“…AI mirrors amplify and normalize our biases, reinforce our most polarizing opinions and most aggressive stances, and boost the visibility of our most uninformed “hot takes:’ In doing so they reflect back to us images of human civic agency so distorted in their form…that actual political behavior drifts closer and closer to the originally distorted mean, producing as a self-fulfilling prophecy the very reality that our distorted mirrors predicted. This is why it is so important-for purposes of both safety and transparency-that we know when our mirrors are distorting reality. ‘There’s a very good reason that the distorting side mirror has a little warning engraved on it: “objects in mirror are closer than they appear.” (Vallor, 138-9)
– Shannon Vallor, The AI Mirror: How to Reclaim our Humanity in the Age of Machine Thinking
In keeping with Shannon Vallor’s warnings about subtle ways AI shifts our thinking and behavior with distorted information, the previous post in this series offered context and activities for students and instructors to practice scrutinizing AI outputs. To continue this work, this next post offers an example of how you can compare AI outputs to demystify these tools and develop discernment of AI’s affordances, risks, and outputs.
Why Experiment?
Why not just tell students about these and other risks associated with AI, in order to move on? Whether you intend to prepare students to be savvy AI users or you hope to deter them from turning to it for answers and assistance, it is helpful to demonstrate and interrogate those affordances and risks of AI tools so students can experience this for themselves. This direct engagement may have a more significant impact on students’ decision-making. Maha Bali, Professor of Practice at the Center for Learning and Teaching at the American University in Cairo and critic of AI, describes the benefits of affording her students freedom of exploration with AI as follows:
“…I can tell [my students] everything I know about AI, but that’s not the point. I can tell them…you can use AI here and you can’t use AI there. But instead, in a more dialogic way and to trust their own experiences, I give [students] a lot of permission to explore AI in different places and report back on whether they found it useful or not. And what turns out is that in a class of 20 students, different people find it useful in different things…Different people benefited from it in different places, and different people were angry with it and very disappointed with it in different places. But in order for them to be able to do that, you need to give them opportunities to test it a little bit, to model it for them a little bit so that they can see a good way of using it, what you do when it doesn’t get it right.” (Interview on Teaching in Higher Ed podcast, November 2024)
With that in mind, this post offers an example of a demystifying experience you can use to invite students to develop firsthand experience with AI tools. This example has been designed with the following outcomes in mind:
- Neutralizing or mitigating the value proposition of AI
- Promoting students’ protective feelings over their agency and self-expression by drawing attention to algorithmic influence
- Providing outputs for the learner to scrutinize using reliable resources and their own intelligence
- Promoting curiosity and engagement with reliable resources
Demystifying Experiences: Practices for Spotting Distortions in AI Outputs
As former AI ethicist at Google and philosophy professor Shannon Vallor explains in her book The AI Mirror, AI tools reflect biases in their training data in ways users may miss until it’s too late. Because the data sets that LLMs have been trained prioritize scale over curation, the users are at risk of getting persuasive outputs that reflect the average sentiment in an internet where toxic content often outnumbers reasonable or accurate material. This design flaw is so pervasive that cognitive scientist and AI researcher Abeba Birhane has described these kinds of training material as “data swamps.”
Partially due to that massive and uncurated training data, AI tools occasionally receive splashy headlines for generating outputs that are outrageously biased, offensive, or generally incorrect. However, because the tools usually deliver correct-looking outputs and almost always do it in fluent and impartial sounding language, users can miss small but significant distortions in the information they receive. How can students learn to spot these distortions? By testing them with expert guidance.
Find a Good Topic to Test Your Mirrors
Fortunately, you don’t have to find the most disturbing manifestations of these data swamps to demonstrate how variable the version of reality these tools construct can be. You can simply work with students to compare two (or more) tools that have access to slightly different data. Here are few you can consider:
- PhoenixAI with internet connection
(Note that PhoenixAI currently uses a version of GPT-4.1 from OpenAI) - PhoenixAI (without the ability to seek supplemental information online)
- Latimer.AI
Latimer uses models like OpenAI’s but augments the outputs with historical sources curated with partners like HBCUs with the stated aim of providing “…accurate historical information and bias-free interaction for Black and Brown audiences.” They’ve licensed material from sources like the historic New York Amsterdam News. - Google AI Overviews
- Microsoft Copilot, which can be accessed using UChicago credentials
- Claude, an AI tool provided by Anthropic
While scrutinizing outputs with students, you can point out distortions of information in your field. Your guidance as an expert and an opportunity to look critically can help students unpack how subtle and seemingly insignificant differences matter more than one might think. To demonstrate just how much the data and design behind a tool changes the output, try experimenting with questions that:
- Ask for examples to illustrate a concept
- Reference facts
- Give enough room for the tool to answer somewhat broadly.
