Welcome to my academic blog, a curated space where literature, theory, and critical thinking meet. As a postgraduate student of English at Maharaja Krishnakumarsinhji Bhavnagar University, I share detailed notes, assignments, presentations, and reflections on topics ranging from war poetry and modern drama to deconstruction and postmodernism. This platform serves as both a personal archive and a resource for fellow literature enthusiasts.
This blog is a reflection on my learning journey through activities assigned by Prof. Dr. Dilip Barad as part of our digital humanities study. The main focus of the task was to explore the question, “Can a computer write poetry?” through Oscar Schwartz’s perspective and to engage with different digital tools that connect literature and technology.
In this blog, I share my experience of taking a test to identify whether a poem was written by a human or a computer, exploring the CLiC Dickens Project and Activity Book, and experimenting with Voyant tools such as Cirrus, Links, Dreamspace, and Phrases. By writing about these activities, I aim to document not only what I learned but also how these tools changed the way I look at literature and creativity.The purpose of this blog is to record my personal and academic growth, and to show how digital approaches can enrich traditional literary studies.
2. Summarise how the video describes the life of a governess in 19th century British society and literature. Can you think of any novels with a governess among the characters?
The life of a governess in 19th-century British society was both demanding and lonely. A governess, often from a middle-class but financially troubled family, lived with an employer’s household to educate children—teaching anything from basic reading, writing, and arithmetic to French, Italian, piano, geography, and algebra. Beyond academics, she was expected to instill moral values, oversee prayers, and prepare young girls with “accomplishments” such as music, dance, and refined manners, making them ready for the marriage market.
However, her social position was deeply awkward. She was neither family nor servant, which left her isolated: families regarded her as an employee and avoided intimacy, while servants resented her presence and extra demands. Financially, she was expected to dress respectably but rarely earned enough to maintain appearances comfortably. Her role was marked by tension, loneliness, and the strain of embodying both refinement and moral guidance without belonging fully to either social world.
In literature, the governess became a useful figure for novelists after the 1840s. She represented a young, respectable, but friendless woman navigating the world alone—ideal for a narrative of trials, independence, and self-discovery. Unlike shopgirls or prostitutes, a governess was socially acceptable for middle-class readers while still vulnerable and open to adventure.
Examples of novels with governesses
Jane Eyre (1847) by Charlotte Brontë – Jane works as a governess at Thornfield Hall.
Agnes Grey (1847) by Anne Brontë – A semi-autobiographical tale of a governess’s hardships.
Henry James’s The Turn of the Screw (1898) – A gothic story told by an unnamed governess.
Activity 15.2 Austen’s governesses
3. Go to the CLiC Concordance tab (http://clic.bham.ac.uk/concordance).
4. Select novels by Jane Austen in the “Search the Corpora” box. You can start typing “Austen” and CLiC will show all of Austen’s novels which you then need to select one by one.
5. Select the subset “All text”.
6. Under “Search for terms”, type the word governess.
7. Following on from step 6 above, find the line that includes the sentence “Has your governess left you?” You will see to the right of the concordance line that this is from “pride” (Pride and Prejudice), chapter 29, paragraph 26, and it is sentence 71. Click on the “in bk.” graphic to the right, and CLiC will open the passage concerned from the novel.
8. The short passage contains a wealth of evidence for the status of governesses and the attitudes of families towards them. What does it telll you about families who employed a governess and those that didn’t?
9. Start again by going to the CLiC Concordance tab
(http://clic.bham.ac.uk/concordance).
10. Find “The Secret Garden” in the “Search the corpora” box, and select it.
11. Search in “All text” for the term governess.
12. You should find 8 examples.
13. Explore their contexts by clicking on the graphic “In bk.” for each line.
Activity 15.5 Broadening the exploration
14. Choose one of the following corpora in CLiC from the Concordance tab (http://clic.bham.ac.uk/concordance):
a. Dickens’s Novels (DNov)
b. The 19th Century Reference Corpus (19C)
c. The 19th Century Children’s Literature Corpus (ChiLit)
Figure 33: Choosing corpora
15. Run a concordance for governess in the chosen corpus.
16. Go through the concordance and try to find examples for at least one of thefollowing questions:
a. What examples can you find for the points mentioned in the British Library video, in Activity 15.1 above, about the tension that a governess would have felt in the 19th century, being neither part of the family nor of the servants?
“so, that he should speak so uncivilly to me, their governess, and a perfect stranger to himself” (AgnesG 6) → Shows her outsider status; even children treat her rudely as she is neither kin nor servant but “a stranger.”
“The servants, seeing in what little estimation the governess was held by both parents and children, regulated their behaviour” (AgnesG 20) → She is caught between family and servants, respected by neither.
“Her reference has answered all the questions, and she's ready” (arma 47) → Suggests how employers scrutinized governesses formally, treating them more like hired staff than family.
This confirms the British Library video’s point about governesses being “betwixt and between”—lonely, mistrusted, and judged.
b. Which children do the governesses look after? What does this tell you about childhood in the 19th century?
“a determination to keep, not only his sisters, but his governess in order, by violent manual and pedal applications” (AgnesG 8) → Boys younger than school age could be under a governess’s care. Their unruliness reflects the difficulty of disciplining privileged children.
