Article
Culture
Time
2 min read

Taking the train taught me about time travel

A delay gives time to think about time.
A airy and light station concourse in which people stand and look at a long set of travel information screen.
Waiting at New Street Station, Birmingham.

I like trains. 

Or rather, I like the idea of trains. I feel a sense of entirely false nostalgia for a railway age that I am far too young to have lived through. 

I have this picture postcard image of a time when trains puffed along through idyllic countryside scenes, trailing fluffy white clouds behind them. Each commuter railway service a kind of Hogwarts Express to a magical world in a time when trains were on-time, sheep grazed contentedly trackside and the journey was the destination. A time which probably never existed.  

The reality doesn’t quite live up to the fantasy. 

My picture postcard is a little different. Sweaty armpits. Stale air. Sardines in a can.  

Wish you were here. 

My journeys are slightly less magical. 

  

Or they are, at least, on the days when I am able to get anywhere at all.  

Today isn’t one of those days.  

My train is cancelled again, because of course it is. 

The other day it was a landslide across the tracks. In the Midlands, the flat Midlands.  

But today it’s something to do with strikes, continuing disruption and overtime working bans. 

The Hogwarts Express is cancelled due to a shortage of train crew.  

  

As much as I enjoy the concourse of Birmingham New Street station, I feel I spend entirely too much time there.  

Rather than admiring the countryside scenes of my imagination, instead I find myself with no choice but to spend an extended moment admiring the glowing amber of the station clock. 

Enthroned between destination boards, reigning supreme over the train travellers, is the clock – ticking digitally away.  

In its court I stand transfixed, not because I am hypnotised, captivated or held hostage, but because I have nowhere else to go.  

Of course, clocks, railways (steam or otherwise) and strike action are not incidental to the situation I find myself in.  

The truth is that the age of steam never lived up to my rose-tinted imaginings. In reality it was the genesis of a clockwork age. An age of factories and precision, where cards were punched, steam whistles sounded, and time was metered out. An age that we haven’t fully escaped. The station clock may be digital, but our lives are still clockwork. 

Ever since, people have continued to dance to uncomfortable mechanical rhythms. The striking workers have simply decided to stop dancing for a while.  

  

There was another Genesis of a different age before all the noise. An age of sea and sky and forests of trees. A garden age with a different tune to dance to: a rhythm of planting, of wind rustling the wheat, of harvest, of rest. A life-shaped rhythm of goodness and grace, where relationship – to one another, to the world – was central, rather than productivity. 

This Eden is at once the point of departure, as well as arrival. Appearing as a gardener, Jesus rises from the tomb with an open invitation to return to a life lived at God’s speed.  

As an alternative to the rush of commuters going nowhere very fast – the way of Jesus is a journey with a true destination. Life in all its fullness.  

Full – not overfilled. 

  

Daydreaming, time passes. My wait ends. 

As I board my train, and my nostrils fill once again with its stale air, I think about the wind through the trees.  

  

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.