Article
Culture
Film & TV
Monsters
Weirdness
Zombies
5 min read

Zombies: a philosopher's guide to the purpose-driven undead

Don’t dismiss zombiecore as lowbrow.

Ryan is the author of A Guidebook to Monsters: Philosophy, Religion, and the Paranormal.

A regency woman dabs her mouth with a bloody hankerchief.
Lilly James in Pride and Prejudice and Zombies.
Lionsgate.

Writing from his new book, A Guidebook to Monsters, Ryan Stark delves into humanity’s fascination for all things monsterous. In the second of a two-part series, he asks what and where zombies remind us of, and why they caught the eyes of C.S. Lewis and Salvador Dali 

 

On how Frankenstein’s monster came to life nobody knows for sure, but he is more urbane than zombies tend to be. Nor do Jewish golems and Frosty the Snowman count as zombiecore. The latter sings too much, and both are wrongly formulated. Frosty comes from snow, obviously, and the golems—from mere loam, not what the Renaissance playwrights call “gilded loam,” that is, already pre-assembled bodies, which is a zombie requirement. Tolkien’s orcs function likewise as golem-esque monsters, cast from miry clay and then enlivened by the grim magic of Mordor. We do not, for instance, discover scenes with orc children. 

And neither is Pinocchio a zombie, nor Pris from Blade Runner, but dolls, automatons, and C3POs border upon the land of zombies insofar as they all carry a non-human tint. Zombies, however, carry something else as well, a history of personhood, and so in their present form appear as macabre parodies of the human condition writ large. They are gruesome undead doppelgangers, reminding us of who we are not and perhaps—too—of where we are not. Hell is a place prepared for the Devil and his angels, Christ tells us in the book of Matthew. And maybe, subsequently, for zombies. 

Kolchak, in an episode of Kolchak: The Night Stalker aptly titled “The Zombie,” correctly discerns the grim scenario at hand: “He, sir, is from Hell itself!”  

C.S. Lewis pursues a similar line of thinking in The Problem of Pain: “You will remember that in the parable, the saved go to a place prepared for them, while the damned go to a place never made for men at all. To enter Heaven is to become more human than you ever succeeded in being on earth; to enter Hell is to be banished from humanity. What is cast (or casts itself) into Hell is not a man: it is ‘remains.’” Lewis makes an intriguing point, which has as its crescendo the now-famous line about the doors of Hell: “I willingly believe that the damned are, in one sense, successful, rebels to the end; that the doors of Hell are locked on the inside by zombies.” I added that last part about zombies. 

I make this point—in part—to correct those in the cognoscenti who dismiss zombies as a subject too lowbrow for serious consideration.

Not everyone believes in Hell, of course, yet most concede that some people behave worse than others, which also helps our cause. Indeed, part of zombiecore’s wisdom is to show that bad people often produce more horror than the zombies themselves. Such is the character of Legendre Murder, a case in point from the film White Zombie. Not fortunate in name, Mr. Murder runs a dark satanic mill populated by hordes of zombie workers, which is the film’s heavy-handed critique of sociopathic industrialization. The truth to be gleaned, here, is that zombies did not invent the multinational corporation; rather, they fell prey to it. 

We might think, too, of Herman Melville’s dehumanized characters from Bartleby the Scrivener: Nippers, Turkey, Ginger Nut, and the other functionaries whose nicknames themselves indicate the functions. From an economic standpoint, their value becomes a matter of utility, not essence, which is Melville’s reproach of the despairingly corporate drive to objectify personhood—of which zombies are an example beyond the pale. They might as well be fleshy mannequins, in fact, and as such provide the perfect foil for the human being properly conceived. 

Here, then, is why we do not blame zombies for eating brains, nor do we hold them accountable for wearing white pants after Labor Day, as some inevitably do. They cannot help it—in ethics and in fashion. Perhaps especially in fashion. The best we can hope for in the realm of zombie couture is Solomon Grundy, the quasi-zombie supervillain who holds up his frayed pants with a frayed rope, a fashion victory to be sure, however small it might be, though “zombie fashion” is a misnomer in the final analysis. They wear clothes, but not for the same reasons we do. 

