Review
Culture
Re-enchanting
7 min read

Re-enchanted: swimming with Charlie Mackesy

Fascinated by the astonishing success of the whimsical The Boy, The Mole, The Fox and the Horse, Belle Tindall probes at the deep wisdom of Charlie Mackesy’s enchanting, not to mention Oscar-winning, modern fable.
An illustration showing a horse standing, sniffing a mole held by a boy while a seated fox looks on.
Macksey's modern fable.
BBC.

Four million of us dedicated half an hour of our Christmas Eve to watching Charlie Mackesy’s Academy Award-winning animated short film, The Boy the Mole, the Fox and the Horse, making it the most watched programme on that day. (Not to mention the five million of us who have streamed it since, making it the most watched film in its category at this year's Oscars). 

More than two million of us have his illustrated book of the same name sitting somewhere in our homes, placing it firmly on both the New York Times and the Sunday Times best-sellers list.  

Over one-and-a-half million of us have decided to make Charlie’s work a daily staple of our lives by following him on Instagram.

'Lives have been profoundly touched by the effect that Mackesy is having upon the world.'

And then, of course, there’s the impact of these lofty statistics, the depth of success that is running parallel to the breadth, the Mackesy Effect that can’t be quantified. I defy anyone to scroll through the online comments on his social media pages, browse the reviews of his book, or explore the Twitter hashtag pertaining to the short film, and not be struck by the stories of seemingly endless people whose lives have been profoundly touched by the effect that Mackesy is having upon the world.  

My morning peek into the Twitter-verse shows that today alone, the animated film is being watched in schools as an exercise in mental and emotional well-being, copies of the book are being distributed to sufferers of PTSD and gifted to residents of care homes, while the distinctive drawings are adorning the walls of therapy rooms and hospital wards.  

Fascination at such an impact can be reduced to a singular word: why?  

This isn’t a question dubiously asked from a safe distance, surveying the astonishing success and scratching my head with scepticism. I am by no means unconvinced by the genius of it all. Quite the contrary, my copy of the book is one of the most well-thumbed books I own. I pull it off my shelf and open it up more regularly than I care to admit, each time utterly bewildered as to why it feels as though it was written just for that precise moment. 

And so, to ask the question once more: what is it about this simple fable, in all of its various forms, that is continuing to captivate us? I have a theory. One that was somewhat hidden in plain sight all along.  

There’s a phrase that has been whirring around my mind as I’ve been probing at Mackesy’s enchanting work: it is a fable in which children can paddle and elephants can swim.  This phrase has been frequently used to describe a particular biblical book, the Gospel of John.  

John’s Gospel has a reputation for being somewhat of a literary and theological enigma. Therefore, whether it be in pure delight or utter defeat, John’s Gospel has been described in this way – as a text in which children can paddle and elephants swim.  

Far more than a whimsical-sounding review, this rather endearing visual very succinctly sums up the paradox that is the literary nature of the fourth Gospel. It can be read and understood at a surface level, each scene working together to create a tapestry of moments, curated to tell the tale of a life that caught the attention of everyone around it. And of course, a death and resurrection, painstakingly recorded to ensure that the impact of such a momentous life moves beyond the confines of first-hand witnesses. This is how the fourth Gospel has been paddled in for two millennia.   

'This work is a text in which children can paddle and elephants can swim.'

But then there’s the ever-present invitation to swim with the elephants. In reality, this invitation is to sit and dissect every micro-detail, to delve into the intention undergirding every word choice, to pour over the precise placement of every narrative. It is an invitation to find meaning hidden within meaning hidden within yet more meaning, it is an invitation to surrender to the sheer genius of what John has produced and work out how to rightly respond to it.  

And with this in mind, I return to the work of Charlie Mackesy. This is not to suggest that through The Boy, the Mole, the Fox and the Horse, Mackesy has created, or attempted to create, some kind of Biblical text. Surely, he, more than anyone, would positively balk at the idea. What I’m suggesting is that this work is a text in which children can paddle and elephants can swim.  

