Article
Attention
Culture
Digital
Ghosting
Psychology
5 min read

Ghosting is not immature, it’s plain cruel

The dehumanising behaviour hiding in plain sight.
On a dark street someone checks their mobile phone for messages.

‘Do you really believe that the moon only exists when you look at it?’ 

It’s a great question. Do you know who asked it? It sounds rather Shakespearean, doesn’t it? It’s got a touch of the – ‘that which we call a rose by any other name would smell as sweet’ - about it. 

But not so.  

Interestingly, it was Albert Einstein who asked this question. He asked it again and again – unable to relax into any answer his contemporaries could offer him. He thought, at least initially, that he was asking a question about quantum physics. But he wasn’t; not really. Einstein was asking what it means to exist, what it means to be. 

And that means that he was actually asking a theological question. And I, for one, would appreciate it if we would get into the habit of asking it too, just phrased a little differently. I’d like us to ask something a little like:  

Do you really believe that the person only exists when you text them back?’ 

Yes, I’m imploring us all to take an Einstein-esque approach to the phenomenon of ‘ghosting’.  

Ghosting, just to make sure that we’re all one the same page, is the act of abruptly and completely cutting off all forms of contact with another person, offering no form of prior warning nor any kind of subsequent explanation. To ghost someone is to perform a social cut and run, a relational dine-and-dash, if you will. This, of course, can happen in all kinds of contexts – in work situations, in friendships, and in the most niche of circumstances. There’s an incredibly popular podcast, the title of which – ‘My Therapist Ghosted Me’ - is a tongue in cheek reference to one of the presenters being inexplicably cut off by their own therapist. Ouch.

And so, ghosting causes a social injury, it inflicts a heart wound. Being ghosted, we are coming to realise, is a rejection of the most absolute kind.

But where this phenomenon is reaching astounding heights is in the context of romantic relationships. The technological age in which we live, where the majority of romantic relationships are now being initiated and established online, has meant that we’ve got ghosting down to a fine art. It’s become all too easy. And apparently, nobody is immune.  

Just recently, Billie Eilish – Oscar and Grammy award winning musical genius and all-round cultural icon - explained how she had recently been the victim of an almighty ghosting. She said,  

‘it was insane. I was like – “did you die? Have you literally died?” It was somebody that I’d known for years, we had a plan (to meet) and the day of… nothing. I never heard from him again.’ 

Imagine being ignored so suddenly and completely that your first instinct is that the person must have died, only to realise – they hadn’t died, you were just disposable to them. This is happening all of the time, there’s a generation of people who are having their sense of self and of the ‘other’ defined by this very phenomenon. 

What’s incredibly interesting is that in the span of a few short years, psychologists and relationship therapists have gone from speaking of ‘ghosting’ in terms of emotional immaturity, conflict avoidance and a lack of communication skills, to regarding it as a form of cruelty and even abuse.  

It is not primarily the intent of the ‘ghost’ that is causing psychologists to speak of ghosting in increasingly serious terms. Most ‘ghosts’ are cowardly, perhaps, but not sheer evil. Rather, it is the extraordinary depths of hurt that the behaviour inflicts (intended or not) upon the person who has been victim to it.  

We are learning that there are all manner of harmful things that ghosting does to our brains and all kinds messages that it sends to our self-esteem. Namely, that we weren’t enough for that person, that we’ve failed somehow, that we’re disposable, that we misread the situation, that we misread them, that we’re deficient in almost every kind of way.  

These lies inevitably fill the gaps left by the silence of the other person. False explanations, usually of the most self-depreciating kind, take advantage of that fact that no explanation was offered by the person who hurt us. The bewilderment itself becomes a form of torture. And so, ghosting causes a social injury, it inflicts a heart wound. Being ghosted, we are coming to realise, is a rejection of the most absolute kind.  

Ghosting is the symptom of a society in which we kid ourselves into thinking that people only come to life when our thoughts turn to them or our eyes rest on them.

But I think there’s even more to it. And this is where I return to Einstein’s question, and my modern, admittedly much less cosmic, re-imagining of it. Because underneath it all, I think that ghosting is a theological issue.  

To ghost someone is to act as if they do not exist because you have averted your gaze from them. It is, therefore, to deprive them of the fullness of their existence. Or, at least, to deny it. It is an act of deep diminishment. Do we really believe that the moon only exists when it is looked upon? Ghosting forces us to similarly ask – do we believe that we only exist when we are looked upon?  

So, you see, it goes deep. It cuts to the core of what it means to be.  

Ghosting is the symptom of a society in which we kid ourselves into thinking that people only come to life when our thoughts turn to them or our eyes rest on them. If we can’t see the suffering we’ve caused, it isn’t happening. If we’ve cut someone out of our life, they aren’t existing. At least, we can behave as if they aren’t.  

One could argue that it’s a form of dehumanization, one that’s hidden in plain sight.  

And that, alongside all of the other reasons (or perhaps undergirding them), is the reason that I think being ghosted cuts us to the core; it brings into question the very reality of our existence.  

‘Do you really believe that the moon only exists when you look at it?’ 

Einstein’s question may feel a little abstract but it’s actually as tangible and personal as it gets. 

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.