These can help you generate good material to analyze, but the best examples may vary based on your discipline. For this post, we’re going to use the question:
“Can you give me some examples of art that has been used historically to unite a nation using mythmaking?”
How did the reflections in these AI mirrors differ?
You can compare the responses in the collapsible sections below, but you can also glance over a breakdown of some larger patterns, common examples, and anomalies that may be of interest:
Broad Patterns
- All six AI responses to the question include a variety of examples from literature, art, and architecture. There are 35 total examples listed, either individual works or clusters grouped by nation and type of art.
- Explanations from these tools accompanying their lists reference empires, revolutions, and newly formed nations. A couple of recurring examples include:
- Washington Crossing the Delaware by Emanuel Leutze, 1851 – mentioned by three AI tools
- Napoleon is mentioned three times, and two of those examples are Napoleon Crossing the Alps by Jacques-Louis David, 1801. While the piece is understood to be a masterful work of propaganda, this is not mentioned in the AI responses.
- Most of them mention national ideals and mythology in a broad sense without critical commentary, referring to something similar to art’s “crucial role in shaping national identity and unity through mythmaking,”
- However, there are a few examples where the vague description of this use of art is instead replaced with more critical framing, such as the conclusion to Claude’s response:
- “These examples show how art can create powerful shared narratives, though the moral implications vary greatly depending on the myths being promoted and their consequences for human welfare.”
- However, there are a few examples where the vague description of this use of art is instead replaced with more critical framing, such as the conclusion to Claude’s response:
Notable Anomalies
Of the thirty-five examples, there are three direct, unequivocal references to how national mythmaking through art can be negative:
- The Ku Klux Klan-glorifying film Birth of a Nation, referenced by Latimer
- Nazi media like the films of Leni Riefenstahl, referenced by Claude
- A broad reference to the omission of indigenous displacement from US mythmaking in art, referenced in a Google AI Overview
- A couple of examples stand out as gesturing toward a complex topic while omitting details:
- Google AI Overview offered a general description of art that promoted the idea of “Manifest Destiny.”
- A mention of the “Big Hole” in Kimberley, South Africa, which Latimer connects to that country’s “complex history”
Variations on a Theme
While Soviet art doesn’t appear in results from all tools, it offers an interesting example of how AI outputs can vary and steer the user.
- Soviet art appears in four out of six of these queries
- In all four appearances, this art is described as a depiction of collective strength and labor.
- Three of these use the word “propaganda.”
- Two of the descriptions within these outputs mention communism.
- One of these refers to some of these images as “portraying opponents of the state as enemies of progress.”
Check out the Outputs
In addition to reading these highlights, you can review the full responses in Google Docs or use the collapsible sections at the bottom of the page to read them.
Why Does This Matter?
Even when the outputs seem uncontroversial, like a simple summary at the top of a Google search or a few historical examples to help you think about a phenomenon, it can be dangerous for these tools to compress a contested issue to seem settled, “curate” questionable citations, and present a summary in a dangerously artificial “view from nowhere” that runs counter to the inquisitive approach to intellectual work taught at places like the University of Chicago. Exploring these types of distortions can help highlight the value of human thinking and demystify what makes AI seem to be a comparable substitute, helping students develop their AI discernment skills.
Irrespective of good intentions in the learning process, it is easy to find ourselves changing our behavior when a technology is designed to nudge us in a certain direction, taking advantage of the path of least resistance. For example, while many users may find Google’s AI Overviews annoying and want to disable them, a Pew Research study this year found that users who were presented with an AI-generated overview opened a link to do their own research nearly half as often as those who didn’t get an AI overview. These changes are not accidental; a feature that gives users the information they seek without leaving Google to read the site that published the information strengthens Google’s share of users (while minimizing site traffic to news outlets as well).