The point holds true for Salvador Dali’s zombies as well, most of whom find themselves in nice dresses. I make this point—in part—to correct those in the cognoscenti who dismiss zombies as a subject too lowbrow for serious consideration. Not so. Exhibit A: the avant-garde Dali, darling of the highbrow, or at least still of the middlebrow, now that his paintings appear on t-shirts and coffee mugs. Burning giraffe. Mirage. Woman with Head of Roses. All zombies, too ramshackle and emaciated to live, never mind the missing head on the last one, and yet there they are posed for the leering eye, not unlike those heroin-chic supermodels from Vogue magazine in the late 1990s. Necrophilia never looked so stylish. 

The zombie’s gloomy predicament bears a striking resemblance to that of the Danaids in the classical underworld, those sisters condemned to fill a sieve with water for all eternity...

But never let it be said that zombies are lazy. They are tired, to be sure. Their ragged countenances tell us this, but they are not indolent. Zombies live purpose-driven undead lives. They want to eat brains, or any human flesh, depending on the mythos, and their calendars are organized accordingly. No naps. No swimming lessons. Just brains.  

But we quickly discern that no amount of flesh will satisfy. There is always one more hapless minimart clerk to ambush, one more sorority girl in bunny slippers to chase down the corridor. In this way, the zombie’s gloomy predicament bears a striking resemblance to that of the Danaids in the classical underworld, those sisters condemned to fill a sieve with water for all eternity, an emblem of the perverse appetite unchecked, which has at its core the irony of insatiable hunger. And as the pleasure becomes less and less, the craving becomes more and more. The law of diminishing returns. So, it is with all vices. The love of money demands more money, and the love of brains, more brains. 

And so, in conclusion, a prayer. God bless the obsessive-compulsive internet shoppers, the warehouse workers on unnecessarily tight schedules, and the machine-like managers of the big data algorithms. God bless the students who sedate themselves in order to survive their own educations, taking standardized test after standardized test. And God bless the Emily Griersons of the world, who keep their petrified-boyfriend corpses near them in the bedroom, an emblem of what happens when one tries too mightily to hold on to the past. And God help us, too, when we see in our own reflections a zombie-like affectation, the abyss who stares back at us and falsely claims that we are not the righteousness of God, as Paul says we are in 2 Corinthians. And, finally, Godspeed to Gussie Fink-Nottle from the P.G. Wodehouse sagas: “Many an experienced undertaker would have been deceived by his appearance, and started embalming on sight.”  

  

From A Guidebook to Monsters, Ryan J. Stark.  Used by permission of Wipf and Stock Publishers.   

Article
AI - Artificial Intelligence
Community
Culture
Education
5 min read

Artificial Intelligence needs these school lessons to avoid a Frankenstein fail

To learn and to learn to care are inseparable

Joel Pierce is the administrator of Christ's College, University of Aberdeen. He has recently published his first book.

A cyborg like figure opens the door to a classroom.
AI in the classroom.
Nick Jones/Midjourney.ai.

Recent worries expressed by Anthropic CEO, Dario Amodei, over the welfare of his chatbot bounced around my brain as I dropped my girls off for their first days at a new primary school last month. Maybe I felt an unconscious parallel. Maybe setting my daughters adrift in the swirling energy of a schoolyard containing ten times as many pupils as their previous one gave me a twinge of sympathy for a mogul launching his billion-dollar creation into the id-infused wilds of the internet. But perhaps it was more the feeling of disjuncture, the intuition that whatever information this bot would glean from trawling the web,it was fundamentally different from what my daughters would receive from that school, an education.  

We often struggle to remember what it is to be educated, mistaking what can be assessed in a written or oral exam for knowledge. However, as Hannah Arendt observed over a half century ago, education is not primarily about accumulating a grab bag of information and skills, but rather about being nurtured into a love for the world, to have one’s desire to learn about, appreciate, and care for that world cultivated by people whom one respects and admires. As I was reminded, watching the hundreds of pupils and parents waiting for the morning bell, that sort of education only happens in places, be it at school or in the home, where children themselves feel loved and valued.  