The pages of the book, the scenes of the short-film, the images on the Instagram account - they can be consumed at a glance, they can be paddled in. The simplicity of them offers an antidote to our crowded lives, the whimsical nature of each character appeals to our desire for escapism, and the relatable nature of Charlie Mackesy himself (a self-proclaimed ‘grubby artist’) allows us to feel that his content is a safe place. And then there are the words that accompany each drawing he offers us; in the animated film, actors such as Idris Elba and Tom Hollander have been enlisted to bring the voices of the four beloved characters to life. In the book, Charlie’s own handwriting is tasked with doing all the talking. These messages, presented as brief conversations between the characters, are notably short in length and simplistic in nature, but let’s not allow that to fool us into assuming that they lack substance. On the contrary, there is sufficient depth to be swam in, and the invitation to do so is present on every page.  

'What can be found by those who are wading away from the shores?'

And herein lies the theory: the invitation to paddle in the waters of this whimsical world may be what is attracting the world to Charlie’s work, but the opportunity to swim in its very applicable depths is what is keeping us captivated. Therefore, a question remains: what can be found by those who are wading away from the shores? I have a suggestion: re-enchantment of the most theological kind.  

We’re living in an age of ‘disenchantment’ in the West, a societal state that was predicted by Max Weber in the early 20th Century, and profoundly resonates with our reality today. Weber used the term ‘disenchantment’ to denote a time when society will have discarded our reliance upon, and appreciation of, the mysterious, the spiritual, and the transcendent.  

But are we satisfied with disenchantment?  

Our apparent captivation with content such as Mackesy’s, which is intent on re-enchanting us, would imply not.  

The longer you sit with Mackesy’s work (or swim in it, to keep a hold of the Johannine metaphor), the more apparent it becomes that neither the boy, the mole, the fox, nor the horse are actually the central characters. Rather, the things that hold the entire body of work together are the exact things that disenchantment refutes: the mysterious, the spiritual, the transcendent. Things that, to quote the book itself, ‘sit beyond all things’. Perhaps our appreciation of such things has not been disregarded, but profoundly underestimated. It could be suggested that our reliance upon such things is more intrinsic than we ourselves acknowledge, and every now and again, something as unlikely as a talking mole makes a profound mark on culture and subsequently proves it.  

Charlie Mackesy has ultimately provided us with an invitation into re-enchantment.  

'He wanted to reach out to a loved one in distress, but words kept falling short.'

The thing to note about re-enchantment is that it is, by its very nature, a return to something familiar; a previous perspective or an ancient wisdom perhaps. The vehicle is intriguingly new, but the cargo feels ancient. Or to be more specific, the cargo feels biblical.  

Mackesy’s relationship with his Christian faith is paradoxically complex and enviably simple. He’s spoken many a time about the way he both perceives and receives the divine love that is at the core of the Christian faith. He has also given us a glimpse into how it tends to fuel his work. In an interview with CBN, Charlie tells the story behind one of his more explicitly biblical pieces of art entitled 'The Prodigal Daughter' . He spoke about how he wanted to reach out to a loved one in distress, but words kept falling short, so he painted her a picture. He said ‘I was just trying to show her through imagery where, you know, to be held is something she always wanted. So, I said, “This is what God is like”’.  

Whether or not he has the same intention when it comes to his more commercial work, as you flick through each page of his best-selling book, that is exactly what you sense the characters within the book, and the man behind it, to be saying: this is what God is like.  

Whether it be the horse, who is ‘the biggest thing they have encountered’ and takes it upon himself to carry the other characters physically and emotionally through the wilderness. Or the constant re-iteration that love is the means and the end to all things. Or even the narrative detail of each character becoming known, deeply, and honestly known, on levels that they had yet to experience. You could write ten books of theology or philosophy in an attempt to expound each theme.  

And I, for one, hope it’s a place where children continue to paddle, and elephants continue to swim for a long time to come.  

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.