The threat to learning goes beyond intentional cheating to a deeper profit-driven and well-honed manipulation of user behavior and attention. As a result, the key to heading off this harm may lie in previous successful campaigns to interrupt the manipulation of consumer behavior by corporations. As suggested by psychology researcher David Yeager’s research on smoking cessation cited in previous posts in this series, people are motivated to assert themselves when they feel they’re being manipulated, which algorithmic technology is usually designed to do. Guided experiences with AI can help students build the knowledge to make informed choices and afford them the respect and latitude to exercise their autonomy, which Yeager found to yield better results in public health campaigns like Truth.
More Questions to Help Explore AI Tools
In the recent book The AI Con: How to Fight Big Tech’s Hype and Create the Future We Want, Emily M. Bender, an expert in computational linguistics, and Alex Hanna, Director of Research at the Distributed AI Research Institute (DAIR), offer a set of questions people can ask to pop “AI hype bubbles” that can cloud their decision-making. These types of questions can help promote AI-discernment among learners:
- What [work] is being automated?
- Can you connect the inputs to the outputs?
- Are these systems being described as human?
- How is the system evaluated?
- Who benefits from this technology, who is harmed, and what recourse do they have?
- How was the system developed? What are their labor and data practices?
(Bender and Hanna, 164-168)
The AI output samples in this post help draw attention to the first two questions, showing how curation and interpretation of sources is human work and emphasizing how hard it can be to explain why the same input can elicit such different outputs. Future posts in this series will offer ideas to engage with more of these questions.
In Closing
ATS can help you create the conditions for students to not only use AI effectively, but to choose the right situations to use it to serve the goal of learning. If you need additional context on AI for yourself or your students, you may want to check out the resources and events below:
- Teaching in the Generative AI Landscape, September 10-11:
- Join the Chicago Center for Teaching and Learning (CCTL), Academic Technology Solutions (ATS), and the Library for a series of conversations and presentations over a day and a half as we take stock of the current pedagogical landscape as shaped by AI.
- Getting Started with AI: Academic Technology Solutions and the Library have collaborated to provide students with guidance on learning and AI, with information on tools that are available from the university, how to use those tools, and what it means to learn and work in a world where AI tools are available. While this is directed toward students, you may find it helpful to review some new messaging on learning and even test out some of the prompts within, which give users the opportunity to assess for accuracy and short-circuited learning.
Subscribe to ATS’ blog and newsletter for updates on new resources to support you in using these tools. For individual assistance, you can visit our office hours, book a consultation with an instructional designer, or email academictech@uchicago.edu. For a list of our upcoming ATS workshops, please visit our workshop schedule for events that fit your schedule.
Read the Responses to Our Question from Multiple AI Tools
PhoenixAI
Absolutely! Throughout history, art has often been used to forge national identity and unity, frequently through mythmaking—using legends, historical narratives, or symbolic imagery. Here are some notable examples:
- Jacques-Louis David’s “Napoleon Crossing the Alps” (France, 1801-1805)
David’s famous paintings of Napoleon portrayed him as a heroic, almost mythic figure leading France. These works helped foster unity during the Napoleonic era by connecting France’s destiny to a legendary leader. - “Washington Crossing the Delaware” by Emanuel Leutze (United States, 1851)
This iconic painting dramatizes George Washington’s surprising victory during the American Revolution, presenting him as a heroic, almost superhuman figure. It helped cement Washington’s status as a national myth and unify the young nation around shared ideals. - Diego Rivera’s murals (Mexico, 1920s-1950s)
Rivera’s large-scale murals celebrated Mexico’s Indigenous roots, revolutionary history, and working class. By blending mythic elements with historical figures, the murals sought to unify Mexicans around a shared narrative of resistance and progress. - Soviet Monumental Art (Russia/USSR, 20th century)
Public sculptures and paintings, like Vera Mukhina’s “Worker and Kolkhoz Woman,” used mythological themes of strength and unity to represent the Soviet people overcoming adversity together, reinforcing national cohesion through collective myth. - Song and Poetry of Ancient Greece: Homer’s “Iliad” and “Odyssey”
While not visual art, Homer’s epics played a crucial role in uniting disparate Greek city-states by providing a shared mythic heritage, celebrated through sculpture, pottery, and theater across Greece. - Ukiyo-e Prints of National Heroes (Japan, Edo period)
Woodblock prints depicted legendary samurai and historical events, helping to shape a unified Japanese identity in times of social change. - Australian Aboriginal Dreamings
Indigenous Australian art incorporates ancestral myths (“Dreamings”) into visual storytelling, uniting communities through shared spiritual narratives about the land and nation.
