Article
Culture
Digital
4 min read

What's good – and bad – about cancel culture?

An ancient story of compassion inspires an ethical response to social censure.

Erin studies and explains modern churches. She is an Adjunct Professor of Biblical Studies at Gordon-Conwell Theological Seminary.

Torn fly posters layered under graffiti on a wall.
Ripped-off posters and graffiti.
Jazmin Quaynor, via Unsplash.

You cannot ignore cancel culture today.  In her 2022 BBC Reith Lecture, the writer Chiamanda Ngoni Adichie called it “social censure”.  Even beyond universities and other public forums, many of us worry about the effects of cancel culture in everyday social settings.  Saying the wrong thing, or trying to respond well when someone else does, can quickly lead to awkward family gatherings, strained meetings, and broken friendships, or awaken the ever-present social media trolls.  In a post-pandemic moment, when people are already struggling to re-establish healthy human interactions, cancel culture can make social engagement seem even more challenging.  How can we navigate this moment well? 

Behind the fraught discussions and growing angst around cancel culture, we can perhaps detect something well worth preserving: compassion.  Some of the most heated controversies today involve language concerning people who have been historically disadvantaged.  Genuine compassion motivates many who want society to speak more kindly, with more understanding, in order to avoid perpetuating harm to people who have already suffered.  People who have been hurt deserve to be acknowledged, and that means taking their pain seriously.  This compassion is an important and noble instinct.  Many faith traditions call us to honor the vulnerable and pursue justice.  

'Silence out of fear of ending a relationship itself ends the relationship.'

At the same time, resistance to cancel culture also includes an element of compassion.  Within the voices expressing concern about cancel culture can often be heard a humble awareness that we all are prone to say the wrong thing at times.  We cannot hope to learn or grow without honest risk and mutual, human grace.  A brief period of silence to let emotions cool can be helpful; ending a relationship permanently seems less helpful.  It might seem easier to say nothing than to risk offence, but silence out of fear of ending a relationship itself ends the relationship.  Seeking to continue a difficult but important conversation can also be an important and noble instinct.  Many faith traditions also encourage humble self-assessment and generous engagement with others.  As the Bible records Jesus saying, “Let the one among you who is without sin cast the first stone.”  None of us is wholly above reproach, and we all need a bit of compassionate grace.   

So how do we balance these conflicting calls of justice and grace?   

This conflict might seem peculiarly modern, but in the story we re-tell every Christmas, we see a young man named Joseph wondering how to balance justice with gracious concern for someone who had deeply disappointed him.  Joseph is engaged to Mary, but she has been found to be pregnant.  Joseph is sure the baby isn’t his.  In their culture, a woman who was pregnant outside of marriage brought shame to her fiancé, her family, and the whole community.  Matthew’s gospel tells us that Joseph was “a righteous man,” which means that he appreciated the demands of justice.  Ignoring her situation meant ignoring the pain they all felt, papering over a grave offense which they wanted no part of.  At the same time, though, the text also tells us that Joseph was “unwilling to put her to shame.”  Like many people today, Joseph wanted to leave Mary some way to move forward with her life, but their culture did not provide people much opportunity to learn from tragic mistakes.  Sometimes, it can feel as if ours doesn’t, either.  If you’re familiar with the story, you already know how it ends, but it’s important not to skip too quickly past Joseph’s dilemma.  It feels strangely modern, Joseph’s desire for justice coupled with his equally strong desire not to see someone condemned because of a single mistake. 

'Courageous compassion creates much needed opportunities to heal, learn, and grow.'

Thankfully, the story also describes a way forward from Joseph’s dilemma: the baby in Mary’s womb, Jesus.  In Jesus, we see the depth of God’s compassion for all who suffer.  Jesus never ignored the painful consequences evil can create. Indeed, he allowed himself to experience the absolute worst of humanity.  As an adult, Jesus was thrown out of his home village and religious community. According to the gospels, he endured one of the most unjust trials ever recorded.  Jesus was tortured, beaten, and sentenced to a cruel death.  When we suffer injustice, we are not experiencing something alien to Jesus, and therefore, alien to God.   

But there is another side to Jesus’ suffering that is equally important: Jesus also demonstrates profound compassion for people have made terrible mistakes.  Jesus never mis-stepped or said a single cruel word, but he allowed himself to experience the full shame and isolation of being cast out of society. Crucifixion was the ultimate censure, being publicly put to death outside of the walls of the city.  Yet even in this moment, Jesus demonstrated compassion for people who had harmed him.  While on the cross, he forgave those who put him there.  Jesus offered forgiveness to the man dying on the next cross to his own, who by his own admission deserved his fate.  In contrast to aspects of cancel culture, Jesus’ actions at that moment of extreme injustice tell us that human redemption is always possible.  Jesus created a compassionate way forward from guilt and shame.  Whatever our situation, we can find life-giving grace and healing in Christ. 

Compassion isn’t easy.  It cost Jesus dearly, and at times it will cost us, too.  Courageous compassion creates much needed opportunities to heal, learn, and grow.  When we suffer and when we err, cruelty and failure do not get the last word.  As it says in the last few pages of the Bible, Jesus is making all things new.  Cancel culture ends conversations and damages relationships, but a better balance between the righteous demands of justice and the need for redemptive grace remains possible.   

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.