Review
Culture
Film & TV
Hospitality
4 min read

The Paddington paradox

With a tip of his hat, he brings a trace of grace to every life he touches.

Krish is a social entrepreneur partnering across civil society, faith communities, government and philanthropy. He founded The Sanctuary Foundation.

A cartoon bear, wearing a blue duffel coat and red hat, rests his arms on a rock against a mountainous background
Paddington ponders Peru.
StudioCanal.

It appears that Paddington, the nation’s favourite unaccompanied asylum-seeking bear, has finally been issued with a British Passport, 66 years after stowing away on a boat from South America and two years after eating marmalade sandwiches with Queen Elizabeth II on her Platinum Jubilee.  In the brand-new film Paddington in Peru, we discover what happens when he uses his passport to return to his country of birth to visit his old Aunt Lucy.  

Will Paddington be reunited with the kind-hearted bear who brought him up after he was orphaned in an earthquake? Where will this leave the Brown family, who have been fostering him for the best part of seven decades? Indeed, where will it leave the rest of us who have embraced Paddington as one of our own? Will Paddington even return to 32 Windsor Gardens, London? 

It is not only his address and passport that evidence Paddington’s Britishness. This bear, who has captured the hearts of children and adults alike, has become as quintessential a British icon as Harry Potter and James Bond. This despite his Latino heritage, his status as an unaccompanied asylum-seeking bear, as well as his vast array of cultural faux pas. His earnestness, modesty, curiosity and unfailingly polite manners more than compensate, it seems, for his frequent dramatic mishaps and his uncertain immigration status.  With a tip of his hat, he brings a trace of grace to every life he touches – from refuse collectors to antique collectors, from convicted criminals to window cleaners.  Everywhere he goes chaos is met by kindness, compassion and positive transformation. 

Paddington seems to typify the best of what Britain stands for. Everything about his story is a celebration of the power of British hospitality. His creator, Michael Bond CBE, was inspired by the incredible hospitality of the people of wartime Britain who gave sanctuary to evacuee children in the Blitz as well as the families that provided loving homes for Jewish children fleeing the Nazis via the Kinder Transport in 1939. He once told a reporter: 

“We took in some Jewish children who often sat in front of the fire every evening, quietly crying because they had no idea what had happened to their parents, and neither did we at the time. It’s the reason why Paddington arrived with the label around his neck”.   

Aunt Lucy in the first Paddington movie makes this connection most clearly. She reassures Paddington who is nervous about what awaits him at the end of his dangerous journey, saying:  

“Long ago, people in England sent their children by train with labels around their necks, so they could be taken care of by complete strangers in the countryside where it was safe. They will not have forgotten how to treat strangers.” 

Despite the xenophobia that frequently comes across in our media, there are many Great British people who haven’t forgotten how to treat strangers. 

I wish I was as confident as Aunt Lucy about our country’s memory. When I watch the news and hear the anti-immigration rhetoric from some of our politicians, I fear that too many people in Great Britain have forgotten how to treat strangers.  

The Bible recognises the enormous potential for amnesia on this issue.  In its first five books there are no less than 36 reminders to welcome the stranger: hospitality was always supposed to be a priority of personal and national identity. Later on in the Bible we are shown what this looks like by Jesus, who welcomed the sort of strangers nobody else had time for – the poor, the downcast, the marginalised, the vulnerable, the sick, the homeless, the forgotten, the unpopular and the ethnically suspect. Finally, towards the end of the Bible there is another reminder in the book of Hebrews:

“Don’t forget to welcome strangers.” 

Despite the xenophobia that frequently comes across in our media, there are many Great British people who haven’t forgotten how to treat strangers. Tens of thousands of families have made rooms available to Ukrainians fleeing war over the past three years. Churches and charities and communities and schools and workplaces seem to have a wonderful habit of embracing those who are different, or who need a helping hand.  

This is what I call the Paddington Paradox: despite all the talk of tightening our borders, and reducing immigration, despite a summer of racist riots and yet another spike in hate crime cases, despite growing pressures on limited housing supply, and cost-of-living-related struggles, we love to think of our country as a hospitable one. We celebrate the welcoming of strangers – from the Kinder Transport to the Homes For Ukraine scheme. One of our most beloved national treasures is an asylum-seeker, albeit also a fictional bear.  

This week is my foster son’s birthday and so I am taking him and some of his friends to the cinema to see Paddington in Peru. To my surprise nearly all his friends’ parents have asked to come too! We are all looking forward to seeing how Paddington and the Brown family fare as they make a perilous journey on a small boat into the Amazon rainforest, and are forced to rely, once again, on the kindness of strangers.

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.