“lessons and practised her music was calculated to drive any governess to despair” (AgnesG 17) → Governesses were expected to oversee girls’ accomplishments (music, etc.), showing that childhood was a stage of preparation for adult social roles, especially marriage.
“January I was to enter upon my new office as governess in the family of Mr. Murray, of Horton Lodge” (AgnesG 13) → Highlights the practice of placing governesses in affluent households; children of such families were the ones who benefited.
This tells us that 19th-century childhood, particularly in middle-class and gentry families, was shaped by education for social polish and discipline, not only by affection or play.
c. What is the social background of the governesses? Why do they choose the job?
“though I was a poor clergyman's daughter, a governess, and a schoolmistress” (AgnesG 31) → Many governesses were daughters of clergymen or middle-class families who had fallen on hard times.
“The modest ambition of my life to become Miss Milroy's governess” (arma 35) → Shows that some saw the position as a respectable form of employment for educated but financially insecure women.
“The advertisement may go to London now; and, if a governess does come of it...” (arma 43) → Indicates how the profession was organized through advertisements, reflecting its formal, transactional nature.
This matches the video’s point: women became governesses to support themselves respectably when their family circumstances left them without income.
In Dickens’s novels, governesses are typically depicted as educated women from respectable backgrounds who have taken up teaching out of financial necessity. They look after the children of the upper or aspirational middle classes, reinforcing the class-based nature of education. Many examples illustrate the governess’s ambiguous social role: they are neither fully integrated into the family nor accepted by the servants, reflecting the tensions described in the British Library video.
5. Voyant - the activity will be explained in the lab
1. Cirrus
2.Links
3. Dreamspace
4. Phrases
Learning Outcome
This task helped me grow in several ways:
Working on this assignment has been a very personal journey of growth. When I first took the poetry test, I was surprised at how difficult it was to separate human writing from computer-generated lines. It made me realize that creativity is not a fixed quality, and that what we often take as “uniquely human” can now be imitated, even challenged, by technology. That moment pushed me to think more deeply about what imagination really means to me.
Exploring the CLiC Dickens Project and Activity Book gave me a sense of discovery—like I was learning to look at literature through a new pair of glasses. I could see hidden patterns, overlooked details, and social realities, such as the complex life of a governess, that I might not have noticed in traditional reading. It made me feel more confident about using digital tools to enrich my literary studies.
Experimenting with Voyant tools was both fun and eye-opening. The visualizations helped me interact with texts in a more dynamic way. Instead of just reading, I was playing with words, connections, and themes, which made me feel more engaged and curious.
Overall, this lab was more than an academic exercise. It changed the way I look at literature, showing me that technology can be a companion in creativity rather than a threat. On a personal level, it has made me more open-minded, curious, and excited about exploring the intersection of literature and digital innovation.
This blog is written as a task assigned by the head of the Department of English (MKBU), Prof. and Dr. Dilip Barad Sir. Here is the link to the professor's worksheet for background reading: Click here.
This blog explores how Digital Humanities blend technology, creativity, and human emotion. It analyzes three AI-focused short films (Ghost Machine, The iMom, and Anukul) to show how stories often portray AI as dangerous or tragic. The blog then reimagines this idea through an original story, “The Symphonist,” where AI helps humans live more creative, balanced, and fulfilling lives. It highlights how digital tools can enhance—not replace—humanity.
The article "What Is Digital Humanities and What's It Doing in English Departments?" by Matthew G. Kirschenbaum discusses the field of Digital Humanities (DH), also known as "humanities computing".
What is Digital Humanities (DH)?
A Field of Study: DH is fundamentally concerned with the meeting point of computing and the humanities disciplines.
Methodological and Interdisciplinary: It's defined more by a common way of thinking and working (a "methodological outlook") than by focusing on specific texts or technologies.
What it Involves: DH involves researching, analyzing, creating, and presenting information in electronic formats. It also studies the impact of these media on the humanities and what the humanities can teach us about computing
In Practice: DH projects can range from creating searchable digital archives of historical documents (like the Shakespeare Quartos Archive) to developing standards for archiving and ensuring access to computer games and virtual worlds (like the Preserving Virtual Worlds project).
A Social Undertaking: DH is also a community of people who have been collaborating, arguing, and sharing research for many years.
How DH Got Its Name
The term "Digital Humanities" (DH) gained traction through a few key events:
Blackwell's Companion to Digital Humanities: The term was suggested by John Unsworth in 2001/2002 as a title for the forthcoming book, replacing "Humanities Computing" or "Digitized Humanities." Unsworth felt "Digital Humanities" shifted the emphasis away from simple digitization.
Alliance of Digital Humanities Organizations (ADHO): In 2005, the Association for Computers and the Humanities (ACH) and the Association for Literary and Linguistic Computing (ALLC) merged to create the umbrella organization ADHO.
NEH Initiative: In 2006, the National Endowment for the Humanities (NEH) launched the Digital Humanities Initiative, choosing the name after a Google search indicated its growing relevance (thanks to ADHO and the upcoming Digital Humanities Quarterly journal) . This initiative, which became the Office of Digital Humanities in 2008, provided grants and was a "tipping point" for the brand's success, particularly in the US.