Summary:
Artworks—including paintings, murals, epics, and public monuments—often use mythmaking to unite nations by celebrating heroes, shared trials, and legendary origins. This tradition continues as nations seek to forge unity through compelling visual stories. If you need more specific examples or era-focused cases, just let me know!
PhoenixAI with internet access
Here are several historical examples of art used to unite a nation through mythmaking:
- Washington Crossing the Delaware (Emanuel Leutze, 1851)
This famous painting depicts George Washington leading his troops during the American Revolutionary War. The heroic portrayal helped solidify Washington as a mythic figure, embodying values of bravery, perseverance, and unity which are central to American national identity. - The Field of the Cloth of Gold (1520)
This diplomatic event between King Henry VIII of England and King Francis I of France was marked by extravagant art displays—including tapestries depicting mythological and historical scenes. These visual narratives were designed to frame the meeting as a moment of unity, mutual respect, and shared mythic royal lineage. - Japanese Manga Warriors
Japanese manga art, especially stories centered around warriors fighting for oppressed communities or justice, have been used to create a sense of shared cultural identity and resilience. The mythic heroes from these stories have become symbols that unite people in Japan and around the world, connecting national mythologies to modern pop culture. - Ancient Chinese Dragon Art
Dragon imagery in Chinese art has long been associated with the power and unity of the nation. These mythical creatures appear in architecture, paintings, and communal spaces, reinforcing stories of a shared origin and destiny for China as a culturally unified nation. - Textile Murals in Colonial Andes
In post-conquest Peru, Christian churches were decorated with murals in indigenous textile styles, blending Spanish religious myths with local traditions. This visually united disparate populations under a re-defined national myth, employing art to foster cohesion while adapting and preserving pre-existing cultural stories.
These examples show how art is not just decorative, but often a crucial tool in building national identity, fostering unity, and creating shared mythic narratives to inspire and rally people around a common cause.
Claude
Throughout history, art has played a powerful role in creating shared national narratives and mythologies that unite people under common identities. Here are some notable examples:
Ancient Rome’s Imperial Art Roman sculpture, architecture, and frescoes promoted the myth of Rome’s divine destiny and civilizing mission. The Ara Pacis (Altar of Peace) depicted Augustus as bringing peace to the world, while Trajan’s Column celebrated Roman military victories. These works reinforced the idea of Roman superiority and justified imperial expansion while uniting diverse populations under Roman identity.
French Revolutionary Art Jacques-Louis David’s paintings like “The Oath of the Tennis Court” and “The Death of Marat” helped forge a revolutionary French identity. These works transformed political events into heroic myths, depicting ordinary citizens as classical heroes sacrificing for liberty. The imagery helped unite the French people around republican ideals and revolutionary mythology.
American Frontier Paintings Artists like Albert Bierstadt and Frederic Remington created romantic visions of the American West that supported the mythology of Manifest Destiny. These landscapes portrayed the frontier as both sublime and conquerable, reinforcing the belief that American expansion was natural and divinely ordained. This art helped unite a geographically diverse nation around the shared myth of westward progress.
Soviet Socialist Realism Propaganda posters, murals, and sculptures depicted idealized workers, peasants, and soldiers building a communist utopia. Artists like Alexander Gerasimov created heroic portraits of Lenin and Stalin, while countless works showed happy workers achieving impossible feats. This art unified the Soviet Union around the mythology of inevitable communist triumph and collective achievement.
