Essay
America
Church and state
Conspiracy theory
Culture
6 min read

Disney at 100: The Magic Kingdom's simulation of modern life

Disney is more than a mouse and entertainment. Theologian Jared Stacy dissects how the Liturgy of Disney reflects modern America in all its contradictions.

Jared holds a Theological Ethics PhD from the University of Aberdeen. His research focuses conspiracy theory, politics, and evangelicalism.

A statue of Walt Disney holding hands with Mickey Mouse in front of Cinderella's Castle
The Magic Kingdom of Disney.

Walt Disney once said, “remember, it all started with a Mouse.” An incredible fact considering that after a century of Disney, it is impossible to describe and interpret our modern world without mentioning Disney, the Christian church included. Once, Disney came up during an interview I took for a pastoral role at an American megachurch. Those with experience in low church American contexts won’t be surprised at what comes next.

During the interview, the church’s creative director casually mentioned taking his entire creative team to Disney World. It hadn’t been a pleasure trip; church employees toured Disney’s backstage creative department for inspiration they could bring back to the church. For this church, the Disney company – its vision and practices – was an index for its own. 

Now, my hunch is this little anecdote will offend the sensibilities of readers who are practicing Christians in high church traditions. I might also guess it will equally offend secular readers who see Disney as the archetype of corporate greed, pushing glib, crass sentimentalism as art. Christian readers might share some of these criticisms as well. Together this is what, back in 2001, sociologist Alan Bryman recognized as the ‘Disneyization’ of society.

Disney... is not a purveyor of morality, but of product that must (like any good neoliberal agent) sail with the prevailing winds of market-based morality.

Disney In the crosshairs  

Bryman’s work demonstrates how most criticism of Disney tends to expand into criticism of modern life itself. . Walt Disney himself dedicated Disneyland at its opening in 1955 with the words: 

 “this park is dedicated to the hard facts that made America.”  

To talk about Disney and the modern world is ironically enough to talk Walt at his word. It means reflecting on modern America and globalization, and the economics, aesthetics, ethics, and politics which characterize it. 

I have more to say about this. But first, we need to tackle just where Disney sits today in the social and political moment.  

Disney today finds itself in a familiar position: fixed in the crosshairs of US conservatives waging the culture war. (Ironically, both culture war and Disney are some of America’s prime exports.) But Disney today is as wise to the market as it’s ever been. It is not a purveyor of morality, but of products that must (like any good neoliberal agent) sail with the prevailing winds of market-based morality. 

Disney promotes prevailing values domestically and does the same for values of the Chinese Communist Party internationally. For example, in its Stateside parks, Disney recently decolonized or altered some of its attractions. It re-themed Splash Mountain attraction, a water ride based on Walt Disney’s Song of the South film. The 1949 film is banned on Disney’s streaming platform. It traded in racist tropes and revisionist historical propaganda (often called the 'Lost Cause') which originated in the American South after the Civil War. Disney also altered a scene from the Pirates of the Caribbean ride which depicted women as victims of sex trafficking.  

These are surely good changes. But conservatives tend to categorize these changes, together with LGBTQ inclusivity efforts, under the appropriated phrase ‘woke’. Armed with a weaponized slogan, vapid reactionaries continue to influence popular sentiment on Disney. Meanwhile, Disney CEO Bob Iger met with the US Government’s House select committee on China. To discuss Disney’s censorship practices and production in the Chinese market.  

To talk about Disney in the present, immediate sense is to (among other things) grapple with the political power of corporations, the moralities that sustain market practices, and the formative power of binge-watching on human beings. But what about Disney in the broader sense? The Disney that is a window into the (failed) promises of modernity? These are promises and possibilities that continue to haunt us as well as shape us.

I can find no better word to describe Disney’s parks. Liturgy, both in the Greek and Christian sense, speaks to how the parks provide a public service and fuel a religious experience.

The “Liturgy” of Walt Disney  

At the end of his life, Walt Disney had more in common with Elon Musk than JK Rowling. He was more obsessed with harnessing technology in service of “progress”. His ultimate dream (called EPCOT or Experimental Prototype City of Tomorrow) was envisioned as the sum total expression of his theme parks. Disney wanted to take all the lessons of Disneyland and redirect them towards the construction of a permanent, liveable World’s Fair expo in the backwater of Florida’s swamps.  

But EPCOT today is something of a simulacrum. It houses a World Showcase where you can stroll the streets of Paris, Piazza San Marco, or a Mayan pyramid that houses a water ride. Disney even hosts student worker programs to ensure that if you order fish and chips in its England, you will be served by someone from York, Surrey, or Manchester. But this is not what EPCOT was supposed to be. Walt envisioned it as a real time, fully functioning “city of tomorrow” where all the best and brightest of American Post-War technological might and efficiency would make the human society something called “better”. In short, EPCOT was Disney’s public works project.  

The ancient Greeks had a word for projects like this: “liturgy”. The English word comes to us from combining the Greek noun for “people” leitos or laos with the Greek verb for “working” ergos. Nowadays, we tend to associate liturgy with Christian tradition, particularly the external rites and forms of worship for the church. But the idea of Christian liturgy emerged from this Ancient Greek practice of private financing of public projects. George Tridimas  shows how these “works for the people” were originally a Greek form of politics. To the Athenians, liturgies were a symbiotic practice: the wealthy elite competing for the honor and power associated with a project, while each project served everyday citizens of Athens.  

I can find no better word to describe Disney’s parks. Liturgy, both in the Greek and Christian sense, speaks to how the parks provide a public service and fuel a religious experience. They are a public works project that continue to shape the American consciousness, directing its worship, which is inevitably exported too, through the medium of culture. If you doubt the religious factor of the parks, ask again why a church might find itself believing a tour of Disney serves its task of Christian proclamation and formation. This isn’t just crass entertainment, but a profound (yet often uninterrogated) influence.  

The parks exist as an inhabitable space that suspends the contradictions of modern life and actually resolves them in a simulated fashion. 

This is why I think Disney biography Neal Gabler puts his finger on the essence of Disney’s parks. He argued that the parks aren’t successful because they provide an 'escape' from reality, but because they provide a ‘better' reality than the one outside. In this sense, the Disney imagineers don’t just tell good stories, they master physical space. The parks continue to attract guests the world over not because of popular franchises, but because,as a public works project, the entire parks experience is a high-control, surveiled effort to provide public efficiency, thematic immersion, crowd control, transportation—all of it.  

The parks exist as an inhabitable space that suspends the contradictions of modern life and actually resolves them in a simulated fashion. To treat the parks as a tasteless venture into plastic sentimentalism obscures how the parks attempt to satisfy, at nearly every turn, the modern contradictions that shape our human experience. To say this experience is a religious one would not be far from the truth, the Athenian liturgy and Christian liturgy converging into one.  

This is one reason why, however tragic it may be, churches in America continue to emulate Imagineers. The architecure of churches constructed within and without Christendom have communicated transcendence. And in spite of America’s embrace of Protestantism, we should not be surprised that American Christian traditions continue to emulate Disney’s mastery of physical space in the key of modernity. I understand criticisms of all things Disney, from parks and art to economics and adult Disney fans. But the parks are a liturgical experience, both in a religious sense and in a public sense. To understanding the staying power and influence of Disney means grappling, at a human level, with the park experience as a simulated resolution of modern life, rather than an escape. 

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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