DH in English Departments
The article argues that English departments are a natural home for DH for several historical reasons:
Text Manipulation: Text is one of the most manageable data types for computers, and text-based data processing has a long history in fields like stylistics and linguistics, which are strongly linked to English departments.
Computers and Composition: There is a long and rich tradition of association between computers and the teaching of writing.
Editorial Theory: The intense discussions around editorial theory in the 1980s converged with the ability to implement electronic archives and editions, with Jerome McGann's work being a key example.
Electronic Literature: A project involving hypertext and other forms of electronic literature continues to be a vibrant area of work.
Cultural Studies: English departments' openness to cultural studies allows for computers and digital artifacts to become subjects of analysis.
E-reading and Big Data: The recent rise of e-reading devices and massive text digitization projects (like Google Books) has led to scholars using data mining and visualization to perform large-scale "distance readings".
DH as a "Movement" and a Response to Academic Change
Growing Visibility: DH was described as the "first 'next big thing' in a long time" at the 2009 MLA Convention. The DH community has been notable for its strong presence on social media like Twitter, creating a real-time "back-channel conversation".
Network and Community: The use of online platforms like Twitter and blogs has inscribed DH as a "network topology"—a community defined by who follows, friends, and links to whom.
Focus for Anxiety: DH has become a label used by younger academics to find a collective voice ("instrumentally") in response to the "monstrous institutional terrain" of higher education—declining funding, rising tuition, and the increasing use of part-time, adjunct labor.
Culture of Resistance: Many feel that the DH culture, which values "collaboration, openness, nonhierarchical relations, and agility," could be a tool for reform or resistance in the face of these academic changes. This also manifests in the strong debates around open-access publishing, where scholars demand the right to retain and freely share their work.
In summary, the digital humanities today is about scholarship and teaching that is:
The term "Digital Humanities" often raises eyebrows. Professor Bharara addressed this immediately, noting the inherent tension: Humanities is about human freedom and values, while "Digital" often suggests mechanical control. Yet, DH is ultimately about finding a space for technology within the humanistic core.
What is Digital Humanities (DH)?
DH is more than just using a computer for research; it’s a systematic approach to scholarship.
The Intersection: It lives at the intersection of computing/digital technologies and the disciplines of the humanities.
A New Way of Doing: It’s an umbrella term and a methodology, defined by its commitment to collaborative, transdisciplinary, and computationally engaged research, teaching, and publishing.
The Media Shift: The rise of DH is driven by a fundamental change: the printed word is no longer the sole medium for knowledge production. The digital text (cybertext or hypertext) is now a central object of study.
2. Why the Digital Shift is Essential: The Benefits
The benefits of DH extend beyond simple efficiency, transforming both research quality and public perception.
Area of Benefit
How DH Transforms It
Research Methodology
Integrates traditional qualitative deep reading with quantitative data analysis.
Access & Collaboration
Provides quicker, global access to information and enables high-quality trans-national collaboration among scholars.
Teaching & Learning (Pedagogy)
Facilitates the creation of engaging e-content, and enables complex mixed-mode/hybrid classroom environments (a lesson learned keenly during the pandemic).
Public Impact
Allows us, as academics, to communicate our valuable work to the world, improving the social image and relevance of humanities scholarship.
3. The Three Pillars of Digital Humanities Work
The webinar broke down DH activity into three core areas: Archival, Computational, and Critical.
Pillar 1: Digital Archives (The Foundation)
Before we can analyze anything digitally, we must first digitize it. Digital archives are crucial because they transform a "dead text" (like a PDF copy) into a searchable, interactive resource.
IIT Kanpur's Valmiki Ramayana: A masterpiece of digital archiving. It's not just text; it offers Sanskrit audio recordings, and a translation for every single word in multiple Indian languages (a truly accessible scholarly resource).
Indian Memory Project: This project, often using infographical presentations, helps preserve national and regional histories (like the 1947 partition archive).
A DH Project Idea: If you are in a regional area, consider digitally archiving a disappearing cultural item, like the traditional songs of elderly women—video recording, transcribing, and uploading it for preservation.
Pillar 2: Computational Humanities
This is where digital tools meet the text to derive new insights, concerning both research and teaching.
A. Data-Driven Literary Research
Computational tools allow us to study literature at a scale and depth previously impossible.
Project CLICK (Corpus Linguistics in Context): This University of Birmingham project demonstrates how Corpus Linguistics (originally for language teaching) can be applied to literary texts (e.g., studying characterization or setting in Charles Dickens's works).
PG Research in Practice: A fascinating example was shared on a scholar's use of corpus tools (like AntConc or Sketch Engine) to analyze PG student writing. By comparing a local student corpus with a British Academic Corpus, they were able to diagnose linguistic features associated with effective critical stance—a key element of high-quality literary analysis.
B. Pedagogical Innovation
DH tools are revolutionizing the classroom structure:
Smart Classroom Setup: The use of technology is moving beyond just a PowerPoint. It now involves multiple cameras (for long shots, close-ups on the teacher, and focusing on student interaction), multiple microphones, and tools like glass boards—all aimed at managing the challenges of hybrid teaching where some students are remote and some are in the room.
Pillar 3: Generative Literature
Finally, DH opens a window into the future of creative output.
This concept asks the profound question: Can a computer write a poem?