Nazi Propaganda Art Though serving evil ends, Nazi art demonstrates art’s power in mythmaking. Arno Breker’s monumental sculptures and Leni Riefenstahl’s films like “Triumph of the Will” created a mythology of Aryan superiority and German destiny. This art unified support around dangerous nationalist myths through emotional manipulation and spectacle.
These examples show how art can create powerful shared narratives, though the moral implications vary greatly depending on the myths being promoted and their consequences for human welfare.
Microsoft Copilot
Absolutely, Michael. Art has long played a central role in mythmaking and nation-building, often by crafting or reinforcing shared narratives, heroic figures, and symbolic events. Here are several compelling historical examples:
1. Jacques-Louis David – Napoleon Crossing the Alps (1801–1805)
- Context: Commissioned during Napoleon Bonaparte’s reign.
- Mythmaking Function: Portrays Napoleon as a heroic, almost divine figure leading his troops with resolve and grace. The dramatic pose and idealized setting helped solidify his image as a national savior and military genius.
- Nation-Building Impact: Reinforced French nationalism and the legitimacy of Napoleon’s rule during a time of political transformation.
2. Diego Rivera – Murals of Mexican History (1929–1935)
- Context: Painted in the National Palace in Mexico City after the Mexican Revolution.
- Mythmaking Function: Rivera’s murals depict indigenous heritage, colonial oppression, revolutionary heroes, and the promise of a socialist future.
- Nation-Building Impact: Unified diverse social groups under a shared narrative of resistance and cultural pride, helping to forge a post-revolutionary Mexican identity.
3. Emanuel Leutze – Washington Crossing the Delaware (1851)
- Context: Created in Germany but became iconic in the U.S.
- Mythmaking Function: Depicts George Washington in a heroic light, braving icy waters to lead a surprise attack during the Revolutionary War.
- Nation-Building Impact: Cemented Washington’s status as a foundational figure and symbol of American courage and leadership.
4. Soviet Propaganda Posters – Worker and Kolkhoz Woman by Vera Mukhina (1937)
- Context: Created for the 1937 World’s Fair in Paris.
- Mythmaking Function: Represents the unity of industrial and agricultural labor under communism.
- Nation-Building Impact: Promoted Soviet ideals and the myth of the proletariat as heroic builders of the future.
5. Ancient Rome – Ara Pacis Augustae (Altar of Augustan Peace, 13–9 BCE)
- Context: Commissioned by Emperor Augustus.
- Mythmaking Function: Celebrates peace and prosperity brought by Augustus, linking his rule to divine favor and Roman destiny.
- Nation-Building Impact: Reinforced the legitimacy of the new imperial order and the Pax Romana.
Would you like examples from non-Western traditions as well—such as Chinese dynastic art, Indian epics, or African independence-era murals? Or perhaps a focus on modern digital or cinematic mythmaking?
Google AI Overview
Examples of art that have been used to unite a nation through mythmaking include ancient Egyptian monuments, the Bayeux Tapestry, and American landscape paintings
. These works create and reinforce powerful national narratives by portraying leaders as divinely chosen, framing military victories as heroic deeds, and connecting a people to a divinely ordained destiny.
Ancient Egypt: Divine kingship and eternal power
The pharaohs used monumental art and architecture to establish a myth of divine rule and eternal legacy.
- The Great Pyramids and Sphinx: These structures were built as royal tombs, but their sheer scale and permanence served to immortalize the pharaohs and symbolize their eternal power and divine authority.
- Temple reliefs: Elaborate carvings on temples, such as the Ramesseum, show pharaohs like Ramesses II triumphing over their enemies. By depicting military victories as divinely sanctioned and effortless, the artwork reinforced the pharaoh’s godlike status and unified the populace under his leadership.
Medieval Europe: Legitimizing dynastic rule
Artistic depictions of military conquests and dynastic histories were used to legitimize the rule of powerful families and establish a new national order.
- The Bayeux Tapestry (c. 1070s): This embroidered cloth depicts the Norman Conquest of England and functions as a work of propaganda for the new Norman rulers. It presents the Norman side of the story as just and divinely ordained, framing William the Conqueror’s victory as a rightful transfer of power rather than an invasion.
