Love learning like Æthelstan

Are we losing the need to learn? That’s one of the things that people are worrying about with the advent of AI. Feels like a fair concern to me. Rather than learning something yourself, you can ask AI to tell you the answer, translate something for you, tell you how to fix something, even transcribe a medieval manuscript, if that’s your bag. It’s all a bit too easy, isn’t it, and humans, like water, tend to seek out the easiest route, the path of least resistance.

So that’s potentially a pretty big problem. If we don’t need to learn, will we bother to learn, and if we don’t bother to learn, are our minds going to atrophy? Academics talk about ‘digital dementia’, and researchers are looking at whether AI is going to cause a general downturn in our cognitive abilities.

Unless something changes, and with AI’s rapid development, chances are that we won’t actually need to learn in the future, or at least not in the same way that we do today. So maybe we need to learn to love learning, if we’re going to avoid falling victim to brain rot. And that, perhaps surprisingly, is where Æthelstan, first king of England, comes into the mix.

Creator of the kingdom

Æthelstan, to remind you, was the grandson of King Alfred the Great, son of King Edward the Elder. Crowned in 925 in Kingston-upon-Thames (an event marked to this day by a tooth-shaped stone ringed by Victorian railings on the side of the road), Æthelstan went on to create the kingdom of England as we recognise it today. Famously he won a substantial victory over an alliance of his adversaries at the battle of Brunanburh in the year 937.

• Read more | King Æthelstan: England's colossus

Professor David Woodman, from Cambridge University, is Æthelstan’s most recent biographer, and he is a keen observer of the apparently contradictory sides of the character of the man: “One of the great paradoxes of early medieval history is that Æthelstan absolutely was a great military figure. He was somebody who secured his position by military victories. He had to put down various coalitions that rose against him. But simultaneously he was somebody who had a very keen sense of the importance of learning and sponsoring reading.”

Æthelstan encouraged scholars to come to his court, and he also facilitated the exchange of texts and learning between these visitors. He probably took inspiration from his grandfather in this, because Alfred sponsored a rejuvenation of learning, in the 880s when he was less occupied by Viking raids.

Following Alfred’s lead, Æthelstan ran with this love of learning. He drove for even mundane documents to be dressed up in learned language, as an ostentatious demonstration of the scholarly nature of his court. The diplomas that were issued in his name were works of literary scholarship, which demanded the attention of the reader.

Æthelstan drove for even mundane documents to be dressed up in learned language, as an ostentatious demonstration of the scholarly nature of his court

“In order to understand the brilliance of these diplomas, you have to do a very close reading of them today, where you uncover the literary allusions. We have allusions to seventh-century works by Aldhelm of Malmesbury, for example, embedded in these works,” says David. “Now, you can imagine that for your average nobleman sitting at a meeting of the royal assembly of Æthelstan, these allusions probably would have been lost on that person. They wouldn’t have been able to understand them. And in fact, maybe they thought, oh no, not another long turgid Latin diploma of the royal scribe being trotted out. And in a way that’s the point. I think they were designed to impress. They were designed to show the advances that were taking place.”

So, according to David, we need to see Æthelstan as a real lover of learning, and an advocate of a learned culture among his courtiers. That’s a powerful statement by a powerful figure. He even seems to have had an allegorical board game, the Gospel Dice, which might have allowed players to study the Gospels in an innovative way. In modern terms, we might call that a gamified learning experience.

Making the effort

What can we take from this? Well, there was a lot going on in Æthelstan’s reign, not least the project to create a new polity and fend off the Viking threat. So if he could maintain an interest in learning under that sort of pressure, maybe there’s a lesson for us as we wrestle with how to deal with the threat, or opportunity, of AI.

“In this age that we’re living in, we are witnessing a revolution in terms of the way that people access information. Large language models, things like ChatGPT, are enabling instant access to lots and lots of details: very useful tools are at our fingertips. But I do think we lose something in that shorthand access to detail. It’s only by engagement, close reading of a scholarly article or a primary text that you really get a sense of that text, you really understand the nuance of it,” notes David.

It’s only by engagement, close reading of a scholarly article or a primary text, that you really get a sense of that text, that you really understand the nuance of it

If we rely on summaries created by artificial intelligence, if we forego the close reading, then we lose the ability to do that work for ourselves. That, says David, is where we can take a leaf out of Æthelstan’s book: “For me, a big lesson from the reign of Æthelstan is that emphasis on engagement of learning, on close reading.”

• Read more | Be wary of technology’s big promises, but roll with the changes

The beauty of the printed page

We’re talking about the concentrated hard yards of Æthelstan Intelligence over the easy option of Artificial Intelligence. But I suppose the question is whether we can be convinced to get our heads down and really engage with the written word, when we know that AI will be able to make things quicker and less onerous for us. Maybe, that’s where the beauty of the printed page comes into play, and that takes us back to Æthelstan and the Anglo-Saxons once more. If you’ve ever looked at a 10th-century illuminated manuscript, you’ll know what fantastic works of art they can be, and how much labour must have been invested in them. It’s hard not to want to study them up close – they demand detailed attention, precisely because so much attention was lavished upon them.

Though most of these manuscripts are digitised and available for virtual study, David’s first choice is to head to the library, turn the vellum pages, and get to grips with the physical object. Given the chance, I’d absolutely do that too. We’re not all academics with the opportunity to research these amazing Anglo-Saxon illuminated manuscripts in the original, but perhaps we should be encouraged by the continuing enduring power of print in wider culture. People are still making and buying handsomely produced books and magazines (like BBC History Magazine, for example), when we could just as easily be looking at the digital versions.

Obviously there’s a balance, and we would be foolish not to make use of the benefits that AI is bringing, both to scholarly research and to life generally. But we should be mindful of letting too much learning potential slip away, for the sake of a quick answer or easy solution.

“We need to maintain that close reading, that close understanding. But we also need to use tools like ChatGPT to advance our knowledge in various ways. You can get so much more done with these large language models, the way in which they can access data and trawl through it much faster than us. That’s a huge advantage. So I think if they’re used in complementary terms, that’s very important. But we need not to forget the core skills that we have in the first place.”

According to David Woodman, Æthelstan would have approved of this message – he reckons the Anglo-Saxon lover of learning would have been a pragmatist when it came to the potential of AI. And that’s the Life Lesson from History we should take from this formative English monarch – let’s embrace learning for the sake of learning, and not let AI disempower our mental faculties.

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