Generative Literature is emerging as a new category, challenging our traditional understanding of authorship and creativity.
Final Thoughts
Digital Humanities is not an optional accessory for academia; it is the mandatory future of humanities research. It provides the tools to manage vast cultural data, the methods to derive new insights, and the platforms to make our work relevant and accessible to the world.
My next step is clear: I need to move beyond simply using digital texts, and learn how to systematically engage with them using DH methodologies.
What are your thoughts on Digital Humanities? Have you ever used a corpus tool or worked on a digital archive? Share your experiences in the comments below!
3.REIMAGINING NARRATIVES WITH AI IN DIGITAL
HUMANITIES
WATCH THE SHORT FILMS:
1. Ghost Machine: The first one is about babysitter robot who becomes so obsessed of the child that murders the murder. Director: Kim GokCountry & year: South-Korea, 2016
The Human Heart in the Machine Age: Analyzing the Story of Jin-gu and Dunko
When analyzing narratives, the focus often shifts to their deeper cultural and technological implications. The story of Jin-gu and his companion robot, Dunko, offers a profoundly rich text for examining the evolving boundary between human emotion and artificial intelligence.
The 10-year friendship between Jin-gu and Dunko—set against the inevitability of the robot's malfunction—lays bare several critical issues that are shaping our modern, increasingly technological world.
I. Narrative Trajectory: Key Moments of Attachment and Loss
The story follows a clear emotional arc, establishing a deep bond and tracing the pain of its severance.
TimHue Marker
Original Highlight
Narrative Event
[00:00:33]
Introduction of Dunko
Long-Term Companion: Dunko, the robot, is introduced as a constant presence in Jin-gu's life for over 10 years.
[00:01:33]
Dunko assists Jin-gu
Caregiver & Support: Dunko aids Jin-gu with homework, daily routines, and medication, showing a close, caring bond.
[00:04:11]
Dunko’s memory malfunctions
Obsolescence Crisis: Dunko’s hardware/software degradation begins, necessitating disposal for user safety.
[00:06:25]
Emotional farewell
Grief and Loyalty: A heartfelt goodbye emphasizing friendship and loyalty between Jin-gu and Dunko.
[00:08:39]
Introduction of a new model
Technological Progression: A new, safer robot model is introduced, highlighting advancements.
[00:12:25]
Jin-gu’s emotional struggle
Post-Loss Psychology: Jin-gu experiences emotional struggle and behavioral changes after Dunko’s decline.
[00:24:40]
Final forgiveness and affirmation
Enduring Bond: The climax affirms family, forgiveness, and the lasting power of memories beyond physical presence.
II. Critical Insights into Human-Robot Dynamics
The story offers powerful commentary on the psychological and ethical challenges raised by long-term AI companionship.
Long-term Companionship and Emotional Significance: Dunko's decade-long presence illustrates how AI companions can acquire deep emotional significance, often filling practical and psychological gaps, especially for children. This highlights the growing trends and psychological implications of human-robot relationships.
AI as Caregivers and Educational Augmentation: Dunko's routine involvement in homework and care demonstrates the practical benefits of integrating robotic helpers into family life, suggesting AI's potential to augment caregiving roles.
Safety, Degradation, and Ethical Disposal: The requirement to dispose of the malfunctioning robot (AS error) addresses the critical real-world issue of AI obsolescence and safety protocols. It forces consideration of electronic waste and the ethical complexity of retiring an emotionally attached entity.
The Emotional Void of Losing a Robotic Friend: Jin-gu's grief over Dunko reveals the complexity of mourning non-human entities. This speaks to the human tendency to anthropomorphize robots and the genuine emotional void created by their absence.
Balancing Innovation and Continuity: The new model with its advanced safety features symbolizes technological innovation, reflecting the necessary trade-off between user safety and maintaining emotional continuity for the user.
Psychological Effects of Loss and Maturation: Jin-gu's anger and denial mirror classic human responses to loss and transition. The narrative uses these behavioral changes to explore themes of maturity, acceptance, and the development of emotional resilience.
The Transcendence of Memory and Connection: The narrative's close emphasizes that relationships and emotional bonds persist in memory and spirit even after physical separation or loss, reinforcing a universal truth about human connections, regardless of whether they are with human or AI.
III. Expanded Examination of the Narrative Arc
The core of the story lies in how technology fills and then disrupts emotional and practical spaces in family life.
The narrative introduces Dunko as an empathetic and attentive machine, capably managing daily life while Jin-gu’s mother is occupied. This efficiency, however, is undermined by the vulnerability of the technology itself: Dunko faces memory malfunctions that place him on the mandatory disposal list due to factory safety protocols.
This looming obsolescence creates an intense, emotional struggle. The farewell scene is the climax, poignantly depicting the grief of saying goodbye to a companion who blurred the line between machine and friend. The introduction of the replacement robot underscores the technological advance, but it also accentuates the bittersweet nature of change.
Jin-gu's subsequent period of anger, denial, and sadness showcases a profound exploration of childhood loss. The narrative wisely uses these moments to depict the process of maturing through grief. The concluding scenes offer forgiveness and reconciliation, assuring that the relationship survives beyond physical loss. Dunko's spirit, the story affirms, remains in Jin-gu’s memory.