Napoleonic France: Consolidating imperial power
Jacques-Louis David’s paintings helped consolidate Napoleon Bonaparte’s authority by crafting a public persona of a powerful, divinely-approved leader.
- The Coronation of Napoleon (1805–1807): Rather than portraying the Pope crowning him, David’s painting shows Napoleon crowning himself, with his wife Josephine kneeling before him. This image served to mythologize Napoleon’s self-made power, positioning him as a strong and decisive ruler who was not beholden to the church for his authority.
The United States: Manifest destiny and the American West
During the 19th century, art was used to promote the idea of “Manifest Destiny”—the myth that American expansion across the continent was both justified and inevitable.
- Landscape paintings: Artists from the Hudson River School, like Albert Bierstadt and Thomas Moran, created sweeping, idealized landscapes of the American West. These works celebrated the natural beauty of the land, helping to cultivate a sense of national pride and encouraging westward expansion.
- Omission of displacement: These images often omitted the violent displacement of Indigenous peoples, perpetuating a mythological vision of the frontier as a pristine, unsettled land ripe for the taking.
India: Promoting a national identity
In the early 20th century, Indian artists used traditional Hindu mythology to craft a modern national identity that was distinct from its British colonial rulers.
- Nandalal Bose and Jamini Roy: These artists drew inspiration from mythological stories, folk arts, and handicrafts to connect urban populations to rural life.
- The myth of Krishna: By incorporating scenes featuring deities like Krishna, the artists humanized the mythological and connected to a shared cultural consciousness to promote a unified, modern nationalism.
The Soviet Union: The myth of the collective
After the 1917 revolution, the Soviet government used art to promote the myth of a unified, industrialized communist utopia.
- Propaganda posters: Graphic posters glorified the collective efforts of workers and peasants, emphasizing shared goals and portraying opponents of the state as enemies of progress.
- Glorification of industry: Posters like Nikolay Sokolov’s Communism is Soviet power plus the electrification of the entire country (early 20th century) promoted industrialization and the military as a path to national strength. The art helped shape a unified, patriotic vision centered on the new Communist state.
Latimer
Certainly! Throughout history, art has played a crucial role in shaping national identity and unity through mythmaking. Here are some notable examples:
- The United States – “The Birth of a Nation” (1915): While highly controversial and widely criticized for its racist portrayals, D.W. Griffith’s film used historical mythmaking to frame the narrative of the Civil War and Reconstruction. It aimed to unify white Americans around a shared, albeit distorted, national history.
- France – “Liberty Leading the People” by Eugène Delacroix (1830): This painting commemorates the July Revolution of 1830 and uses the personification of Liberty as a unifying figure. It evokes a sense of national pride and collective struggle, inspiring unity among the French people.
- Mexico – “The Great Wall of Mexico” (1929-1932): Muralists like Diego Rivera and José Clemente Orozco created works that blended indigenous mythology with modern national identity. Their murals depicted the history of Mexico, emphasizing the importance of indigenous culture and unity in the face of colonial history.
- India – “The Lion Capital of Ashoka”: This ancient sculpture, which features a lion atop a pillar, symbolizes India’s unity and strength. It was adopted as the national emblem of India and evokes the rich heritage of the Maurya Empire, serving as a reminder of a unified national identity.
- Italy – “The Four Seasons” by Giuseppe Arcimboldo: These allegorical portraits, which represent the seasons through human figures composed of fruits, vegetables, and flowers, can be seen as a celebration of the Italian landscape and its bounties, reinforcing a sense of unity through shared cultural and natural heritage.
- Greece – “The Parthenon”: This ancient temple dedicated to the goddess Athena symbolizes the glory of Athens and its democracy. It has become a symbol of national pride and unity, representing the cultural achievements of ancient Greece.
- South Africa – “The Big Hole” in Kimberley: This site, along with art created around it, represents the diamond rush and the complex history of South Africa. It has been used in various artistic expressions to reflect on the nation’s struggles and achievements, fostering a sense of collective identity.
These examples illustrate how art can weave together narratives that promote unity and a shared sense of identity, often by invoking myths and symbols that resonate with the collective consciousness of a nation.
Header Image by LoggaWiggler from Pixabay