Article
Culture
Psychology
Weirdness
5 min read

Why smell jumps the queue when it comes to memories

Smells hardwire deep into the brain, writes Henna Cundill, as she explores why they jump-start such vivid memories.
An autumnal scene of a church yard and church framed by leafless trees.
'The smell of dust and damp stone will always cry “safety!”'
Jakub Pabis on Unsplash.

When I was a 22-year-old undergraduate my mother died quite suddenly. I can't remember the name of the undertakers we used, nor the chaplain who took her funeral. I can no longer visualise what any of their faces looked like. I know I visited the chaplain’s house to plan the funeral, but I can't remember exactly where that house was. What sticks is that the day of the funeral was a sultry summer's day, and both the chaplain and the undertakers smelt of perspiration. To this day there are moments where I catch that same whiff of man-sweat in some other location, and for a fleeting second, I am a bewildered 22-year-old once more. 

Here is another memory. I attended a tiny, rural Church of England primary school in the middle of England. At the end of each school year, all of us donned our little Wellington boots, which smelt faintly of slurry (since this was dairy-farming country) and sweaty feet. Then we lined up in a crocodile and trudged through the bluebell-wood (damp leaves) and skirted the edge of fields (silage, which stings the nose) covering the mile or so between our school building and the village church. 

We would enter the church grounds through the back field, hurrying through an eerily muffled graveyard with tombstones towering far above our heads and the grass disturbingly lumpy beneath our little feet. To the chidings of “Quickly!” and “Quietly!” we children scurried down a gravel path, away from this unsettling place of death, to reach the cool sanctuary of a little church, and the comforting smells (for me, at least) of damp stone and dusty hymnbooks. 

Others may not have the same associations, but for me the smell of dust and damp stone will always cry “safety!” and the reassurance that “there are no ghosts in here!” in contrast to that troubling graveyard. From death to life. Yet, at the same time, getting stuck with my nose close to some man’s whiffy armpit on the Tube will forever insinuate that I am just a child pretending to be a grown-up, out of my depth, overwhelmed with one thousand decisions to make (“What flowers do you want for her coffin?”) and no-one to advise. In the midst of life, death again.  

On reflection I will know that my emotions are being manipulated by my nose, in ways which are more or less than helpful depending on the circumstances.

Of course, I am not 22 years old and lost anymore, no matter what that man’s armpit tries to tell me. My rational mind knows better, but my rational mind doesn’t get a say – or doesn’t get the first say anyway. This is because smell is the only one of our senses that bypasses the thalamus (the brain’s ‘filtering gate’ that decides which part of the brain needs to respond to sensory input) and goes straight to the limbic system, where emotional memory is stored.  

Sometimes it is very obvious that this is taking place, such as in the examples given above. On reflection I will know that my emotions are being manipulated by my nose, in ways which are more or less than helpful depending on the circumstances. But it can happen in more subtle ways too. Supermarkets infamously pump out smells to influence our buying choices, and we’re trying to sell our house right now, so we’ve been brewing a whole lot more coffee than we ever usually would.   

Intriguingly, scientists don’t really know why the human sense of smell jumps the queue when it comes to cognitive processing. There are biological theories, such as that the smell of predator could wake up our ancestors while they were sleeping and/or could allow them to follow a scent trail quickly when fleeing danger or seeking food. There are social theories too, such as that we don’t have a lot of good words to describe smells, so the brain just doesn’t bother trying to analyse them. Whatever the truth of the matter, the reality is that (whether we like it or not) our noses are an emotional trip-hazard.  

When I walk through those great oak doors there is a moment, a glitch in the matrix, when the unmistakable smell of church hits my nose. Dust, damp… a little hint of mouse. 

I can’t help wondering what this tells me about my religious practice. Do I go to church because I have made a cognitive decision to worship God each Sunday? Or do I go to church because I am following my nose, getting away from a world full of armpits and responsibilities to a place where I am a seven-year-old girl, all gingham dress and wellies, feeling safe. If so, does it matter?    

Truth is, my mind can give me a dozen reasons not to go to church every single week. In fact, two dozen reasons. More. It has always been a busy week; I’m always behind on work. The house always needs a sort out and the car is never washed. But because certain congregation members are normally counting on me for certain things, and because I’m still pretending to be a grown up, I typically drag myself out the door, and off to church I go.  

And week on week, without fail, when I walk through those great oak doors there is a moment, a glitch in the matrix, when the unmistakable smell of church hits my nose. Dust, damp… a little hint of mouse. My body registers this before my mind; my shoulders drop a little of their tension. Even if it’s just for a fleeting moment, I start to feel that I know for sure what is absolutely real in my life and what is just pretend.  

Is this knowledge irrational – since it doesn’t come from the cognitive part of my mind? Or is there a God who knows that the cognitive part of my mind sometimes tells me all sorts of untrue and unhelpful things. Is there a God who is choosing to reach out to me in more subtle, more ancient ways?  

I can only wonder if I have been following my nose all this time, without even noticing. Drawn along by an ancient scent trail that leads me time and time again…this way…and that way…until I reach a place where there is safety, and bread. 

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.