A child’s lesson on how to grow up

Looking beyond the bravado-fuelled adolescent friendships, Lauren Windle reviews Are You There God? It’s Me, Margaret. She finds vulnerability, audacity and intention.

Lauren Windle

Lauren Windle is an author, journalist, presenter and public speaker.

A mother and child, wearing 70s clothing, look to the left.

Rachel McAdams and Abby Ryder Fortson.

Gracie Films.

You couldn’t pay me to be an 11-year-old girl again. There is no amount of money that would convince me to re-subject myself to the confusion, self-consciousness and awkwardness of my pre-teen and teenage years. But sitting in the Regents Street Cinema watching a midday screening of the film adaptation of Judy Blume’s popular book Are You There God? It’s Me, Margaret, it was 1999 again. I felt like I was rolling up my school skirt like the older girls and Sam Eavis had just skateboarded past setting my tummy fluttering.

Margaret is a 1970s year-six pupil (Abby Ryder Fortson) who moved from New York City to New Jersey with her mum (Rachel McAdams) and dad (Benny Safdie). As with any 11-year-old, she failed to see the absolute joy in not worrying about romantic relationships, financial hardship and gainful employment. Instead, she strived to grow up as fast as she possibly could. But faced with bad friends, boy trouble, changing hormones and a feuding family, Margret turned to God for guidance as she navigated the complex new stage.

Margret accompanied her milestones with admirably honest prayers to God, asking for guidance, reprieve, support and protection for her family.

Margaret and her friends moved through the usual rites of passage for a schoolgirl in their sprint to maturity. They obsessed about their first kiss with a boy, starting their periods, getting their first bra, being able to fill out the undergarment, gossiping and bitching between friends and desperately trying to fit in. But, unlike me, Margret accompanied her milestones with admirably honest prayers to God, asking for guidance, reprieve, support and protection for her family.

I felt pleased for Margaret. Not because she was navigating these challenges like a pro. She was doing as well as any us (read: poorly). I was pleased for her because she felt comfortable to loop God in. I never prayed about a boy I fancied or petitioned God to start my period. As a teenager, I was convinced the messy practicalities of life didn’t have a place in the Church and I would certainly never bring them up in prayer. I stuck to the simple formula of sorry, thank you and please. All subjects were highly palatable, like my grades at school or family outings.

Angst-riddled Margret however, learned something that I only picked up on years later when I came back to faith at 25; God cares about the details. We can be so caught up in presenting our best to Him that we forget he’s seen it all anyway. We may want a better sex life or bigger boobs or for someone to be attracted to us, but we wouldn’t pray for it. It’s too embarrassing. Not for Margret – from how she was getting on with her friends to the size of her bra, nothing was off limits in her prayers. There’s a lesson there for us.

Margret wasn’t raised in a church or subscribing to any religion. Her mum (a Christian) was shunned by her family when she announced that she would be marrying her dad (a Jew). The subsequent pain meant that they decided to raise their daughter without any religious affiliation and let her choose for herself. When she started her first prayer Margaret opened with:

“I’ve heard a lot of great things about you.”

When she was desperate to be accepted in her peer group she cried out:

“Let me just be normal and regular like everybody else.”

When she felt lonely, she called out and asked God where he was and when she thought he may not exist, even then she took her frustrations to God, crying out in prayer:

“I’ve prayed and prayed and everything just gets worse. Maybe the truth is there’s nobody out there. There’s nobody listening. It’s just me.”

It's the vulnerability, audacity and intentionality of her honesty that takes Margaret leaps and bounds further in her search for faith. That’s a level of transparency with God that I lacked in my youth, and at times in my adult life. The fact that Margaret hadn’t been to church ironically freed her up to approach God in a refreshing, childlike way. She didn’t have any of the pomp and ceremony of religion. Rather she just came to her creator and started talking, like a child to her father.

So, what can we learn from Margaret’s search for God? Several things. Stuffing your bra looks ridiculous. Adolescent friendships are solely fuelled by bravado. The fragility of pubescent womanhood is both a joy and agonising to watch. And we can talk to God anywhere, anytime, in any mood and about anything.

Seems like we don’t need to go back to school to learn a thing or two after all.

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.