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.  

Article
Books
Culture
Digital
Mental Health
4 min read

Why we should mourn the death of the semi-colon

In our busy, frenetic lives, we need that small pause more than ever.

Paul is a pioneer minister, writer and researcher based in Poole, Dorset.

A woman stands across a busy roads, looking up from her phone in a sad way.
Su San Lee on Unsplash.

In the morning news; a headline about the decline of a species. Thankfully not a rare rhino or butterfly this time. It’s a punctuation mark. The semi-colon is an increasingly endangered creature. According to recent research it has declined in use by 50 per cent in the past two decades. This on top of a 70 per cent slide in usage between 1800 and 2000. Further research suggests that 67 per cent of students rarely use it and over 50 per cent wouldn’t know how to anyway. 

I’m kind of indifferent on the merits or otherwise of the semi-colon. But I at least appreciate the option. So, its value feels worth defending. Who knows what unintended consequences in the ecology of language might occur if we lost it all together?  

The semi-colon was invented in the 15th century by a scholar and printer Aldus Pius Manutius the Elder (whose name might have benefited from a semicolon itself). A hybrid between a comma and a colon, the semi-colon invites a pause; it’s a moment to breathe. And it opens enough space to reflect on what might be being said between what went before and what comes after. It signals a kind of meaning in the gap. It creates a hint of resonance beyond the plain meaning of the words of a sentence.  

Despite its enthusiastic use by the likes of no less than Jane Austen and Charles Dickens it has certainly come in for some stick over the years. Kurt Vonnegut famously said of semi-colons ‘all they do is show you’ve been to college.’  Who knew two marks on a page could signal such elitism? The semi-colon says, ‘you're trying too hard’. Or it might just say, ‘why did you do that?’, since so many people fail to understand what it represents. Novelist John Irvine reckoned readers ‘think the author has killed a fruit fly directly above a comma’. 

So what is killing off the semi-colon? Well, if the statistics above are to be believed it could be as simple as a decreasing understanding on how to use it. Though of course there are feedback loops here. We learn grammar and punctuation as much by reading as by being taught. Others point the finger at the breathless world of social media. As more and more of our communication is constrained by space and time, the semi-colon’s quiet request for a pause for consideration is being largely ignored.  

We need semi-colons if our lives are to be more than just an incessant flow of connected moments .

If this is the case then the semi-colon is another species within a kind of mass extinction which is the result of the great acceleration of our age, alongside the coffee break, lunch break, walk round the block and long stare out of the window. These are simply things that we don’t have time for anymore; we wonder if they had any value in the first place. The semi-colon is largely being replaced by the dash. Which is pretty ironic when you think about it.  

Perhaps concern over the loss of this little mark is in an awareness that it’s a kind of canary in the gold mine of our culture of acceleration. The loss of the semi-colon is a sign of the loss of something far more significant: the rhythms and cadences of our lives that afford pause, reflection; that open up the kind of spaces where creativity; meaning; imagination; spirituality happen. 

The semi-colon reminds me, strangely, of the Hebrew psalms. The monastic tradition includes regular communal singing (or saying) of the psalms. Typically, these poems, which formed such a key part of Hebrew worship, work on the basis of what is known as parallelism. Essentially each thought in a psalm is composed as a sentence in two lines. The two halves of these sentences are parallel, in the sense that they both make statements about the same thing. Sometimes these statements say the same thing differently. Sometimes one half of the sentence builds on another. There are endless creative ways in which the psalmists use this simple device.  

When psalms are used in prayer or worship parallelism is often observed by introducing a pause at the end of the first half of the sentence. It's an odd tradition if you are not used to it. An established monastic community naturally feels the length of pause together. Visitors to a service in a monastery often end up coming in early.  

Yet, with time you begin to realise these pauses are a wonderful thing. The pauses create a rhythm and time signature that invites reflection. The pause says ‘take your time, there’s a lot of meaning here in all these similes and metaphors, what might they mean to you?’ Perhaps even ‘what, in this moment to breathe, might God be saying to you?’ 

There’s a feeling for so many of us that life is starting to feel a bit like the final chapter of James Joyces’ Ulysses: devoid of punctuation. We need semi-colons if our lives are to be more than just an incessant flow of connected moments. And we need to learn how to use them. We need practices that make space for the undervalued attributes of reflection, daydreaming, prayer. In that sense saying the psalms may be a practice worth giving time to. 

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