Why we make kings

As the new King's coronation approaches, Ian Bradley explores the deep roots of kingship as an answer to anarchy and disorder.

Ian Bradley

Ian Bradley is Emeritus Professor of Cultural and Spiritual History at the University of St Andrews.

A medieval illustration of King David being anointed by Samuel

Samuel anoints David king. An early 14th century illumination from the Vaux Psalter.

Lambeth Palace Library.

At the most solemn moment of King Charles III’s coronation on 6 May, the Westminster Abbey choir will sing Handel’s thrilling setting of words from the first chapter of the first Book of Kings:

Zadok the priest and Nathan the prophet anointed Solomon king.

It provides a reminder that the anointing of the monarch with holy oil is carried out in direct imitation of a practice described in the Bible in connection with the inauguration of the kings of ancient Israel.

This is not the only link which the coronation will make with stories found in the Bible. Legend has it that the Stone of Destiny, on which Charles will be seated when he is crowned, started life as the pillow on which Jacob slept when he had a dream of the ladder leading up to heaven as described in Genesis. Jacob set the stone up as a pillar to commemorate the place where God had talked to him. Later stories identify it as the pillar beside which Abimelech was crowned king of Israel and King Josiah made his covenant with the Lord to keep his commandments and statutes.

The theme of monarchy looms large in the collection of books making up the Hebrew Bible which tells of God’s dealing with the chosen people of Israel and forms the Christian Old Testament. The word ‘king’ occurs 565 times and ‘kingdom’ 163 times. Six of the so-called historical books have the monarchy as their main subject matter, including the aptly named first and second books of Kings. The life of one particular king, David, occupies more space than that of any other figure, including the great patriarchs, Abraham and Moses.

By popular request

Kingship is presented in the early books of the Old Testament as both the popularly requested and the divinely appointed answer to the anarchy and disorder prevailing under the judges who ruled the people of Israel for the first two hundred and fifty years or so after their arrival in the promised land of Canaan around 1250 BCE. The Book of Judges emphasizes the corruption and lawlessness under this form of government, noting: ‘In those days there was no king in Israel: everyone did what was right in his eyes.’

The inauguration of the Israelite monarchy, which took place around 1020 BCE, is described in the Book of Samuel. A crucial role is played by Samuel, the last of the great judges who becomes the first king-maker and presides over the coronations of both Saul and David, the first two Israelite kings. Samuel is portrayed as prophet, seer and intermediary between Yahweh/God and the people, to whom the elders of Israel come asking for ‘a king to govern us like all the nations’. Samuel puts this request to Yahweh who is initially reluctant to accede to it and tells him to spell out to the people the dangers of kingship in terms of the accretion of private wealth and military might. These warnings are ignored, however, and the people continue to insist that they must have a king ‘to govern us and go out before us and fight our battles’. When Samuel reports this to God, he is told, ‘Hearken to their voice and make them a king’.

On king making

If there is a certain initial unease in God’s mind about the desirability of kingship, the institution is subsequently given divine blessing, with the king been seen as God’s chosen one – Messiah in Hebrew, or Christos in Greek. There is a sense of partnership between Yahweh and the chosen people of Israel in the making of kings. The emphasis is on a three way covenant between God, king and people. This concept of covenant is one of the most distinctive and central features of Israelite kingship, as is the idea that the monarch mediates and represents divine rule and stands for justice, fairness and truth.

During and after the long period of exile that followed the ‘Babylonian captivity’ of Israel in 597 BCE, Jews increasingly pinned their hopes on the future coming of a new Messiah, a king from the house of David, raised up by God to deliver Jerusalem from where he would reign, restoring and re-uniting Israel and bringing about a new world order of justice and righteousness, as looked forward to and promised in the Psalms and the writings of the prophets.

The theme of kingship, so fully explored in the Old Testament, continues to figure prominently in the New Testament, although its central focus is on the kingdom of God, inaugurated and proclaimed by Jesus, with its dethroning of the rich and powerful and exaltation of the humble and meek. All four of the Gospel writers use royal titles and monarchical allusions in their descriptions of Jesus. He is identified as the anointed king, the Messiah or Christos, leading his followers to be known as Christians. From his birth in Bethlehem in the house and family of King David, and his baptism where he is identified by God as his beloved Son, to his trial and crucifixion for being ‘King of the Jews’, the royal theme runs as a clear thread through his life and death.

Jesus himself redefines the concept of kingship. This is signalled most dramatically by his choice of a donkey on which to make his entry into Jerusalem on the first Palm Sunday. He deliberately opts for an animal associated with humility, humiliation even, rather than a proud charger or stallion more fitting for a king on a triumphal progress. In washing his disciples’ feet on the first Maundy Thursday, he further shows that he is, in Graham Kendrick’s memorable words The Servant King displaying meekness as well as majesty. When Pontius Pilate repeatedly asks him whether he is indeed the King of the Jews, he gives the cryptic answer 'You have said so'. Jesus never repudiates the idea of kingship but gives it a wholly new meaning of humble servanthood which has been the inspiration for Christian monarchy ever since.

Review

AI - Artificial Intelligence

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.