Review
Art
Culture
5 min read

Matthew Krishanu: painting childhood

Portraying family, memories and counterpoints.

Jonathan is Team Rector for Wickford and Runwell. He is co-author of The Secret Chord, and writes on the arts.

a painting shows Bengali celebrants of a Eucharist.
Preaching, Matthew Krishnau, 2018.
Peter Mallet.

The Bough Breaks by Matthew Krishanu at Camden Art Centre has been described as the most significant exhibition of his work to date because, by showing the drawings and works on paper that he calls the generative heartbeat of his work as well as the works for which he is best known, the exhibition is the fullest expression to date of the expansive world of his artistic practice. 

His images are primarily personal stories told through layers of memory, imagination, and conversations with the history of painting, in atmospheric, pared-back compositions which focus particularly on his childhood years in Bangladesh growing up with his brother, and their parents who were a British Christian priest and a Bengali theologian.  

He speaks of his images in terms of an ‘I-you-them‘ axis. The work he considers his first painting, from 2005, entitled ‘Boy on a Bed’ was originally a scene of an empty room. He recalls that “late in the night before I was going to be exhibiting it, I sketched in this boy with black hair, brown skin, and a little toy car behind him”. He continues, “I knew that was me, and I knew that there was something I wanted to communicate about the inner world of that child”. In 2012, there came another “fundamental shift” in that “I wanted to paint myself and my brother”. With the first ‘Two Boys’ painting, “I remember it felt like worlds had opened up”. He explains that “when you have a single child, you can project ideas of melancholy or loneliness” but “when you have two, they outnumber the single viewer” and “I think the fact that they are clearly brothers and both have brown skin and often a very direct gaze at the viewer, holds a certain power”. 

He recalls being in a show called Painting Childhood: From Holbein to Freud where the very last room was of the ‘Two Boys’: “Having gone through room after room of European children, white children, then coming into a room where these two boys weren't othered in any way, but were taking centre stage in the narrative, was hugely important.” 

Adults are excised from the ‘Two Boys’ series “because I want the boys to be out on a limb or up on a hill, without parental supervision”. However, within the ‘Mission’ series - paintings of church life in Bangladesh - adults are seen from the perspective of children. As a result, they are in the ‘them’ part of the axis: “I see the adults in the third person. I'm constructing them as in some way other to the child's eye. This brings in the strangeness of performance and ritual, the stiffness of it too, particularly when you're used to being barefoot on the ground in Bangladesh and, suddenly, are meant to sit still and quiet. For me, it was compounded by the fact that I was brown skinned, as was my brother and mother, and my father was white skinned, and he was a priest, and he was a man, and all the power that comes with being a white man in Bangladesh; just the way he is perceived by his congregation, and even strangers on the street.”  

He recalls that: At the time I knew that wasn't right and I didn't like the depictions of God as this white man flying around the sky. As a child, you have quite a raw and immediate relationship to life and nature and spirituality and, for me, it was the religious art that was the fundamental barrier to entering the world of the church. Also, the gendering of ‘Our Father’ or Jesus, the ‘only son’. That's why, as a young teen, I decided I didn't want to be confirmed, because I didn't believe in that construction.” 

‘For me, that is where my faith is, in love, in the love of family, in all that a baby calls upon us to give it.’ 

Matthew Krishnau

In a painting like ‘Preaching’, he is exploring what it is to centre, in a congregation of brown adults and children, “the four nuns and my mother preaching with the two female candle holders and have the men on the sides”. So, “It's all about constructing a world which is both a counterpoint to the world of the two boys and nature, but also a counterpoint to the religious hierarchy we see in the church now”. The ‘Holy Family’ series, “which is of Bengali nuns, priests, and bishops” “is a deliberate response to the white depictions of Christ, baby Jesus, and Madonna”. 

He notes that: “It's part of my painting mission to offer a counterpoint on the widest possible framing of an ‘I-to-you’ axis of a brown child, which isn't seen through the lens of National Geographic or Comic Relief ‘white saviours’, but is taken and centred as the heart of a human story. And if there's any spiritual message, then it's about that; of love, of the divinity of children and babies, and the divinity of our beautiful world, the ecological world of trees, water, glorious sunsets and sunrises, and all that comes with the human form.” 

He thinks that this show has “set up a kind of a world philosophy” for him: “The core, the heart of the show, for me, is family, particularly of my late wife and my daughter. In and amongst the drawings, there are some pictures of our baby, and my late wife holding our baby or, indeed, holding the tree that my daughter is climbing. For me, that is where my faith is, in love, in the love of family, in all that a baby calls upon us to give it. That is the closest thing to divinity. I won't even use the word God because it's too masculine in our language. The closest thing to the divine, I sincerely believe, is in the eyes of children, is in the eyes of babies, particularly.” 

He concludes by saying he would love to expand his practice further in the future, noting “a figure that has really resonated in a way I haven't felt before is the Palestinian priest Revd Munther Isaac and his ‘Christ in the rubble’ sermon”. However, his art always “needs to come from a personal connection to something I've conceptually explored; it needs to have that heart first of immediate one-to-one human connection”. 

 

Matthew Krishanu: The Bough Breaks, 26 April - 23 June 2024, Camden Art Centre, London.

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.