Forgetting the big ideas

How to collect ideas that have changed the world. Nick Jones reviews A History of Ideas.

Nick Jones

Nick is the senior editor of Seen & Unseen.

A painting of an 18th Century servant bent over a washing tub.

Jean-Siméon Chardin's The Scullery Maid.

National Gallery of Art, CC0, via Wikimedia Commons.

I devour new ideas. One way to sate the appetite is dining out on Radio 4’s In Our Time archive. The show’s host Melvyn Bragg politely and firmly guides academic experts as they share their wisdom and insights with the listener. Among these great teachers, one had a title that stood out for me - Professor of the History of Early Modern Ideas. It was held by the late Justin Champion of Royal Holloway University. While I may never aspire to don his mantle, I do love the idea of, well, a professor of ideas. So much to discover and explain – to educate upon.

As well as formal academics in universities, other types of educators share that teaching load. Among them is the School of Life. A purveyor of therapy, courses and books, it has published A History of Ideas. The book is a collection of what the School calls humanity’s most inspiring ideas throughout time, ideas ‘best suited to healing, enchanting and revising us.’ Its stated goal is to answer the biggest puzzles we may have: about the direction of our lives, the issues of relationships, the meaning of existence. 

Given the School of Life was started by authors, therapists and educators, A History of Ideas could be considered its textbook, but it is no academic textbook. Instead, every idea it addresses hangs off a full-page image accompanied by essay, often based on articles the School has published.

Arranging ideas is always challenging. The book documents the history of the world’s ideas in 12 chapters. Good news for Julian Barnes, whose A History of the World in 10½ Chapters remains on top of the concise world history league by one and a half chapters. Prehistory and The Ancients, and Modernity bookend chapters on the great religions, Europe, The Americas, Industrialisation and Africa.

Within chapters, fine art, architecture and objects illustrate the ideas. Grand masters can be expected on the pages but they are joined by lesser works. Such selections serve their purpose well. The Scullery Maid, by Jean-Baptiste-Simeon Chardin, depicts the drudgery of washer work yet brings to visual life the accompanying first essay on Christianity. This is no art history exposition of some baroque high altar piece – rather:

‘Central to Christianity has been the argument about the value of ordinary people… this was a religion that never stopped stressing that God's mercy was offered to all irrespective of social status.’

Nor does it shy away from tackling what today may be seen as problematic ideas. On original sin, it asks:

‘why would it be helpful to keep this in mind? Because once we accept the bleak verdict, we are spared the risks of misplaced expectations. To know that everyone we encounter will, at some level, be flawed reduces our fury and our disappointment with this or that problematic aspect of their character.’

Wise words in an age where few can disagree agreeably.

The ideas of industrialisation are, perhaps, foreshadowed by the 18th century scullery maid’s crude washing tub. From today’s perspective, it seems that some of the big ideas haves been vigorously scrubbed away by the industrial revolution and allied revolutionary trades. However, the commentary on The Scullery Maid concludes:

‘an ideology can be said to have achieved true victory when we forget it even exists. We can tell that Christianity has been one of the most powerful movements of ideas there has ever been, in part because of how seldom we notice that it has ever had the slightest influence on us.’

Living in a ‘decade of disruption’, to quote Rory Stewart, there are many big questions being asked. Among them, “will it all be OK?" The History of Ideas is a carefully curated gallery that illustrate the big ideas helping answer those questions. Given the authors set out to curate ideas that could enchant, it may also re-enchant those asking - with that which they have forgotten exists.

A History of Ideas is published by The School of Life.

ISBN: 9781912891962

Review

Books

Culture

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.