I’ll stop blockquoting Audrey Watters when she stops saying shit that needs saying.
The science fiction of The Matrix creeps into presentations that claim to offer science fact. It creeps into promises about instantaneous learning, facilitated by alleged breakthroughs in brain science. It creeps into TED Talks, of course. Take Nicholas Negroponte, for example, the co-founder of the MIT Media Lab who in his 2014 TED Talk predicted that in 30 years time (that is, 24 years from now), you will swallow a pill and “know English,” swallow a pill and “know Shakespeare.”
What makes these stories appealing or even believable to some people? It’s not science. It’s “special effects.” And The Matrix is, after all, a dystopia. So why would Matrix-style learning be desirable? Maybe that’s the wrong question. Perhaps it’s not so much that it’s desirable, but it’s just how our imaginations have been constructed, constricted even. We can’t imagine any other ideal but speed and efficiency.
We should ask, what does it mean in these stories — in both the Wachowskis’ and Negroponte’s — to “know”? To know Kung Fu or English or Shakespeare? It seems to me, at least, that knowing and knowledge here are decontextualized, cheapened. This is an hollowed-out epistemology, an epistemic poverty in which human experience and human culture and human bodies are not valued. But this epistemology informs and is informed by the ed-tech imaginary.
“What if, thanks to AI, you could learn Chinese in a weekend?” an ed-tech startup founder once asked me — a provocation that was meant to both condemn the drawbacks of traditional language learning classroom and prompt me, I suppose, to imagine the exciting possibilities of an almost-instanteous fluency in a foreign language. And rather than laugh in his face — which, I confess that I did — and say “that’s not possible, dude,” the better response would probably have been something like: “What if we addressed some of our long-standing biases about language in this country and stopped stigmatizing people who do not speak English? What if we treated students who speak another language at home as talented, not deficient?” Don’t give me an app. Address structural racism. Don’t fund startups. Fund public education.
Re: “it’s special effects”—it’s also concretised metaphor, which, in the spectacular narrative logic of the cinematic, amounts to much the same thing. Part of this is a kind of meta-literacy problem, in that the deconcretisation of metaphor is a hard-won skill, and (I would guess) related to critical thinking: not something that can be taught, as such, but a strategy of parsing whose acquisition can be supported by a patient and less didactic form of pedagogy. Which is, I suppose, a way of saying that the ed-tech forms generated by the ed-tech imaginary work to sustain a form of education that ensures that the imaginary itself is unlikely to be questioned. Systemic imaginaries, much like actual systems, have a sort of autopoiesis of self-preservation: they work to counter entropic externalities.
There are other stories, other science fictions that have resonated with powerful people in education circles. Mark Zuckerberg gave everyone at Facebook a copy of the Ernest Cline novel Ready Player One, for example, to get them excited about building technology for the future — a book that is really just a string of nostalgic references to Eighties white boy culture. And I always think about that New York Times interview with Sal Khan, where he said that “The science fiction books I like tend to relate to what we’re doing at Khan Academy, like Orson Scott Card’s ‘Ender’s Game’ series.” You mean, online math lectures are like a novel that justifies imperialism and genocide?! Wow.
This is not the first time I’ve ranted about the way in which the pajandrums of the Valley claim inspiration from books that they clearly haven’t understood in any but the most shallow and uncritical way, and I doubt it will be the last.