Review
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Digital
4 min read

Filterworld: algorithmic anxiety is flattening our culture

The rule of vanilla lets our unfeeling gadgets decide what’s best for us.

Simon is Bishop of Tonbridge in the Diocese of Rochester. He writes regularly round social, cultural and political issues.

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Sebastian Pandelache on Unsplash.

Here’s another diagnosis to add to modern malaise: algorithmic anxiety.  It’s described by Kyle Chayka in his excellent book Filterworld (Heligo Books, 2024) as the: 

 …awareness that we must constantly contend with automated technological processes beyond our understanding and control, whether in our Facebook feeds, Google Maps driving directions, or Amazon product promotions. 

We don’t understand algorithms.  Even if we did, we wouldn’t know how they actually work on us as every tech company keeps it a secret, lest competitors learn from them.  This has led to the algorithm becoming the century’s newest bogeyman, a phantom we can reference in conversation to make us sound tech savvy and culturally knowing even while we remain in the dark. 

‘Algorithmic has become a byword for anything that feels too slick, too reductive, or too optimised for attracting attention’.   

Kyle Chayka

One of the oddest outcomes of the ascendency of the algorithm is the seemingly diametric effects on politics and culture.  In politics it has polarised people, sorting us into opposing camps and then ensuring we hear only good things about our ‘side’ and only maddening things about the ‘opposing’ side.  Instead of calmly listening to a different view, we hurl insults, as performative as Prime Minister’s Question Time and about as enlightening. 

Something different is happening with culture.  Here, the algorithm makes culture more homogenous; in the words of Kyle Chayka, it is ‘flattened’.  The basic rule of what he calls Filterworld is that ‘the popular becomes more popular, and the obscure becomes even less visible’.  It is a strange re-mix of Jesus for the digital age: ‘to all those who have, more will be given…but from those who have nothing, even what they have will be taken away. 

The life of an Instagram post is said to be determined in the first five minutes.  If it has engagement, it can be sure of more; if it gets none, it will sink.  Visibility on social media is vital for artists of all kinds, because this is where all publicity begins.  Artists try and game the system, figuring out what kind of content the algorithm will promote.  In the process, their creative expression is subtly compromised.  People begin to write in a style that gets attention, and what gets attention is decided by the algorithm.  Those who tweet will know how the short, pared back medium starts to influence their life away from X. Musicians know that art which is safe and mainstream – the public’s crowded middle where performers like Ed Sheeran have thrived – is likely to succeed.   

‘Much of culture now has the hollow, vacant feeling of having been made by algorithm’ according to the cultural commentator Dean Kissick.  Chayka observes that: ‘algorithmic has become a byword for anything that feels too slick, too reductive, or too optimised for attracting attention’.   

It is often at the margins that breakthroughs emerge; art that makes us see this world in a new and divine light.   

There is a valid counter to this development.  Previously, what we read, heard and saw as cultural consumers was determined by a small set of experts who filtered content for us.  These experts were often drawn from a narrow section of society who inevitably brought their own biases to bear.  While this may be true, it is hardly a triumph for the public to have an unfeeling gadget decide what’s best for them, based on what we have liked before and what seems to appeal to most people.  At the ice cream vendor, this is like reaching for vanilla every time.   

The truth is, in necessarily surrendering to the algorithm (for what alternative is there online?) we miss huge volumes of culture that might appeal to us.  It is about as effective as deciding what sea life we like based only on what pops up to the surface of the water. 

The best art is not always the most popular and there is a risk that the divine spark of invention that the creator God has placed within each of us – the unlimited potential of being made in the image of God – will not be fanned into existence as often as it could be.  Chasing likes is no substitute for patient inspiration.  It is often at the margins that breakthroughs emerge; art that makes us see this world in a new and divine light.   

‘Behold, I am making all things new’ says the one who sits on the throne in Revelation.  That algorithms are making all things similar is the reality we are learning to live with. 

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Education
Leading
5 min read

Why I teach over my students’ heads

Successful teaching is a work of empathy that stretches the mind.
A blackboard covered in chalk writing and highlights.
James's chalkboard.

I’ve been teaching college students for almost 30 years now. As much as I grumble during grading season, it is a pretty incredible way to make a living. I remain grateful. 

I am not the most creative pedagogue. My preference is still chalk, but I can live with a whiteboard (multiple colors of chalk or markers are a must). Over the course of 100 minutes, various worlds emerge that I couldn’t have anticipated before I walked into class that morning. (I take photos of what emerges so I can remember how to examine the students later.) I think there is something important about students seeing ideas—and their connections—unfold in “real time,” so to speak.  

