Review
Books
Culture
6 min read

The beliefs that made Jane Austen and her world

A ‘fashionable goodness’ lay at the heart of the author and her writing.

Beatrice writes on literature, religion, the arts, and the family. Her published work can be found here

A woman in 18th century clothes sits within a windowsill reading a book
Anne Hathaway as Jane Austen in Becoming Jane.

‘There just wasn’t a comprehensive book on Jane Austen’s faith’, Brenda Cox told me when I chatted to her recently, ‘That’s why I decided to write one’. She’s right. There are a handful of books that treat Austen’s Anglican faith seriously, even extensively. Irene Collins’ two books on Austen, Jane Austen and the Clergy (1994) and Jane Austen: The Parson’s Daughter (1998), as well as Laura Mooneyham White’s Jane Austen’s Anglicanism (2011) are excellent examples. But they’re also very academic. On the other hand, Cox’s new book Fashionable Goodness: Christianity in Jane Austen’s England (2022) achieves something truly remarkable: it’s both highly accessible – assuming no prior knowledge of Austen’s life, of theology, or of Regency history – and highly insightful. It’s a true labour of love (Cox told me she spent years on reading and research), and it shows. Before I say anything else about Fashionable Goodness, let me urge you to read it. If you want to understand the way Austen and her characters saw the world around them, this is the book to pick up.   

I’ve spent the last ten odd years reading, thinking, and writing about Austen, and yet Cox has made me see her novels in a new light. What she does best is to help us immerse ourselves into the daily life of Regency people, detailing in the first part of her book how the Church of England functioned in Austen’s times. She explains the difference between a vicar, a rector, and a curate; what tithes were; what exams a young man had to pass to become an ordained priest. As I was reading Cox’s book, Austen’s characters gradually came alive in my imagination like never before. Learning more about how they lived their faith day to day helped me to better grasp their motivations and their behaviour. For example, how many readers (myself included!) have been left confused by the passage in Persuasion where Anne judges her cousin Mr. Elliot for his habits of ‘Sunday traveling’? It only starts to make sense once we know that traveling on a Sunday would have likely meant missing church attendance, of which Austen disapproved. Similarly, in Mansfield Park Mary Crawford’s scoffing remark that Edmund Bertram will become ‘a celebrated preacher in some great society of Methodists’ will mean little to us unless we know that in the early 19th century Methodists were often treated suspiciously and looked down upon as overly emotional and ‘enthusiastic’. To my surprise, even my opinion of Austen’s most notoriously silly clergyman, Pride and Prejudice’s Mr. Collins, improved. Cox points out that Mr. Collins writes at least some of his own sermons, at a time when many clergymen would simply pick ready-written sermons out of a sermon book; he is also resident in his own parish of Hunsford after marrying Charlotte Lucas, when non-residence – the practice of a priest delegating all duties to a curate and living away from the parish – was common. Mr. Collins may be irritating and obsequious to a fault, but if we judge him by the standards of his own time, not of ours, he emerges as quite a respectable man after all.  

Far from being in ignorance of these changes in religious sensibility, Austen observed them, and they gave her hope. 

And that is something else that Cox does brilliantly: she shows us that the past is indeed a foreign country, with different moral standards. Instead of trying to find ways in which we’re similar to the people of Austen’s England, Cox helps us to realise that the values and assumptions of Austen’s England are radically different from ours. Even our language is different. Focusing on what she identifies as key ‘faith words’, Cox shows us that we cannot understand just how deeply English society was steeped in the Christian faith, unless we recognise the religious significance that many words had in Austen’s times. For example, when Elinor Dashwood cries to her sister Marianne, ‘Exert yourself’ in Sense and Sensibility, she doesn’t simply mean that Marianne should be less emotionally affected by Willoughby’s betrayal. Rather, she’s reminding Marianne of her religious duty of ‘exertion’, meaning not giving in to despair. Or, when Anne Elliot engages in ‘An interval of meditation, serious and grateful’ after her engagement to Captain Wentworth in Persuasion, we should not understand Anne’s ‘serious meditation’ as mere reflection; Austen would have expected her readers to know that, in this passage, Anne is examining her conscience and specifically praying. Even the word ‘manners’, often mentioned in Mansfield Park, had a deeper meaning than simply social graces, pointing to a person’s religious principles. Cox encourages us to notice these differences, and to let the past change our way of seeing the world through its alienness. 

Lastly, Cox also presents an England whose religious sensibilities were changing fast. The Church of England faced pressure to address its problems. Pluralism, the practice of one clergyman serving several parishes, meant that some members of the clergy were very well off, while others struggled to make a living. In turn, this encouraged non-residence – especially if the parishes were far from each other – and led to the non-resident parishes to be neglected. But at the same time, the Church of England was also being infused with newly found religious fervour. The Evangelical and Methodist movements, still officially part of the Anglican Church at this point, were spreading at a rapid pace thanks to figures like George Whitfield and the Wesley brothers, championing many worthy causes in the name of the Christian faith. The abolitionist movement heralded by Wilberforce, Clarkson, and Hannah More was gaining momentum just as Austen was beginning to write novels. By the time Sense and Sensibility, her first, was published, the slave trade had been abolished in England. Sunday schools were opening up which would educate thousands and thousands of children in the 19th century; the prison reform movement was gaining popularity, as were efforts to combat animal cruelty and ensure better conditions for factory workers. Goodness, as Cox puts it, was becoming fashionable in England.  

What about Austen herself? Cox tells us that she mentions reading the works of abolitionists with pleasure in her letters, as well as remarking on the newly emerging Evangelical movement with somewhat like cautious admiration. Far from being in ignorance of these changes in religious sensibility, Austen observed them, and they gave her hope. As Cox quotes in the final chapter of Fashionable Goodness, in an 1814 letter to her friend Martha Lloyd, Austen describes England as ‘a Nation in spite of much Evil improving in Religion’. Austen was confident that faithful Christians could rise to the challenges placed before them, and this confidence is reflected in her heroines and heroes, whose storylines trace their growth in virtue. It’s perhaps not a coincidence that 1814 is also the year Austen started working on Mansfield Park, a novel whose heroine, Fanny Price, is famously the most ardent in her moral principles. Fanny’s ‘goodness’, however – which the narrator often explicitly mentions – is no longer fashionable. Contemporary readers of Austen tend to dislike her seriousness and her outspoken religiosity. But perhaps, if we join Brenda Cox in immersing ourselves in the alien country that is Regency England, we can learn to judge the ‘goodness’ of Austen’s characters by different standards from our own. Perhaps we can free ourselves of our prejudices, and appreciate earnest characters like Fanny, as well as witty ones, like Emma Woodhouse or Elizabeth Bennet. Perhaps we too, like Austen herself, will gain hope that ‘goodness’ can be made fashionable once more in our time. 

Review
AI
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.