Review
Attention
Culture
Film & TV
Weirdness
5 min read

Ludwig’s clues to the answers we long for

Puzzles preserve a fully realised truth in the clue, and, if we are willing to persevere, we will be rewarded.
Two TV characters, a man and a woman, stand in front of a crossword cover walls of a room.
Anna Maxwell Martin, David Mitchell.
BBC.

The BBC have scored a bingeable hit with new comedy-drama Ludwig, starring David Mitchell as a maladroit puzzle-setter who is roped into a rather fabulous whodunnit. It involves his missing twin, a police detective whom he must impersonate in order to chase the trail of the disappearance.  While on the case he solves a few other conundrums, giving the show many intriguing, if knotty, narrative threads.  

It is not the first-time crossword setting and detective work have gone hand in hand. One of the very first cryptic crossword setters - the ‘grandfather’ of the genre - was Edward Powys Mathers, who also dashed off a mystery thriller, Cain’s Jawbone in 1934. The novel was provided to readers in the wrong order, with the simple but infuriating challenge to reconstruct the right sequence of pages based on maddeningly subtle internal clues. Despite offers of a cash prize, virtually no solutions were submitted.  

Such is the dilemma of a cryptic crossword setter - when is clever too clever? Puzzles can appeal so much to our pride; our desire to be part of an ‘in-group’ which understands the highbrow references to opera, Latin oratory, and cricket slang. Those who can outwit them are part of an elite rank. The Telegraph crossword of 13th January 1942 was used as an exercise to recruit for the ENIGMA codebreaking unit. Indeed, when Mathers all but invented the idea of a fully cryptic crossword in the Saturday Westminster Gazette in 1924, his challenges bore the banner ‘Crosswords for Supermen’.  

There is fundamental connectedness behind the world, and working on the presumption of such a unity allowed him to collect ideas and references from across the globe and throughout all history to form his tricksy clues. 

I’ve often started out on a cryptic crossword, hoping to discover that I am one such genius, only to bitterly give up shortly afterwards, irritated that I don’t have that instant ability to see the solutions. I stare at the riddle, wanting to be one of those people who can naturally recall information, connect ideas, or see what has been hidden in the tortuous clue. Surely the appeal of a show like Ludwig is that it gives us an aspirational glimpse at the peak of human mental prowess, even if Mitchell’s wannabe inspector is a little socially awkward. He still possesses a penetrating gaze that looks through the surface of things, to see what no one else can. He is one of those ‘supermen’ - beholden to no one, able to uniquely see the way things are all by himself.  

And yet, when Edward Powys Mathers died in 1939, he was referred to in his Observer obituary not as a kind of lone snobby genius, but “the gentlest of men… a saint”. It’s appropriate, as crosswords have long been a curiously churchy phenomenon: in the small list of great UK cryptic writers, two have been Anglican priests (Revd John Graham, known as Acaucaria, and Revd Canon A. F. Ritchie, or Afrit). Even Mathers’ fondness for Biblical allusions in his clues “led many to endow him with ecclesiastical rank” as Roger Millington’s book on Crosswords put it. Christian faith, because it is a religion built on the idea that God is with us in flesh, invites us to pay attention to the world around us. The world is not something to escape from, but is rather the place that, in Jesus Christ, God has come to meet us in. It makes you want to understand time, place, and culture, to better understand the God who has spoken through them, and given them meaning and destiny. In reference to this way of seeing things, Mathers was spoken of as a ‘catholic’ thinker in his obituary. This did not mean his church affiliation, but rather an instinct for seeing how everything is part of a greater whole. There is fundamental connectedness behind the world, and working on the presumption of such a unity allowed him to collect ideas and references from across the globe and throughout all history to form his tricksy clues.  

There is also a negative hint in this obituary clue, ‘catholic’. Crossworders work under a nom de plume (David Mitchell’s character John for instance, who goes by ‘Ludwig’). And while Mathers was indeed a generous, open-minded man, he sealed his reputation for difficulty by adopting the pseudonym ‘Torquemada’, in reference to a former Grand Inquisitor of the Spanish Inquisition. So, if Christians are alive to the interconnectedness of all things, we also have a reputation for the institutional guarding of those very mysteries. History shows believers have tortured those who do not come to their idea of what the answer is; indeed, they have set the questions for too long, in the eyes of many hostile to the faith.

Puzzles preserve a fully realised truth in the clue, and, if we are willing to persevere, and learn a new way of seeing, and of paying attention, we will be rewarded. 

But this is the tension that crosswords offer us - a very authentically Christian way to think about the way God spells things out for us which does not rely on a stark binary of ‘true’ or ‘false’. He reveals things like a puzzle; slowly, and cryptically. Some might fairly object to this comparison, on the grounds this would make God too ‘out there’ - far away from the intimate father that Jesus bids us address so familiarly. Does it make God too remote and enigmatic to say he is setting riddles for us? But actually, a puzzle does not deceive us, like a mask does. Puzzles preserve a fully realised truth in the clue, and, if we are willing to persevere, and learn a new way of seeing, and of paying attention, we will be rewarded. The answer is there, reaching out to us, if we only commit ourselves humbly to receiving it. It may cost us much effort and time. It may require us to learn things afresh. But this is part of the joy of trying to see, as St Paul puts it, "the mystery hidden for ages in God, who created all things”.  

Jesus himself spoke in parables, very much like cryptic clues. But this was no elitism, designed to cut out those without the high IQ of David Mitchell’s ‘Ludwig’. Arrogant intellect or love of one’s own status is, for Jesus, just as much a bar to those seeking a solution, because to find the answer requires a certain submission - a discipline - to see things as the puzzle-setter sees them. If we proceed only to do things our way, we remain blind: seeing we do not see, and hearing we do not hear, nor do we understand. 

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.