Review
Culture
Film & TV
Zombies
5 min read

To boldly hope: how Star Trek dares us to be better

Amid dystopian dramas, Paula Duncan analyses the attraction of the Star Trek franchise.

Paula Duncan is a PhD candidate at the University of Aberdeen, researching OCD and faith.

Spock and Kirk stand on the bridge of a spacecraft.
The young Spock and Kirk, in 2009's Star Trek.

It’s something of a running joke that the popular animated series The Simpsons can predict the future – so much so that this was addressed by Time magazine. It is far from the only show that has a take on our pending fate. There is no shortage of dystopian futures available to us – nuclear war, rising sea levels, zombie apocalypse, super-contagious virus… Some of these no longer feel quite as fictional or remote a possibility as we might like. Such storytelling allows us to consider what it might mean for us to live through such scenarios and, perhaps, think more carefully about how we might prevent them.  

I’m sure there are movies, games, books, or TV shows that spring to mind for each of us when we think about this. For me, it is the Hunger Games and the Divergent book series by Suzanne Collins and Veronica Roth, respectively. Even when these stories offer us a hopeful possibility of redemption, they do so in the wake of disasters that humanity has failed to prevent. We are invited to dwell in the worst parts of humanity and human nature. In some stories we destroy ourselves. In others, we find ourselves simply destroyed. I find it all too easy to become preoccupied by the potential horrors in our near or distant future. 

This is why I’m so drawn to the vision of the future that the Star Trek franchise offers. There’s a hopeful message at the heart of the series that makes our continued existence seem plausible but doesn’t discount the changes we need to collectively make to achieve this. I am slowly making my way through Star Trek: Deep Space 9, having now completed The Original Series (TOS) and The Next Generation, and I’m always struck by this ultimately hopeful view for our future. It’s a not-quite utopian view of the future. We don’t achieve perfection in any way but we do learn to survive and thrive despite the challenges presented to us.  

What do we pass on to our literal next generation? What morals, what values? What hope for a future in which we both survive and thrive? This, I think, is the crucial point. 

It's certainly not perfect. There are definitely things that are uncomfortable on the show – the portrayal of women, for one thing, often misses the mark in TOS. But I do think it represents a beginning, a promise that things can get better. I’m reluctant to write any line that begins “for its time”, but I think there is something in that here. I also defer to the judgement of someone who was actually there, contributing to the formation of the Star Trek universe: Nichelle Nichols, who played Lt. Uhura. She wrote compellingly about the importance of diverse representation in the cast and what it meant to viewers in her autobiography Beyond Uhura. She reflected there:  

Like all of Gene’s characters, Uhura embodied humankind’s highest values and lived according to principles that he was certain would one day guide all human endeavor. In Star Trek Gene created a work of fiction through which he communicated a timely, yet timeless message about humankind’s power to shape its future. But most important, he gave that vision to the world: to writers, to enlarge upon; to directors, to dramatize; to actors, to personify and make real; and to audiences, to enjoy, cherish, and incorporate into their own hopes for the future and for humanity. 

For all its flaws, TOS set up a universe where we could see a better and fairer future for ourselves. In this early series, there are certainly problematic elements that would be written differently today. But there is, at least, hope.  

What speaks most clearly to me is the idea of stewardship. For those unfamiliar with the franchise, it began when TOS originally aired in 1966 and follows the crew of the star ship Enterprise on a five-year exploratory mission through space. On the bridge, Captain James T. Kirk is accompanied by some of the best crew Starfleet has to offer. We follow them through the stars, visiting new people(s) and places and getting into an uncanny number of scrapes.  

Airing in 1987, The Next Generation shows us the new and improved Enterprise is now captained by Jean-Luc Picard and a whole new crew with new skills and talents but the principles are the same – a crew that looks out for one another and their ship, caring for their home away from home. The Enterprise changes and different people take the helm, but the common goals remain. 

Perhaps if we contemplate our world to be something like this: if we consider that we might each be given a collective opportunity to hold the fate of our planet, how should we act to make sure that we hand over the best possible future to those that come next? What do we pass on to our literal next generation? What morals, what values? What hope for a future in which we both survive and thrive? This, I think, is the crucial point 

There are some key messages that we can draw from Star Trek’s view of our future. Captain Kirk frequently talks fondly of an Earth that has eradicated poverty and many unjust power structures. What might need to change for us to get to a position where we hold the same values? Where might we need to sacrifice personal gain in order to create a more sustainable world? I cannot help but think that we are not acting on this as quickly as we should be. The BBC recently published an article focusing on the episode of Star Trek: Deep Space Nine in which 2024 is shown to be a year of riots and unrest on Earth. Even in our sci-fi not-quite-utopian future, our progress is slow.  

I’d like to conclude with a reference to the 2009 movie reboot of Star Trek. Captain Pike says to a young Jim Kirk:

“your father was Captain of a star ship for twelve minutes. He saved eight hundred lives, including your mother's. And yours. I dare you to do better.”  

What if we looked at our stewardship of our planet in the same way? We briefly, collectively, have a chance to make a difference. We have a chance to do better. We need, therefore, to boldly go.  

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.