Becoming More Human in the Age of Machines

Recently, I came across a post on LinkedIn that said, “As machines get better at being machines, humans must get better at being more human.” This resonated deeply with me and prompted reflection: how can we help our students, and future generations, grow into better, more fully human versions of themselves?

At Norwest Christian College, we believe the answer is found in Christ’s vision for humanity. The bible reminds us that all people are created in the image of God (Genesis 1:27), uniquely designed with the capacity for creativity, relationship, moral reasoning, and spiritual depth. These qualities set us apart from machines and form the foundation of a truly human life. Our calling as Christian educators is not just to prepare students for jobs but to nurture them into people who reflect God’s image in their learning, character, and service.

One of the frameworks we have embraced to support this is Guy Claxton’s Building Learning Power (BLP) approach. While not explicitly Christian, it resonates with the biblical principles of formation. Claxton encourages schools to cultivate dispositions such as resilience, reflectiveness, resourcefulness, and reciprocity, qualities that echo virtues encouraged in Scripture, such as faith, virtue, wisdom and service.

When students grow in curiosity, independence, open-mindedness, and critical discernment, they are not just becoming better learners, they are becoming more faithful stewards of the gifts God has given them. These capacities equip them to live out the call of Micah 6:8: “to act justly, love mercy, and walk humbly with your God.”

One of the most powerful ways to nurture these traits is through co-curricular activities. These programs, whether in sport, music, drama, service, outdoor education, or weekly interest groups, provide fertile ground for students to develop character and learning dispositions in authentic contexts.

Research confirms the developmental value of co-curricular programs. It has been demonstrated that participation supports not only academic achievement but also social-emotional growth. Mahoney et al. (2021) builds on this to argue that such experiences strengthen persistence, teamwork, and self-regulation, all qualities Christians might see as part of the fruit of the Spirit (Galatians 5:22–23) being exercised in daily life.

What is especially striking is how students often practice these habits without even realising it. A student persevering through a tough music piece embodies resilience; a debating team member considering multiple perspectives is cultivating discernment; a group of students organising a community service initiative is practicing empathy and love of neighbour. These are not just co-curricular “add-ons”, they are lived expressions of faith in action.

Yet, as Christian educators, we are called to move beyond accidental growth to intentional discipleship. The 2002 study by Eccles and Gootman, highlights that structured youth programs have the greatest impact when leaders intentionally connect experiences to deeper values and purpose. For us, this means shaping co-curricular experiences not only as opportunities to learn skills but also as opportunities for spiritual and moral formation.

At Norwest Christian College, our co-curricular leaders frame experiences within a Christian worldview. For instance, a sports coach may remind students that perseverance is not only about winning games but about developing Christ-like endurance (Hebrews 12:1–2). A music teacher may point out that collaboration in an ensemble reflects the biblical call to unity in the body of Christ (1 Corinthians 12:12–27). In these ways, everyday moments become discipleship moments, helping students see their growth as part of God’s greater story.

As artificial intelligence, automation, and digital technologies reshape the workforce, the uniquely human qualities of creativity, empathy, adaptability, and moral discernment are more valuable than ever. For Christians, these are not just useful skills - they are reflections of the image of God in humanity and signs of His Spirit at work in us.

By uniting frameworks like Building Learning Power with Christian formation and purposeful co-curricular programming, we can ensure that our students are not only academically capable but also spiritually grounded, compassionate, and resilient disciples. In doing so, we answer the challenge of being “more human” in a world of machines, not through self-improvement alone, but through becoming more like Christ, the truest expression of humanity (Colossians 1:15–17).

Peter Christie
Director of Co-Curricular