Roll on AI, you'll make us more human

I’m not necessarily stupidly optimistic about AI, but there’s a tentative case to be so.

Daniel Kim

Daniel is an advertising strategist turned vicar-in-training.

An AI-generated image of a man folding a paper plan in a relaxed lounger, around him are creative tools and screens giving status updates are visible.

Nick Jones/Midjourney.ai.

I still come across people who insist that there are simply things that AI (artificial intelligence) can’t and will never be able to do. Humans will always have an edge. They tend to be journalists or editors who will insist that ChatGPT’s got nothing on their persuasive intentionality and honed command of nuance, wit, and word play. Of course, machines can replace the humans at supermarket check-out tills but not them. What they do is far too complex and requires such emotional precision and incisive insight into the audience psyche. Okay then. I nod, rolling my eyes into the back of my head.

At this point, it’s just naive to put a limiter on the capabilities of what AI can do. It’s not even been two years since ChatGPT3 was released into the wild and started this whole furore. It’s only been 18 months and OpenAI have just launched ChatGPT4 which can produce a whole persona who can listen, look, and talk back in such a natural and convincing voice that it may as well be a scene from the 2013 film, Her. A future where Joachim Phoenix falls in love with the sultry AI voice of Scarlet Johannsson doesn’t seem too far off. We have been terrible at predicting the speed at which generative AI has developed. AI video generation was one of the clearest examples of that in the last year. In 2023, we were lauding it over the AI models for generating this surreal, nightmarish scene of Will Smith eating spaghetti. “Silly AI! aren’t you cute.” we said. We swallowed our words earlier this year, when Open AI came out with Sora, their video generation model, which spat out photorealistic film trailers that would feel at home on the screens of Cannes.

There might be limits, but that ‘might’ gets smaller and smaller every single month, and we’re probably better off presuming that there is no ‘might’. We’ll be in for less surprises if we live from the presumption that there will be AIs that will make better newspaper editors, diagnostic radiologists, children’s book writers, and art-directors than most, if not all, humans.

With the mass reproduction and generation capabilities of AI, we may recognise that we crave the human touch not because it’s better but because it’s human.

I promised you a “stupidly optimising” take on this. So far, I’ve given you nothing but the bleak dystopian future where the labour market collapses and humans are dispossessed of all our technical, editorial, and creative skills. Where’s the good news?

Well, the stupidly optimistic take is this: the dispossession of all our human faculties by AI will force us to embrace the truest and most fundamental core of what makes us valuable - nothing other than simply our humanity. The value of humanity goes up if we presume that everything can be done better by AI.

In 1936, the German art critic, Walter Benjamin, prophesied the apocalyptic collapse of the art market in the essay: The Work of Art in the Age of Mechanical Reproduction. It was at a time when photographic reproduction of paintings was becoming a mainstream technique and visitors to a gallery could buy a print of their favourite painting. He argued that the mass reproduction of paintings would devalue the original painting by stripping away the aura of work - its unique presence in space and cultural heritage; the je ne sais quoi of art that draws us to a place of encounter with it. Benjamin would gawp at the digital age where masterpieces would be reduced to default iPhone background screens, but he would also be surprised by the exponentially greater value the art market has placed on the original piece. The aura of the original is sought after, all the more, precisely because mechanical reproduction has become so cheap. Why? Because in a world of mass reproduction, we crave human authenticity and connection. With the mass reproduction and generation capabilities of AI, we may recognise that we crave the human touch not because it’s better but because it’s human. And for no other reason.

We continually place our identities in whatever talents we think make us uniquely worthwhile and value-creating for the world.

What are we to make of the AI trials happening in the NHS which spot cancer at rates significantly higher than any human doctor. The Royal College of Radiologists insists that “There is no question that real-life clinical radiologists are essential and irreplaceable”. But really? Apart from checking the AI’s work, what’s the “essential” and “irreplaceable” part? Well, it’s the human part. Somebody must deliver the bad news to the patient and that sure as hell shouldn’t be an AI. Even if an AI could emulate the trembling voice and calming tone of the most empathic consultant, it is the human-to-human interpersonal exchange that creates the space for grief, sorrow, and shock.