Our attachments are inextricably linked to learning. That’s why most of us can rattle off a list of our favourite teachers and describe moments when a subject took life as we suddenly saw it through their eyes. It’s why we can call to mind the gratitude we felt when a tutor coached us through a maths problem, lab project, or piano piece which we thought we would never master. Rather than being the pouring of facts into the empty bucket of our minds, our educations are each a unique story of connection, care, failure, and growth.  

I cannot add 8+5 without recalling my first-grade teacher, the impossibly ancient Mrs Coleman, gazing benevolently over her half-moon glasses, correcting me that it was 13, not 12. When I stride across the stage of my village pantomime this December, I know memories of a pint-sized me hamming it up in my third-grade teacher’s self-penned play will flit in and out of mind. I cannot write an essay without the voice of Professor Coburn, my exacting university metaphysics instructor, asking me if I am really saying what is truthful, or am resorting to fuzzy language to paper over my lack of understanding. I have been shaped by my teachers. I find myself repaying the debts accrued to them in the way I care for students now. To learn and to learn to care are inseparable. 

But what if they weren’t? AI seems to open the vista where intelligences can simply appear, trained not by humans, but by recursive algorithms, churning through billions of calculations on rows of servers located in isolated data centres. Yes, those calculations are mostly still done on human produced data, though the insatiable need for more has eaten through most everything freely available on the web and in whatever pirated databases of books and media these companies have been able to locate, but learning from human products is not the same as learning from human beings. The situation seems wholly original, wholly unimaginable. 

Except it was imagined in a book written over two hundred years ago which, as Guillermo del Toro’s recent attempt to capture that vision reminds us, remains incredibly relevant today. Filmmakers, and from trailers I suspect Del Toro is no different here, tend to treat the story of Frankenstein as one of glamorous transgression: Dr Frankenstein as Faust, heroically testing the limits of human knowledge and human decency. But Mary Shelley’s protagonist is an altogether more pathetic character, one who creates in an extended bout of obsessive experimentation and then spends the rest of the book running from any obligation to care for the creature he has made.  

It is the creature who is the true hero of the novel and he is a tragic one precisely because his intelligence, skills, and abilities are acquired outside the realm of human connection. When happenstance allows him to furtively observe lessons given within a loving, but impoverished family, he imagines himself into that circle of growing love and knowledge. It is when he is disabused of this notion, when the family discovers him and is disgusted, when he learns that he is doomed to know, but not be known, that he turns into a monster bent on revenge. As the Milton-quoting monster reminds Frankenstein, even Adam, though born fully grown, was nurtured by his maker. Since even this was denied creature, what choice does he have but to take the role of Satan and tear down the world that birthed him? 

Are our modern maestros of AI Dr Frankensteins? Not yet. For all the talk of sentient-like responses by LLMs, avoiding talking about distressing topics for example, the best explanation of such behaviour is that they simply are mimicking their training sets which are full of humans expressing discomfort about those same topics. However, if these companies are really as serious about developing a fully sentient AGI, about achieving the so-called singularity, as much of the buzz around them suggests, then the chief difference between them and Frankenstein is one of ability rather than ambition. If eventually they are able to realise their goals and intelligences emerge, full of information, but unnurtured and unloved, how will they behave? Is there any reason to think that they will be more Adam than Satan when we are their creators? 

At the end of Shelley’s novel, an unreconstructed Frankenstein tells his tale to a polar explorer in a ship just coming free from the pack ice. The explorer is facing the choice of plunging onward in the pursuit of knowledge, glory, and, possibly, death, or heeding the call of human connections, his sister’s love, his crew’s desire to see their families. Frankenstein urges him on, appeals to all his ambitions, hoping to drown out the call of home. He fails. The ship turns homeward. Knowledge shorn of attachment, ambition that ignores obligation, these, Shelley tells us, are not worth pursuing. Will we listen to her warning? 

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