Article
Culture
Film & TV
Monsters
5 min read

Cartoon villains: who's the real baddie?

What kind of villain do we want?

James is a writer of sit coms for TV and radio.

 A cartoon chase sees a car driven by a cow escaping from a car of baddies under a giant poster of their villainous boss.
Jazz Cow vs. Dr Popp.

“Nobody thinks they’re the bad guy”. That’s a phrase I often use when helping people write situation comedies. It’s always useful to have a strong antagonist who gets in the way of our hero. But the villains tend not to consider themselves to be evil. In fact, they are offended at the suggestion. 

The Batman universe has turned the interesting villain to new levels. The Penguin is Gotham’s latest production, a brand-new TV series on HBO. Colin Farrell plays a highly nuanced anti-hero, exploring The Penguin’s “awkwardness, and his strength, and his villainy, yes, his propensity for violence”. Farrell told Comicbook.com he was attracted to the role because “there's also a heartbroken man inside there you know, which just makes it really tasty.” Audiences are often invited to have sympathy for the devil. Should we be worried about the blurring of the lines between good and evil? 

I’ve been asking myself this question as I’ve been writing a new animation which involves a villain called Dr Popp who is trying to take over a city. But what kind of villain do we want in 2024? 

Jack Nicholson’s portrayal of The Joker back in 1989 feels like pop-culture ancient history. His Joker was an embittered agent of chaos without many redeeming qualities but mercifully lacked the nihilism of later versions. It was an old-fashioned story of cops and robbers which has its own simplistic charm. But have those days gone forever, having been shot in the head and dropped off a bridge into a river? 

The problem is it is so easy to humanise evil. You just give it a human face. The arch-villains of the twentieth century – the Nazi members of the SS – are rather sweet when portrayed by comedians Mitchell and Webb. A nervous member of the SS Unit (Mitchell) waiting for an attack from the Russians looks at the skull on his cap and asks his fellow comrade-in-arms (Webb): “Hans, are we the baddies?” 

Any student of World War Two will know that it’s never as simple as good versus evil. Many terrible things were done by people who felt justified in their behaviour. Moreover, ‘the goodies’ also felt compelled to do morally dubious things – like the bombing of civilians in cities – in order to defeat ‘the baddies. After all, they started it.’ The truth is always far more complicated than the war films suggest. 

Dr Popp is the very worst kind of villain: he has great power and he wants to help. In his own mind, he’s completely clear about his mission. 

Ten years ago, I was researching real life baddies for my sitcom Bluestone 42 about a bomb disposal team set in Afghanistan. At times, I had to think like the Taliban who, in their own minds, were entirely justified in leaving bombs by the side of the road, to be triggered by British soldiers or Afghan children. They were pretty relaxed about the outcome. It’s hard to sympathise with this way of thinking, but it made sense to them. 

My internet search history from that time probably put me on some sort of Home Office watchlist. Maybe a small dossier was started on me. More recently, that dossier would have become thicker as I’ve moved sideways from sitcom into murder mysteries, having recently worked on Death in Paradise and Shakespeare and Hathaway. To work on shows like these, you need to be thinking of good reasons for good people to commit murder. Someone would need a very strong motive to commit a murder on an idyllic Caribbean island where the local detective has a 100 per cent resolution rate. You also need to research ingenuous methods for murdering people in a way that escapes detection. I’m surprised I’ve not yet had a knock on my door, or enquiries made to the neighbours to call a number if they see anything suspicious. 

But what about cartoon villains where nothing is real? The bold colours and the larger-than-life characters might suggest that there is more clarity about goodies and baddies. But there isn’t. Evil villains – that is, villains who realise they are evil – are extremely rare. Skeletor from He-Man and the Masters of the Universe comes to mind. This kind of demonic baddie can be entertaining with wit and charm, like Hades in the Disney movie, Hercules. This character had some brilliant one-liners and was superbly brought to life by the voice of James Woods. Overall, however, purely evil characters are hard to write. 

Cartoon villains need proper motivation. This is either a character flaw or a backstory. In The Lion King, Scar is consumed with envy that his brother is king – and a good one at that. In The Incredibles, Syndrome is playing out his sense of injustice that he was not allowed to be Mr Incredible’s sidekick, Incrediboy. In The Simpsons, Mr Burns is essentially Mr Potter from It’s a Wonderful Life. He’s a Scrooge-type figure who doesn’t care about love and respect. He just wants to own the town. 

The cartoon villain I’ve been thinking about is for a new animation project I’ve been working on called Jazz Cow. The eponymous hero is a saxophone-playing cow and a reluctant Bogart-style leader of a bohemian band of misfits. They are trying resist the advance of the all-consuming algorithm created by Dr Popp, the villain. But what’s his motivation? 

Dr Popp is the very worst kind of villain: he has great power and he wants to help. In his own mind, he’s completely clear about his mission. He’s trying to make the world better, easier, safer, cheaper, more efficient and convenient. Why would anyone want to refuse his technology, reject his software and keep away from his algorithm? 

This is why Dr Popp has to silence Jazz Cow, literally, by stealing his saxophone. He simply cannot allow Jazz Cow to delight audiences at Connie Snott’s with live improvised music. There’s no need for this music! Dr Popp has all the music you could possibly need, want or imagine. Why improvise when we have artificial intelligence? 

Dr Popp is a cartoon villain for today when relativism is still alive and well. ‘Good’ and ‘Evil’ are still concepts or points of view rather than absolutes. However, there is good and evil in Jazz Cow. But the evil doesn’t come from Doctor Popp. It comes from the user or consumer.  That would be us. 