Think utopian with me for a moment. (I know, very counter-intuitive for us). In a society where all our technical skills are superseded, the most valuable skills that a human could possess might be the interpersonal ones. Empathy, compassion, intentionality, love even! The midwife who can hold the hand of a suffering first-time mother could be a more respected member of society than the editor of an edgy magazine or newspaper. As they should be! That’s a tantalising and stupidly optimistic vision of an AI future, but it’s a vision that aligns with what we know to be the true about ourselves. In our personal and spiritual lives, we already recognise that the most valuable aspects of our lives are our human relationships and the state of our inner selves. People on their death beds reflect on what kind of person they’ve been and reach out for the hands of their loved ones - not for their Q4, 2011 balance sheet. Our identities are shaped most deeply by our relationships and our character, and yet, we continually place our identities in whatever talents we think make us uniquely worthwhile and value-creating for the world. It’s good to create value, it’s nice to be good at something, and it’s meaningful to leave a lasting impact, but it is delusional to think that those things make us valuable. Our dispossession by AI might be the dispelling of these delusions!

In a few decades, there may be nothing that humans can do better than AI, other than simply being human in the world.

At least on a philosophical and spiritual level, being stripped of our human exceptionalism might be the most liberating experience for a society that has devalued and instrumentalised humanity to being glorified calculators. Being dispossessed is the truest thing about all of us. We are all being dispossessed daily by the slow march of time. The truest thing about us is that we will, one day, be wholly dispossessed by death itself. That was Heidegger’s fundamental insight into the human condition and this feeling of dispossession is the root of our anxiety and fear in the world. This might be part of the anxiety and ick we feel towards AI. Being dispossessed of our creativity and technical ability is a kind of violence and death against ourselves which we rage against. We can rage against it politically, socially, and economically, but there might be something helpful about resisting the rage from a psychological and spiritual point of view. Experiencing this dispossession might be the key to unlocking an authentic human existence in a world that we can’t control.

I believe in human creativity. I believe that what we make is valuable. I believe in the mesmerising aura of art, cinema, music, and every other beautiful thing that we get up to in the world. I believe in the unique connection between artist and audience and the power of blood, sweat, and tears. I believe in the beautiful and tortuous self-violence of creativity to make something that will make my heart tremble and transport me to places never imagined. I believe in the intuitions of an editor to make the cut at precisely the right moment that suspends the tension and has me gripping the seat. I believe in the bedroom teenagers recording their first demos on Garageband, or the gospel choir taking their congregations to heaven and back. Now, more than ever, I believe in these miracles.

But my belief is not anchored in any unique technical excellence, or some hubris about our exceptionalist mastery of craft. It is rooted in the profound humanity of it all, which radiates, however dimly, with the image of the divine. Writing poetry, humming a new melody, baking a cake or, even discovering a new mathematical conjecture can feel like “divine inspiration” as the leading mathematician, Thomas Fink, asserts. Or as the Romantic German theologian, Schleiermacher, so rhapsodically expressed, it can feel like the soul being “ignited from an ethereal fire, and the magic thunder of a charmed speech’" from above. This transcendent human experience is something that AI can’t usurp or supersede.

In a few decades, there may be nothing that humans can do better than AI, other than simply being human in the world. However, Once we are stripped of everything, we won’t find ourselves naked in the dark, or at least, we don’t have to. We can stand before the world and God with the works of our hands - finite, flawed, and dispossessed - and yet, inestimably valuable and worthwhile for the simple fact of our mere humanity.

*This article was something of a thought experiment. It’s far more natural to take a sandwich-board, bullhorn-wielding apocalyptic take on the rise of AI. The powers-to-be at Microsoft and OpenAI have their own ideological agendas, and it’s not unlikely that in this technological cycle, we’ll live through a profoundly destabilising labour market. We are right to fear the consolidation of wealth to supreme tech feudal lords with their companies of AI employees who cost a fraction of real humans. Civilisational collapse! What I wanted to suggest here is that there might be a unique spiritual and philosophical opportunity afforded to us as we continue to experience the break-neck development of AI and its encroachment into everything we once held as uniquely human skills.*

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Education

Leading

26 July 2024

5 min read

Why I teach over my students’ heads

Successful teaching is a work of empathy that stretches the mind.

James K.A. Smith

James is a philosopher, cultural critic and author.

A blackboard covered in chalk writing and highlights.

James's chalkboard.

I’ve been teaching college students for almost 30 years now. As much as I grumble during grading season, it is a pretty incredible way to make a living. I remain grateful.

I am not the most creative pedagogue. My preference is still chalk, but I can live with a whiteboard (multiple colors of chalk or markers are a must). Over the course of 100 minutes, various worlds emerge that I couldn’t have anticipated before I walked into class that morning. (I take photos of what emerges so I can remember how to examine the students later.) I think there is something important about students seeing ideas—and their connections—unfold in “real time,” so to speak.

