Article
Community
Culture
Film & TV
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5 min read

Here’s why strangers unite on The Chase

Chasing the prize isn't everything on the TV quiz show.

Stuart is communications director for the Diocese of Liverpool.

Four quiz show contestants stand behind a table with the show host.

“I’ve had a great day Brad”. How quickly we fall into the staple clichés of daytime TV quiz shows. I tried to avoid hitting that trap, but my lips uttered that gem, as well as pushback phrases exhorting other contestants not to take a low offer, as I made my way through the lexicon of phrases to be uttered by a quiz show contestant. 

Yes, I was on The Chase. A longstanding mainstay of ITV’s teatime schedule this popular quiz combines individual rounds, a multiple-choice battle against the Chaser of the day, in my case the one known as The Beast (in reality a nice guy). It all culminates in a team effort to score as many points as possible to set a target the Chaser cannot possibly beat. (another show cliché). All this presided over by the ever-genial Bradley Walsh makes it a bankable show in the schedules. 

So why did I end up (nearly a year ago now) in Elstree studios with three people I had never met trying to win some cash? Well to be honest for me winning the cash was not the most important thing. My main aim was to not look a fool. My greatest fear was to get a low score in the first round inviting inevitable scorn and a trolling over my visibly clear lack of intellect or general knowledge. (To be clear as well, ITV prepare us for any potential abuse we might get, giving advice on protecting our social media and access to a helpline. I did feel protected).  

Actually, another fear was getting a bible or religion question wrong. I avoided that. 

If I met my first objective to not look stupid, my next aim was to get into the final round (otherwise my aunt would have done better than me and that would be disastrous for my poor little ego). But overall, it was the experience, it was the day out, it was chance to step outside of the daily routine that drew me to the long audition process and brought me on air. 

I would love to say that as a Christian minister I did it for God. I didn’t. I considered whether to wear my clerical shirt rejecting that for, as a self-supporting minister, I have developed my own rule for wearing it; to signal I am in active ministry. I was open about my faith and had a nice chat with Brad about churches and churchgoing. But this was never going to be about converting folk through knowing facts about history or music. 

And watchable television in the context of a daytime quiz is about telling a story. It’s almost a pantomime story we willingly enter involving heroes and villains.

But I learnt a great deal about life through this. First, the day was surreal. It started with the awkward meeting of us four contestants in a hotel lobby uncertain who was also a contestant until we were brought together by a show member. We were then welcomed into the Chase world, an experience well known to the team supporting us - they work on up to three shows a day, five days a week. With our electronic devices temporarily confiscated we were in a timeless environment effectively ceding control to the team who guided us carefully to the filming. This included preparing our minds and talking points so that we all have interesting stories to chat through with Brad. 

And we start to bond as a small group. Diverse though we were we found shared interests, common bonds, and we grew from a collection of individuals to be a team with a common purpose slowly moving through stages of wardrobe and makeup towards the big moment of entering the studio. That bond extended to the crew looking after us who for that time were friends, supporters and guides leading us through what was to us was the exotic mystery of filming, but I am sure to them was just another day. Through them we learnt the etiquette, the time to talk, the direction to look, how to move and when we can relax and sip water from personalised Chase water bottles 

We realised how each of us has different reasons for being there, different desires, different backgrounds and different approaches. But we are coming together with one purpose. To best the Chaser winning the panto styled quiz. 

That bonding is important if we are to work together, to give each other advice and support. And I believe the nature of the show has changed over time. My memory was that when it was first aired contestants would be more in it for themselves and almost scorn those taking lower offers and diminishing from the overall prize pot. Now it is about team, it is about the knowledge that only together do we stand a chance of winning, only through mutual support will the cash by ours. 

The filming is live but broken up so camera positions can be moved to get the shots needed. We were even interrupted by an incident that ended up in their blooper reel. Everyone, especially Bradley, is professional, kind, and friendly but it is clear they have a job to do and do well. So do it they must for their first duty is to produce watchable television. 

And watchable television in the context of a daytime quiz is about telling a story. It’s almost a pantomime story we willingly enter involving heroes and villains. We four were the little people fighting a good and wholesome battle against an almighty foe. That foe was the Chaser, The Beast, scornful, patronising, goading and tempting us to mistake. But on our side is the ringmaster, Mr Bradley Walsh, our guide and mentor shepherding us through the emotional ups and downs of our journey to the final. The viewer is hopefully identifying with us having heard our stories rooting for us to win the day. 

So, it’s not about quizzing, it’s a story of uniting, belonging, competing while being welcomed into a world that has its own rules and rituals that needs someone to guide the new person through. 

We had a great day, we finished our time and were back out onto the street parting company and leaving, as we began, as strangers. 

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Review
AI - Artificial Intelligence
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.