‘The Algorithm’ is always learning and always trying to give us our hearts’ desire. And that’s the problem: our hearts frequently desire that which they cannot – and should not – have. Dr Popp’s algorithm is like a mirror held up to our faces. In it, we see the real baddie: ourselves. Not even Jazz Cow can save us from that. But what this horn-playing cow can do is to make the world a more humane place. 

  

For more information about Jazz Cow, and information on how you can make the show happen, take a look at our Kickstarter – and don’t worry. Jazz Cow would approve, as it’s the creative’s way of sticking IT to the man. 

Article
AI - Artificial Intelligence
Community
Culture
Education
5 min read

Artificial Intelligence needs these school lessons to avoid a Frankenstein fail

To learn and to learn to care are inseparable

Joel Pierce is the administrator of Christ's College, University of Aberdeen. He has recently published his first book.

A cyborg like figure opens the door to a classroom.
AI in the classroom.
Nick Jones/Midjourney.ai.

Recent worries expressed by Anthropic CEO, Dario Amodei, over the welfare of his chatbot bounced around my brain as I dropped my girls off for their first days at a new primary school last month. Maybe I felt an unconscious parallel. Maybe setting my daughters adrift in the swirling energy of a schoolyard containing ten times as many pupils as their previous one gave me a twinge of sympathy for a mogul launching his billion-dollar creation into the id-infused wilds of the internet. But perhaps it was more the feeling of disjuncture, the intuition that whatever information this bot would glean from trawling the web,it was fundamentally different from what my daughters would receive from that school, an education.  

We often struggle to remember what it is to be educated, mistaking what can be assessed in a written or oral exam for knowledge. However, as Hannah Arendt observed over a half century ago, education is not primarily about accumulating a grab bag of information and skills, but rather about being nurtured into a love for the world, to have one’s desire to learn about, appreciate, and care for that world cultivated by people whom one respects and admires. As I was reminded, watching the hundreds of pupils and parents waiting for the morning bell, that sort of education only happens in places, be it at school or in the home, where children themselves feel loved and valued.  

Our attachments are inextricably linked to learning. That’s why most of us can rattle off a list of our favourite teachers and describe moments when a subject took life as we suddenly saw it through their eyes. It’s why we can call to mind the gratitude we felt when a tutor coached us through a maths problem, lab project, or piano piece which we thought we would never master. Rather than being the pouring of facts into the empty bucket of our minds, our educations are each a unique story of connection, care, failure, and growth.  

I cannot add 8+5 without recalling my first-grade teacher, the impossibly ancient Mrs Coleman, gazing benevolently over her half-moon glasses, correcting me that it was 13, not 12. When I stride across the stage of my village pantomime this December, I know memories of a pint-sized me hamming it up in my third-grade teacher’s self-penned play will flit in and out of mind. I cannot write an essay without the voice of Professor Coburn, my exacting university metaphysics instructor, asking me if I am really saying what is truthful, or am resorting to fuzzy language to paper over my lack of understanding. I have been shaped by my teachers. I find myself repaying the debts accrued to them in the way I care for students now. To learn and to learn to care are inseparable. 

But what if they weren’t? AI seems to open the vista where intelligences can simply appear, trained not by humans, but by recursive algorithms, churning through billions of calculations on rows of servers located in isolated data centres. Yes, those calculations are mostly still done on human produced data, though the insatiable need for more has eaten through most everything freely available on the web and in whatever pirated databases of books and media these companies have been able to locate, but learning from human products is not the same as learning from human beings. The situation seems wholly original, wholly unimaginable. 

Except it was imagined in a book written over two hundred years ago which, as Guillermo del Toro’s recent attempt to capture that vision reminds us, remains incredibly relevant today. Filmmakers, and from trailers I suspect Del Toro is no different here, tend to treat the story of Frankenstein as one of glamorous transgression: Dr Frankenstein as Faust, heroically testing the limits of human knowledge and human decency. But Mary Shelley’s protagonist is an altogether more pathetic character, one who creates in an extended bout of obsessive experimentation and then spends the rest of the book running from any obligation to care for the creature he has made.  

It is the creature who is the true hero of the novel and he is a tragic one precisely because his intelligence, skills, and abilities are acquired outside the realm of human connection. When happenstance allows him to furtively observe lessons given within a loving, but impoverished family, he imagines himself into that circle of growing love and knowledge. It is when he is disabused of this notion, when the family discovers him and is disgusted, when he learns that he is doomed to know, but not be known, that he turns into a monster bent on revenge. As the Milton-quoting monster reminds Frankenstein, even Adam, though born fully grown, was nurtured by his maker. Since even this was denied creature, what choice does he have but to take the role of Satan and tear down the world that birthed him? 

Are our modern maestros of AI Dr Frankensteins? Not yet. For all the talk of sentient-like responses by LLMs, avoiding talking about distressing topics for example, the best explanation of such behaviour is that they simply are mimicking their training sets which are full of humans expressing discomfort about those same topics. However, if these companies are really as serious about developing a fully sentient AGI, about achieving the so-called singularity, as much of the buzz around them suggests, then the chief difference between them and Frankenstein is one of ability rather than ambition. If eventually they are able to realise their goals and intelligences emerge, full of information, but unnurtured and unloved, how will they behave? Is there any reason to think that they will be more Adam than Satan when we are their creators? 

At the end of Shelley’s novel, an unreconstructed Frankenstein tells his tale to a polar explorer in a ship just coming free from the pack ice. The explorer is facing the choice of plunging onward in the pursuit of knowledge, glory, and, possibly, death, or heeding the call of human connections, his sister’s love, his crew’s desire to see their families. Frankenstein urges him on, appeals to all his ambitions, hoping to drown out the call of home. He fails. The ship turns homeward. Knowledge shorn of attachment, ambition that ignores obligation, these, Shelley tells us, are not worth pursuing. Will we listen to her warning? 

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