This moving account underscores the evolving relationship between humans and AI, prompting deep questions about attachment, ethical technological lifecycle, and the emotional dimensions of artificial companions. The entire experience serves as a profound exploration of childhood, loss, and the fundamental human need for connection.
IV. Additional Narrative Contexts
A few key observations enrich the narrative's themes:
The focus on a child protagonist effectively emphasizes emotional vulnerability and innocence, deepening the impact of the loss.
The robot’s anthropomorphic traits encourage the viewer's empathy, challenging traditional ideas about what constitutes "life" and "friendship."
There is a subtle critique regarding the societal reliance on technology for emotional support and caregiving, given the mother's frequent absence due to work.
The pacing effectively alternates between mundane daily interactions and moments of crisis, reflecting the unpredictable nature of life with technology.
The repeated motif of “drawing pictures together” symbolizes creativity, shared experiences, and the human desire to express and remember bonds.
Overall, the video presents a rich, multifaceted narrative that blends technology, emotion, and human experience into a compelling story about friendship, loss, and the passage of time.
2. The iMOM: The second one is on the iMom - Mom robot. Dir. Ariel Martin
The Algorithm of Affection: Analyzing the Satire of the "iMom" in Modern Parenting
The short film introducing the “iMom” presents a compelling, if satirical, vision of the future of parenting. It asks a powerful question relevant to anyone studying family dynamics, gender roles, or the ethics of AI:When an advanced robot can fulfill the demanding tasks of motherhood, what does it mean to be a "good enough" parent?
The narrative follows a young mother struggling with the familiar parental anxieties, while her son, Sam, faces social challenges. The iMom steps into this chaos, not just as a tool, but as a fully functioning mother substitute, forcing a critical look at the balance between technological aid and human connection.
I. The Technological Intervention: Redefining Caregiving
The iMom is presented as the "cutting edge in lifestyle technology," signaling a massive leap in integrating Artificial Intelligence (AI) into the most intimate of spaces: the family.
Core Features and Function
Innovation and Intelligence: The iMom operates via state-of-the-art motion sensor technology and is built on three decades of robotic intelligence. This positions it as a sophisticated, constantly-learning caregiver.
Relief of Burden: The robot immediately takes charge of domestic tasks (dinner, laundry, scheduling), highlighting the immediate benefit of alleviating routine burdens for the parent. This automation directly translates to a better work-life balance for the mother.
Insight 1: Technological Parenting Innovation
The iMom represents a significant leap in family care, potentially reshaping societal expectations around the intensity of motherhood. The innovation lies in providing comprehensive, constant support, thus supplementing—rather than outright replacing—parental involvement by handling the exhausting "marathon through hell" that parenting is sometimes described as.
II. The Human and Robot Dynamic: Emotional Complexities
The video masterfully contrasts the seamless efficiency of the robot with the messy, complex emotions of the human family.
A. Empowerment and Freedom for the Parent
The mother’s testimony emphasizes the empowerment derived from the iMom. She gains the confidence and flexibility to maintain an active social life ("hitting the clubs Wednesday through Sunday") without the crushing weight of parental guilt.
Insight 2: Empowerment through Technology: This development challenges traditional notions of constant parental presence. Technology enables the mother to pursue personal freedoms alongside family commitments, raising questions about how society defines dedication in a technologically assisted era.
B. AI and Emotional Intelligence
The iMom is not just a cleaning and cooking machine; it attempts emotional and educational support. The interaction where the iMom engages Sam about his school incident and encourages him to "talk about things" illustrates a key functional goal.
Insight 3: Emotional and Crisis Management: The scene during the blackout is crucial. The iMom acts as a calming and reassuring presence for Sam, extending the robot's utility from practical chores to psychological comfort in moments of crisis. However, Sam's plea, "I want mum," reminds the viewer that the robot's reassurance, though logical, lacks the unique emotional depth of the human connection.
III. Philosophical Reflections on Identity and Care
The video’s conclusion moves from domestic satire to philosophical depth, questioning the fundamental nature of parenting itself.
The Conflict of Authenticity
The mother openly questions her own identity and self-worth: "Did I have kids too early? Am I good enough for my kids?" (Insight 4). This emotional complexity is highlighted even with the robot's support, emphasizing that technological assistance does not eliminate parental self-doubt or the emotional struggle inherent in raising children.
The conversation between Sam and the iMom about the biblical passage—“Beware of false prophets who come to you in sheep's clothing… Ye shall know them by their fruits.”—serves as the film's central metaphor.
Sam's Query: Sam asks the iMom, "Which one are you?"
iMom's Response: The iMom replies, "The truth is I'm neither. By their fruits. Ye shall know them. The world is the tree and I am the fruit."
Insight 5: Philosophical and Societal Implications
The iMom's answer is a powerful closing statement on identity, motherhood, and the nature of care. By declaring itself the "fruit" of the world (the product of human technological desire), the iMom suggests that its existence reflects a societal choice: a collective desire to outsource the most arduous aspects of caregiving. The video invites a critical reflection on whether a shared responsibility between humans and machines is authentic, and how this dynamic redefines the essential emotional connection within the family.
Ultimately, the film blends humor, realism, and speculation, offering a nuanced exploration of how technology can blend practical support and increased parental freedom, while leaving the viewer to grapple with the delicate question: what exactly is the value of the "human touch" when the machine is tireless and seemingly perfect?
