Article
Christmas culture
Culture
Hinduism
Time
4 min read

Why good wishes resonate across cultures

Hmm… and where did you get that idea from?

Rahil is a former Hindu monk, and author of Found By Love. He is a Tutor and Speaker at the Oxford Centre for Christian Apologetics.

Scrabble letters read 'Happy New Year' against a red starry background.

Country house gallery Compton Verney is currently hosting a delightful exhibition by British Indian artist Chila Kumari. It’s a colorful collision of worlds: neon-bright Hindu deities paired with ice cream trucks and cakes—a nostalgic nod to her father’s business during her early years in North England. Chila has captured the balance of her East-West upbringing beautifully. 

But what really stopped me in my tracks was the theme of the exhibition: “Love and Truth.” Hmm, I thought. Isn’t that a very Christian theme? Hinduism, as intricate and philosophical as it is, doesn’t traditionally frame life around “truth” or “love” the way Christianity does. And yet, it’s possible that my Hindu friends and family subconsciously desire or even pursue these ideals without fully realizing it. 

Surely, on January 1st, my lovely Hindu relatives will send me cheerful WhatsApp messages: “Happy New Year! Hope it’s a good one!” Naturally, I’ll reply with warm wishes of my own. But a thought will linger: haven’t they already celebrated their New Year? 

The Hindu calendar, Vikram Samvat, is lunar and runs 52 years ahead of the Gregorian calendar. For most Hindus, the New Year is ushered in during Diwali, celebrated with food, lights, and fireworks. Sikhs, too, celebrate their New Year in March according to the Nanakshahi calendar. And yet, when January 1st rolls around, I’ll find myself in a sea of “hope” and “joy” messages from friends and relatives of different faiths. 

Here’s where the question emerges: where did this idea of hope and joy come from? They aren’t central concepts in Hinduism, Sikhism, Jainism, or even Buddhism—not in the way Christians understand them. A friend once told me that biblical hope is “the joyful anticipation of something good.” Author Clare Gilbert described it as being “optimistic even when the heart is broken.” Similarly, Christian joy is not tied to external circumstances. It’s a steady, enduring truth that can coexist with suffering. 

And yet, these words—hope and joy—are shared freely by people whose traditions don’t teach them explicitly. Why? I’m not asking anyone to stop, of course! It’s beautiful to see these blessings exchanged. But it does make me wonder: why wish someone something that isn’t foundational in your own worldview? Could it be that these words point to a deeper, unspoken longing? 

Consider this: New Delhi-based journalist Garima Garg offers a fascinating anecdote in her foreword to Anthony Stone’s, Hindu Astrology: Myths, Symbols and Reality. Dr. Stone, a Christian with a PhD in theoretical physics from Oxford, went on to study Sanskrit and astrology in India. In her foreword, Garg recalls how, on the day Queen Elizabeth II died, a “comet-like orb” streaked across the sky. 

Skeptics, she writes, might dismiss this as space debris or SpaceX satellites. But for believers in astrology, timing matters. A celestial event, aligned with a moment of historical significance, sparks excitement and anticipation. It’s a moment of watchful waiting, a belief that something extraordinary is happening—or is about to happen. 

Sound familiar? That feeling of anticipation, of longing for something good, mirrors what Christians call hope. It’s not tethered to what we can see but rests on the unseen. Even in astrology, in its focus on aligning stars and planets, there’s an echo of this universal yearning—a desire for the extraordinary to touch the ordinary, for the unseen to become visible. 

This brings me back to the heart of my reflection. Hope and joy, as the Bible presents them, are not mere words but living truths. Hope is a confident expectation of good because of God’s promises. Joy is the assurance of His presence, even in pain. Could it be that cultures and faiths that don’t explicitly teach these concepts are still reaching for them? Could the universal desire for something extraordinary be pointing to Christ? 

I wonder if this is why themes like “Love and Truth” resonate so deeply, even in a Hindu-inspired art exhibition. They’re not just abstract ideas; they’re foundational to the human heart.  

To be clear, I’m not criticizing anyone for sharing hope or joy. Quite the opposite—I think it’s wonderful. What I am asking is whether this sharing hints at something unspoken. Could these lovely cultures and faiths, in their pursuit of meaning, be reaching for the very hope and joy that Christ offers? 

After all, Christianity teaches that God has 'set eternity in the human heart'. If that’s true, then it makes sense that people of all cultures would yearn for love, truth, hope, and joy, even if they don’t fully understand why. These aren’t just Christian concepts—they’re universal signposts pointing us toward God. 

So next time someone wishes me a “joyous New Year” or sends a message of hope, I’ll smile and reply with warmth. But I’ll also ponder, quietly: where did that idea come from? Perhaps, without realizing it, they’re expressing the deepest longing of the human heart—a longing that Christ can fulfill. 

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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.