Who’s the real hero in the Lion King prequel?

Mufasa’s tale is a lesson in leadership.

Mica Gray

Mica Gray is a wellbeing practitioner working in adult mental health. She is training to be a counselling psychologist.

Life-like animated lions and a monkey walk towards the viewer.

Disney.

The new Disney film Mufasa: The Lion King provides a prequel to the beloved The Lion King. Aside from offering viewers nostalgia, catchy songs about brotherhood, and dynamic visuals, the film also offers an intriguing exploration of leadership that by the end of the movie leaves you asking: who is the real hero?

In the movie, the young lion Taka is born into power. He is the son of the leader of the pride and is repeatedly referred to as "the next in line for the throne." In contrast, Mufasa is a stray that the pride takes in after Taka saves him from being eaten by crocodiles. He does not have any "royal blood" or status within the pride, and his role is nothing more than to serve Taka.

In a pivotal scene of the movie, Mufasa and Taka’s mother are ambushed, and Mufasa fights to protect her while Taka sees the ambush and runs away to protect himself. Viewers watching have asked "why" the two responded the way they did. Was Taka simply inexperienced, or was his decision driven by fear and an instinct for self-preservation? Did Mufasa’s actions stem from natural bravery, or from a deeper sense of responsibility and selflessness?

The apparent innate difference between the two lions is captured in the first song they sing together. As they regard the birds in the trees, Taka sings, "When I’m King they will do as they’re told," and Mufasa replies, "You may look down on them, but they are free, and where they go cannot be controlled." Here we see the first seeds of Taka’s desire for power and control and Mufasa’s contrasting respect for the other animals around him.

However, the movie also highlights how the differences may not be innate but due to differences in how they are nurtured. After Taka runs away from the ambush, we see his father teach him that no one can ever know that he did so—he teaches him that being a leader means performing strength rather than embodying it and hiding weakness rather than growing through vulnerability. In contrast, Mufasa is raised by Taka’s mother, who is more nurturing and encouraging in response to weakness. In addition, Taka’s father shows favouritism towards Taka and resentment towards Mufasa, which he internalizes, causing him to develop an image of himself as inferior. It comes as a shock to both lions—and some viewers—when in the end, the pride-lands adopt Mufasa as their leader instead of Taka.

Mufasa reminds us that leadership is not about ruling over others but about inspiring those around us to rise.

Some might consider Taka to be the real "hero" because he was owed kingship by blood and saved Mufasa’s life multiple times during the movie. While this is true, Mufasa demonstrates the character of leadership by seeking to protect the lives of the collective throughout the movie.

Regardless of whether that difference arose from nature or nurture, that distinction highlights to me who the real hero is. Taka’s heroic acts throughout most of the movie seemed to be about protecting his own interests, whereas Mufasa’s seemed to be genuinely about the welfare of others. Of course, there are elements of Mufasa being motivated by self-interest too—especially towards the end of the movie—but his strength lies in his ability to connect his needs to the needs of the collective. In most of the situations where he "saved" others, he did so by fighting alongside them and encouraging them to fight for themselves. He recognized that success requires the collaborative effort of the group and the bringing together of everyone’s unique gifts.

Mufasa reminds us that leadership is not about ruling over others but about inspiring those around us to rise. And perhaps, this is also what makes a true hero—not just strength or status, but the willingness to uplift others, to act with courage even when afraid, and to put the needs of the many before oneself. It reminds us that the greatest heroes are not the ones who seek power, but the ones who earn it by serving those around them.

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Review

Books

Culture

Education

Monsters

11 September 2024

5 min read

Are we letting a monster or saviour into the classroom?

Examining Sal Khan’s confidence in artificial intelligence.

Krish Kandiah

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.