I’ve never created a PowerPoint slide for a class. I put few things on Moodle, and only because my university requires it. I’ve heard people who use “clickers” in class and I have no idea what they mean. I find myself skeptical whenever administrators talk about “high impact” teaching practices (listening to lectures produced the likes of Hegel and Hannah Arendt; what have our bright shiny pedagogical tricks produced?). I am old and curmudgeonly about such “progress.”  

But I care deeply about teaching and learning. I still get butterflies before every single class. I think (hope!) that’s because I have a sense of what’s at stake in this vocation.  

I am probably most myself in a classroom. As much as I love research, and imagine myself a writer, the exploratory work of teaching is a crucial laboratory for both. I love making ideas come alive for students—especially when students are awakened by such reflection and grappling with challenging texts. You see the gears grinding. You see the brow furrowing. Every once in a while, you sense the reticence and resistance to an insight that unsettles prior biases or assumptions; but the resistance is a sign of getting it. And then you see the light dawn. I’m a sucker for that spectacle.  

This is how the hunger sets in. If you can invite a student to care about the questions, to grasp their import, and experience the unique joy of joining the conversation that is philosophy. 

Successful teaching is, fundamentally, a work of empathy. As a teacher, you have to try to remember your way back into not knowing what you now take for granted. You have to re-enter a student’s puzzlement, or even apathy, to try to catalyze questions and curiosity. Because I teach philosophy, my aim is nothing less than existential engagement. I’m not trying to teach them how to write code or design a bridge; I’m trying to get them to envision a different way to live. But, for me, it’s impossible to separate the philosophical project from the history of philosophy: to do philosophy is to join the long conversation that is the history of philosophy. So we are always wresting with challenging, unfamiliar texts that arrive from other times that might as well be other planets for students in the twenty-first century.  

So successful teaching requires a beginner’s mindset on the part of the teacher, a charitable capacity to remember what ignorance (in the technical sense) feels like. To do so without condescension is absolutely crucial if teaching is going to be an art of invitation rather than an act of alienation. (The latter, I fear, is more common than we might guess.) 

Such empathy means meeting students where they are. But successful teaching is also about stretching students’ minds and imaginations into new territory and unfamiliar habits of mind. This is where I find myself especially skeptical of pedagogical developments that, to my eyes, run the risk of infantilizing college students. (I remember a workshop in which a “pedagogical expert” explained that the short attention span of students required changing the PowerPoint slide every 8 seconds. This does not sound like a recipe for making students more human, I confess.) 

That’s why I am unapologetic about trying to teach over my students’ heads. I don’t mean, of course, that I’m satisfied with spouting lectures that elude their comprehension. That would violate the fundamental rule of empathy. But such empathy—meeting students where they are—is not mutually exclusive with also inviting them into intellectual worlds and conversations where they won’t comprehend everything.  

This is how the hunger sets in. If you can invite a student to care about the questions, to grasp their import, and experience the unique joy of joining the conversation that is philosophy, then part of the thrill, I think, is being admitted into a world where you don’t “get” everything.  

This gambit—every once in a while, talking about ideas and thinkers as if students should know them—is, I maintain, still an act of empathy.

When I’m teaching, I think of this in a couple of ways. At the same time that I am trying to make core ideas and concepts accessible and understandable, I don’t regret talking about attendant ideas and concepts that will, to this point, still elude students. For the sharpest students, this registers as something to learn, something to be curious about. Or sometimes when we’re focused on, say, Pascal or Hegel, I’ll plant little verbal footnotes—tiny digressions about how Hannah Arendt engaged their work in the 20th century, or how O.K. Bouwsma’s reading of Anselm is akin to something we’re talking about. The vast majority of students won’t be familiar with either, but it’s another indicator of how big and rich and complicated the intellectual cosmos of philosophy is. For some of these students (not all, certainly), this becomes tantalizing: they want to become the kind of people for whom a vast constellation of ideas and thinkers are as familiar and present as their friends and cousins. This becomes a hunger to belong to such a world, to join such a conversation.  

This gambit—every once in a while, talking about ideas and thinkers as if students should know them—is, I maintain, still an act of empathy. To both meet students where they are and, at the same time, teach “over their heads,” is an invitation to stretch into new terrain and thereby swell the soul into the fullness for which it was made. The things that skitter just over their heads won’t be on the exam, of course; but I’m hoping they’ll chase some of them for a lifetime to come. 

  

This article was originally published on James K A Smith’s Substack Quid Amo.