I’ve never created a PowerPoint slide for a class. I put few things on Moodle, and only because my university requires it. I’ve heard people who use “clickers” in class and I have no idea what they mean. I find myself skeptical whenever administrators talk about “high impact” teaching practices (listening to lectures produced the likes of Hegel and Hannah Arendt; what have our bright shiny pedagogical tricks produced?). I am old and curmudgeonly about such “progress.”

But I care deeply about teaching and learning. I still get butterflies before every single class. I think (hope!) that’s because I have a sense of what’s at stake in this vocation.

I am probably most myself in a classroom. As much as I love research, and imagine myself a writer, the exploratory work of teaching is a crucial laboratory for both. I love making ideas come alive for students—especially when students are awakened by such reflection and grappling with challenging texts. You see the gears grinding. You see the brow furrowing. Every once in a while, you sense the reticence and resistance to an insight that unsettles prior biases or assumptions; but the resistance is a sign of getting it. And then you see the light dawn. I’m a sucker for that spectacle.

This is how the hunger sets in. If you can invite a student to care about the questions, to grasp their import, and experience the unique joy of joining the conversation that is philosophy.

Successful teaching is, fundamentally, a work of empathy. As a teacher, you have to try to remember your way back into not knowing what you now take for granted. You have to re-enter a student’s puzzlement, or even apathy, to try to catalyze questions and curiosity. Because I teach philosophy, my aim is nothing less than existential engagement. I’m not trying to teach them how to write code or design a bridge; I’m trying to get them to envision a different way to live. But, for me, it’s impossible to separate the philosophical project from the history of philosophy: to do philosophy is to join the long conversation that is the history of philosophy. So we are always wresting with challenging, unfamiliar texts that arrive from other times that might as well be other planets for students in the twenty-first century.

So successful teaching requires a beginner’s mindset on the part of the teacher, a charitable capacity to remember what ignorance (in the technical sense) feels like. To do so without condescension is absolutely crucial if teaching is going to be an art of invitation rather than an act of alienation. (The latter, I fear, is more common than we might guess.)

Such empathy means meeting students where they are. But successful teaching is also about stretching students’ minds and imaginations into new territory and unfamiliar habits of mind. This is where I find myself especially skeptical of pedagogical developments that, to my eyes, run the risk of infantilizing college students. (I remember a workshop in which a “pedagogical expert” explained that the short attention span of students required changing the PowerPoint slide every 8 seconds. This does not sound like a recipe for making students more human, I confess.)

That’s why I am unapologetic about trying to teach over my students’ heads. I don’t mean, of course, that I’m satisfied with spouting lectures that elude their comprehension. That would violate the fundamental rule of empathy. But such empathy—meeting students where they are—is not mutually exclusive with also inviting them into intellectual worlds and conversations where they won’t comprehend everything.

This is how the hunger sets in. If you can invite a student to care about the questions, to grasp their import, and experience the unique joy of joining the conversation that is philosophy, then part of the thrill, I think, is being admitted into a world where you don’t “get” everything.

This gambit—every once in a while, talking about ideas and thinkers as if students should know them—is, I maintain, still an act of empathy.

When I’m teaching, I think of this in a couple of ways. At the same time that I am trying to make core ideas and concepts accessible and understandable, I don’t regret talking about attendant ideas and concepts that will, to this point, still elude students. For the sharpest students, this registers as something to learn, something to be curious about. Or sometimes when we’re focused on, say, Pascal or Hegel, I’ll plant little verbal footnotes—tiny digressions about how Hannah Arendt engaged their work in the 20th century, or how O.K. Bouwsma’s reading of Anselm is akin to something we’re talking about. The vast majority of students won’t be familiar with either, but it’s another indicator of how big and rich and complicated the intellectual cosmos of philosophy is. For some of these students (not all, certainly), this becomes tantalizing: they want to become the kind of people for whom a vast constellation of ideas and thinkers are as familiar and present as their friends and cousins. This becomes a hunger to belong to such a world, to join such a conversation.

This gambit—every once in a while, talking about ideas and thinkers as if students should know them—is, I maintain, still an act of empathy. To both meet students where they are and, at the same time, teach “over their heads,” is an invitation to stretch into new terrain and thereby swell the soul into the fullness for which it was made. The things that skitter just over their heads won’t be on the exam, of course; but I’m hoping they’ll chase some of them for a lifetime to come.

This article was originally published on James K A Smith’s Substack Quid Amo.