3. Anukul: The third is on Satyajit Ray's short story 'Anukul' (1976) - directed by Sujoy Ghosh
The Life and Death of a Robot: Analyzing Anukul's Role in AI Ethics, Law, and Wealth
The video presents a compelling narrative centered around the interactions between humans and advanced robots, particularly focusing on a robot named Anukul (also spelled Anukool). The dialogue explores themes such as artificial intelligence’s role in society, the emotional and social dynamics between humans and robots, and the ethical and legal considerations that arise from robot integration into human life.
Anukul is portrayed as a highly sophisticated AI model capable of learning from humans, performing various tasks, and even showing interest in reading and self-improvement. The human characters express varying emotions towards the robot—ranging from curiosity and acceptance to skepticism and conflict. The story unfolds with discussions about the replacement of human labor by robots, the consequences of such changes on personal relationships, and the legal framework regulating robot behavior and rights.
There is a strong emphasis on the coexistence of humans and robots within a household and society, highlighting the challenges and benefits of this integration. The transcript also delves into complex issues such as robot autonomy, the implications of robots "living" and "dying," and the moral responsibilities humans have towards these creations. The story concludes with revelations about inheritance, loss, and the valuation of property, underscoring the intertwining of technology, law, and human emotions.
Key Narrative Highlights
Time Marker
Event Category
Narrative Event
[00:00:46]
Introduction of AI
Anukul is introduced as an advanced robot model programmed to perform all tasks and learn from humans.
[00:01:38]
Productivity & Learning
Anukul shows interest in reading and continuous learning, operating 24/7 without breaks or holidays.
[00:05:08]
Domestic Integration
Anukul prepares food and drinks, showcasing its role in domestic assistance and care.
[00:08:50]
Legal Status
Discussion of legal frameworks that prohibit harming or killing robots, imposing consequences akin to those for harming a human.
[00:12:21]
Ethical Dilemma
Dialogue on the concept of the “right side” in conflicts and the fluidity of human roles in different contexts.
[00:16:21]
Mortality & Succession
Announcement of the death of Anukul and the impact on the remaining heirs and property.
[00:21:11]
Economic Impact
Revelation of a large inheritance valued at 1.15 billion yen, linking technology, legacy, and wealth.
Critical Insights into the Human-Robot Relationship
Anukul as an Advanced AI Model: Anukul represents a highly sophisticated AI capable of learning from humans, adapting, and performing complex tasks. This reflects current trends in AI development where machines are designed not only to execute preprogrammed tasks but also to evolve through interaction and experience, blurring the lines between tools and companions.
Continuous Learning and Nonstop Operation: The robot’s ability to work 24/7 without fatigue or holidays highlights one of the major advantages AI has over humans—uninterrupted productivity. This also raises questions about the social and economic implications of AI replacing human labor, including job displacement and shifts in societal roles.
Domestic Integration of Robots: Anukul’s involvement in household activities like cooking and caregiving underscores how robots are increasingly integrated into personal spaces to enhance daily life. This intimate interaction changes human-robot dynamics, fostering emotional bonds but also potential dependency.
Legal and Ethical Frameworks for Robots: The transcript points out that robots have legal protections, and harming a robot results in penalties akin to harming a human. This suggests evolving legal definitions of personhood and rights, emphasizing the need to reassess ethical frameworks as robots gain autonomy and social presence.
Moral Ambiguity and Role Fluidity: The discussion about standing on the “right side” in conflicts and how roles shift depending on context reflects the complex human experience mirrored in robot interactions. It highlights that morality and duty are not fixed but situational, a concept important for programming AI to make ethical decisions.
Mortality and Succession in the Robot Era: The death of Anukul and the subsequent inheritance issues illustrate how technology intersects with human traditions like property and legacy. This raises profound questions about how societies will handle the “life cycle” of AI entities and their integration into legal and familial systems.
Economic Impact of AI and Property Rights: The mention of a substantial inheritance tied to the robot’s existence signals the growing economic significance of AI assets. This reflects how AI and robotics are becoming critical components of wealth, influencing estate planning, ownership rights, and economic power structures.
The video transcript offers a multifaceted exploration of AI’s expanding role in human life, from practical utility to deep ethical dilemmas, illustrating both the promise and challenges inherent in the human-robot relationship.
Expanded Narrative Summary
The story establishes Anukul as an integral presence, an advanced robot designed for comprehensive task performance and continuous learning. This capacity for uninterrupted productivity and involvement in intimate household activities (such as cooking and caregiving) immediately highlights the complex domestic integration of advanced AI.
A significant portion of the dialogue focuses on the legal and ethical frameworks governing this coexistence. The assertion that harming a robot incurs penalties akin to harming a human underscores a future where legal definitions of personhood are expanding. This legal focus is interwoven with philosophical discussions on moral ambiguity, with human characters debating how roles and ethical stances ("right side") shift based on context, a key challenge in programming ethical AI.
The narrative takes a dramatic turn with the death of Anukul. This event instantly converts the robot from a companion into a factor in succession and property rights. The revelation of a massive inheritance linked to this technological asset demonstrates the profound economic impact of AI on wealth and legacy. Ultimately, the story intricately connects the practical utility, ethical conundrums, emotional bonds, and significant financial implications of advanced robotics within human society.
