond our control. What have we then? Still, each other. Still, communion. Still, God. 

Most of the time, the competitors’ issue does not disappear; they arrive at the checkpoint 24 hours late, they board the wrong train, the persistent typhoon ruins their chance of first place. But this hardship renews their strength and determination, promoting the notion that while suffering is never easy, it somehow shapes us. We endure and, in that endurance, we are refined and strengthened in ways we never thought possible. In the testing of our own endurance (or lack of), it turns out that some things actually are immovable. 

This resilience permeates to the heart of who we are, forming us into people who can carry disappointment and hope simultaneously. It is an unwavering, defiant hope that finds us and never leaves us stranded. From this new position, fresh possibilities arise out of a deeper satisfaction, a greater victory, than found in being first place. This hope is rooted in something deeper, and it cries from the other side of difficulty: ‘Here I am, not lost.’ 

In his poem, Vow, Roger McGough reminds us that when, 

Things seem to go from bad to worse,  

They also go from bad to better …  

Trains run on time,   

Hurricanes run out of breath, floods subside,   

And toast lands jam-side-up.’ 

It speaks to how the relatively small disappointments help us cope with the bigger stuff of life, the stuff we feel we will not emerge from. In the gritty, heavy, unfair stuff of life, we appreciate the weight of the enduring hope we possess, manifested in the belief that things not only can, but will go from bad to better. This is not a fragile optimism, but a fortitude and faith that sees the world as it is yet maintains that good and better is possible. 

In the same way, Race Across the World urges us to consider what we can handle – not in our own strength, but in community, in reliance on another. Though our complex, strained humanity may attempt to deter us, life’s hardships are eased when shared, whether on a televised journey or from our sofas. We are strengthened in, by and through devoted community. In keeping pace with another – slowing down or rushing to keep up – we are mutually inconvenienced, and that is a source of beautiful fellowship. In letting go of the things that enslave us to self – ambition, insecurity, pride – we encounter the gift of each other, and give life to love that serves. We commit to community; we choose connection over competition. 

The saying goes, ‘If you want to go fast, go alone. If you want to go far, go together.’  In Race Across the World, significant effort is understandably made by competitors to go fast and to go far, to place first and take home the cash prize. But the viewer’s delight is not so much in seeing the winning duo cross the finish line, as in witnessing the journey of two muddling through, sharing the load, bearing burdens and multiplying joys. 

In our lives, too, the road can be unpredictable, full of detours, missed buses and, yes, a few painfully overpriced cabs. Yet it is in the community of fellow travellers we learn the worth of endurance, the refining possibility of suffering, and the hope that is cultivated in its place. 

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