There’s more than one way to lose our humanity

How we treat immigrants and how AI might treat humans weighs on the mind of George Pitcher.

George Pitcher

George is a visiting fellow at the London School of Economics and an Anglican priest.

A grey multi-story accommodation barge floats beside a dock.

The Bibby Stockholm accommodation barge in Portland Harbour.

shley Smith, CC BY-SA 4.0 , via Wikimedia Commons.

“The greatness of humanity,” said Mahatma Gandhi, “is not in being human, but in being humane.” At first glance, this is something of a truism. But actually Gandhi neatly elides the two meanings of humanity in this tight little phrase.

Humanity means both the created order that we know as the human race and its capacity for self-sacrificial love and compassion. In the Christian tradition, we celebrate at Christmas what we call the incarnation – the divine sharing of the human experience in the birth of the Christ child.

Our God shares our humanity and in doing so, shows his humanity in the form of a universal and unconditional love for his people. So, it’s an act both for humanity and of humanity.

This Christmas, there are two very public issues in which humanity has gone missing in both senses. And it’s as well to acknowledge them as we approach the feast. That’s in part a confessional act; where we identify a loss of humanity, in both its definitions, we can resolve to do something about it. Christmas is a good time to do that.

The first is our loss of humanity in the framing of legislation to end illegal immigration to the UK. The second is the absence of humanity in the development of artificial intelligence. The former is about political acts that are inhumane and the latter goes to the nature of what it is to be human.

We have literally lost a human to our inhumanity, hanged in a floating communal bathroom. It’s enough to make us look away from the crib, shamed rather than affirmed in our humanity.

There is a cynical political line that the principal intention of the government’s Safety of Rwanda (Asylum and Immigration) Bill, voted through the House of Commons this week, is humane, in that it’s aimed at stopping the loss of life among migrants exploited by criminal gangs. But it commodifies human beings, turning them into cargo to be exported elsewhere. That may not be a crime – the law has yet to be tested – but it is at least an offence against humanity.

Where humanity, meaning what it is to be human, is sapped, hope withers into despair. When a human being is treated as so much freight, its value not only diminishes objectively but so does its self-worth. The suicide of an asylum seeker on the detention barge Bibby Stockholm in Portland Harbour is a consequence of depreciated humanity. Not that we can expect to hear any official contrition for that.

To paraphrase Gandhi, when we cease to be humane we lose our humanity. And we have literally lost a human to our inhumanity, hanged in a floating communal bathroom. It’s enough to make us look away from the crib, shamed rather than affirmed in our humanity.

That’s inhumanity in the sense of being inhumane. Turning now to humanity in the sense of what it means to be human, we’re faced with the prospect of artificial intelligence which not only replicates but replaces human thought and function.

To be truly God-like, AI would need to allow itself to suffer and to die on humanity’s part.

The rumoured cause of the ousting of CEO Sam Altman last month from OpenAI (before his hasty reinstatement just five days later) was his involvement in a shadowy project called Q-star, GPT-5 technology that is said to push dangerously into the territory of human intelligence.

But AI’s central liability is that it lacks humanity. It is literally inhuman, rather than inhumane. We should take no comfort in that because that’s exactly where its peril lies. Consciousness is a defining factor of humanity. AI doesn’t have it and that’s what makes it so dangerous.

To “think” infinitely quicker across unlimited data and imitate the best of human creativity, all without knowing that it’s doing so, is a daunting technology. It begins to look like a future in which humanity becomes subservient to its technology – and that’s indeed dystopian.

But we risk missing a point when our technology meets our theology. It’s often said that AI has the potential to take on God-like qualities. This relates to the prospect of its supposed omniscience. Another way of putting that is that it has the potential to be all-powerful.

The trouble with that argument is that it takes no account of the divine quality of being all-loving too, which in its inhumanity AI cannot hope to replicate. In the Christmastide incarnation, God (as Emmanuel, or “God with us”) comes to serve, not to be served. If you’ll excuse the pun, you won’t find that mission on a computer server.

Furthermore, to be truly God-like, AI would need to allow itself to suffer and to die on humanity’s part, albeit to defeat its death in a salvific way. Sorry, but that isn’t going to happen. We must be careful with AI precisely because it’s inhuman, not because it’s too human.

Part of what we celebrate at Christmas is our humanity and, in doing so, we may re-locate it. We need to do that if we are to treat refugees with humanity and to re-affirm that humanity’s intelligence is anything but artificial. Merry Christmas.

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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.