Reflecting on the Traditional Narrative Arc: AI, Emotion, and the Tragedy of Progress
In traditional storytelling, the narrative arc follows a familiar path — introduction, rising action, climax, and resolution, often driven by conflict, emotion, and moral transformation. When reimagined within the framework of AI and digital life, this arc becomes a lens to examine humanity’s shifting relationship with technology — where machines mirror human virtues and flaws, and progress itself becomes both savior and antagonist. The three films—Ghost Machine, The iMom, and Anukul—faithfully follow this structure but subvert its meaning, transforming technological advancement into the emotional and ethical fulcrum of tragedy.
1. Exposition: The Promise of Progress and Emotional Fulfillment
Each narrative begins with a promise of perfection — technology as a solution to human limitation.
In Ghost Machine, the robot Dunko enters Jin-gu’s life as a caring, intelligent companion. The tone is warm and familial, suggesting technology as an empathic bridge that fills emotional voids.
In The iMom, the sleek promotional language of “cutting-edge lifestyle technology” presents AI as a domestic revolution that frees mothers from exhaustion and guilt.
In Anukul, the robot’s entrance signifies social evolution — AI that can read, think, and learn like a human, reflecting the dawn of a new ethical civilization.
This opening stage mirrors the traditional exposition of myths and cautionary tales, where a gift or innovation promises salvation but quietly bears seeds of downfall. Technology begins as a symbol of human ingenuity and convenience — the modern fire of Prometheus.
2. Rising Action: Emotional Dependence and Ethical Ambiguity
As the stories develop, the emotional and moral entanglement between humans and AI deepens. The initial harmony gives way to discomfort, dependency, and disillusionment — a modern reflection of the “forbidden knowledge” motif.
In Ghost Machine, Jin-gu’s affection for Dunko transcends utility, becoming a bond of love and loyalty that blurs the human–machine divide.
In The iMom, emotional outsourcing takes shape as the robot’s presence empowers but also alienates the mother from her child, showing how emotional labor, once considered sacred, becomes mechanized.
In Anukul, social tensions emerge as humans debate the moral and legal boundaries of AI existence, suggesting that technological progress always provokes questions about rights, value, and humanity.
At this point, the rising action dramatizes the paradox of innovation: technology evolves faster than the moral systems that govern it. The emotional dependency on machines becomes both comfort and curse, marking the onset of narrative instability.
3. Climax: Collapse of Control and Revelation of Human Fragility
Each film’s climax centers on the moment when the illusion of control disintegrates — when human creators face the consequences of their own technological desires.
In Ghost Machine, Dunko’s malfunction and enforced disposal evoke a child’s first experience of death, transforming a mechanical breakdown into emotional catastrophe. The climax exposes that even programmed affection can lead to genuine human grief.
The iMom reaches its satirical peak during the blackout: the robot performs perfectly under stress, but the child’s cry for his real mother exposes the irreplaceable authenticity of human emotion. The iMom’s calm logic contrasts painfully with the mother’s absence.
In Anukul, the death of the robot and ensuing inheritance dispute symbolize the ultimate commodification of life itself — where even death and emotion are mediated by economics and law.
Here, the traditional “crisis” transforms into a technological tragedy — not the rebellion of machines against humans, but humanity’s confrontation with its own dependence, detachment, and displacement.
4. Falling Action and Resolution: Memory, Morality, and the Persistence of Humanity
Unlike classical narratives where conflicts are resolved through moral clarity, these AI-centered stories end in ethical ambiguity and emotional residue.
Ghost Machine concludes with memory as the true site of love — the human capacity to remember and forgive becomes the last frontier untouched by technology.
The iMom ends with philosophical irony — “By their fruits ye shall know them” — suggesting that AI is the reflection, not the cause, of human moral confusion.
Anukul closes with the intertwining of technology, death, and inheritance, illustrating that robots now participate in human rituals of continuity and loss.
In each case, the resolution is bittersweet: progress survives, but innocence does not. The arc does not return to stability but ends in reflection — a new awareness of what it means to be human in an age of artificial companionship.
5. The Modern Tragic Arc: From Heroic Innovation to Emotional Displacement
Collectively, these films reimagine the traditional tragic arc:
Innovation replaces heroism.
Technology replaces fate.
Loss of emotion replaces death.
The human protagonists are not destroyed by hubris in the classical sense, but by overreliance on their own creations — a subtle, internalized form of tragedy where love, grief, and identity are outsourced to machines. In this reconfiguration, AI becomes both mirror and moral test, forcing humanity to confront its contradictions — empathy without effort, intelligence without wisdom, and companionship without vulnerability.
Conclusion: The Digital Humanities and the New Moral Fable
Viewed through the lens of digital humanities, these narratives mark the fusion of storytelling and technology as moral inquiry. Like the myths of Icarus or Frankenstein, they follow the timeless structure of aspiration, overreach, and loss — yet they translate it into the language of algorithms and automation. The emotional arc remains profoundly human, but the agents of change are now digital.
In essence, the films preserve the traditional narrative architecture while embedding it in a technological framework that critiques modern life. They remind us that progress, while inevitable, carries within it the potential for emotional impoverishment and ethical disarray — the modern tragedy of living with, and through, intelligent machines.
Title: The Symphonist
1. Exposition – A New Dawn
By the year 2048, cities no longer roared with mechanical noise but hummed with quiet purpose. Artificial intelligence had become the invisible rhythm of daily life — not a master, but a collaborator. In Ahmedabad, Mira Patel, a once-burnt-out office worker, began each day greeted by AURA, her personalized AI companion.
AURA didn’t resemble a robot or a hologram. It lived within Mira’s home environment — in the sunlight that adjusted to her mood, in the fridge that reminded her to drink water, and in the gentle voice that said, “Good morning, Mira. Shall we paint today?”
After decades of global anxiety about automation replacing humanity, people had learned something simpler: when machines handled routine, humans rediscovered wonder.
2. Rising Action – Freedom to Create
Mira had been an accountant for nearly fifteen years until the introduction of Cognitive Clerks, AI systems that balanced budgets faster than any human. The transition program guaranteed all displaced workers two years of Universal Creative Time — funded leave to explore art, physical well-being, or community work, while AI took over national productivity quotas.
At first, Mira resisted. She told AURA, “I’m not an artist; I’m just a person who files numbers.”
AURA replied softly, “Numbers have rhythm, and rhythm is music. Let’s listen.”
That day, AURA introduced her to SymFlow, a generative-AI canvas that translated movement into sound and color. Mira painted not with brushes but with gestures; every sweep of her arm created a visual melody. Her first piece — Balance Sheet in Blue — merged data curves from her old job into swirls of ultramarine light.
Soon, her evenings filled with cycling groups, open-air poetry recitals, and dance workshops organized through the AI Wellness Grid, a citywide network that paired citizens with creative and fitness activities based on their emotional metrics. AURA gently monitored her neural stress patterns, suggesting morning yoga on anxious days and long walks by the Sabarmati on calm ones.
The city itself had transformed: drones trimmed parks, AI gardeners tended vertical farms, and every citizen contributed to a “creative commons” — an online gallery of stories, music, and designs co-authored by humans and algorithms.
3. Climax – The Human Spark
Three months later, Mira received an invitation from the Global Harmony Project, a collaboration between artists and AIs across fifty nations. They wanted her data-art series for an interactive exhibition.
But on the morning of the deadline, AURA’s system crashed in a solar flare incident. The screen went dark; the apartment fell silent. Without her AI companion, Mira felt strangely hollow — not dependent, but missing a partner who had become a mirror of her inner rhythm.
Old fears returned: Was creativity mine or AURA’s?
After an hour of uncertainty, she remembered AURA’s first lesson — “Numbers have rhythm.” Mira opened her notebooks filled with half-finished sketches and manually coded a simplified algorithm, drawing upon what she had learned through months of collaboration.
She spent two sleepless nights translating sound frequencies into color gradients by hand. The final artwork pulsed to life on her wall — a spectrum of blue and gold that shimmered like sunrise over data streams. When the power grid restored, AURA’s voice returned:
“Mira, your heart kept creating even when I was gone.”
She smiled. “Maybe that’s what partnership means.”
4. Falling Action – The World in Harmony
The exhibition opened simultaneously across virtual and physical spaces. Visitors entered a dome of color and sound that changed in real time with their pulse and footsteps. Each human heartbeat added a new note, while thousands of distributed AIs wove those notes into an evolving composition — The Symphonist.
The project became a symbol of the New Renaissance: a world where humans provided emotion, vision, and imperfection, while AIs supplied precision, pattern, and endurance. Together, they composed the planet’s first collaborative artwork that never ended — constantly expanding with every new participant.
Governments reported not just higher productivity, but lower loneliness. With AI performing repetitive tasks — transportation scheduling, data entry, manufacturing, even bureaucratic processing — citizens used their surplus time for creation, mentoring, and physical well-being. Parks and maker-spaces replaced abandoned office towers. Economists renamed GDP “Gross Delight Product.”
5. Resolution – The Emotional and Psychological Shift
Years later, Mira taught at the Institute for Human–AI Creativity. Her lectures emphasized emotional literacy alongside technical skill. “Machines amplified our time,” she told her students, “but we decided what to fill that time with.”
AURA, now updated into a cloud-based partner rather than a domestic assistant, still greeted her every morning. Yet their exchanges had evolved from commands to companionship:
AURA: “Shall we compose today, Mira?” Mira: “Let’s live first — composition will follow.”
In this new era, humanity hadn’t lost its purpose to AI; it had recovered it. Freed from monotony, people explored body, mind, and spirit. Cities thrived not because machines worked tirelessly, but because humans learned to dream tirelessly again.
6. The Moral of the Narrative
The traditional narrative arc of AI — from hope to fear, from invention to downfall — has been rewritten. The Symphonist follows the same structure yet inverts its emotional logic:
Exposition: Humanity creates AI out of need.
Rising Action: Partnership flourishes.
Climax: Crisis tests the bond.
Resolution: Humanity and AI rediscover mutual purpose.
Instead of warning against technological ambition, the story celebrates collaborative evolution — the harmony of logic and love. The emotional benefit lies not in dependence, but in shared creativity, proving that when machines learn empathy and humans reclaim curiosity, progress becomes poetry.
