Aug 7, 2026 · 42 min · 11 segments
Official podcast Channel of Archbishop Anthony Fisher OP - The Ninth Archbishop of Sydney. Here you will find his Sunday Homilies, and regular addresses delivered on a wide range of religious, ethics…
Anthony FisherHost
Last May, Pope Leo XIV published his first encyclical, Magnifica Humanitas, on safeguarding the human person in the time of artificial intelligence.
He was the first pope seriously to tackle AI, just as his namesake, Leo XIII, confronted the Industrial Revolution.
Like parents, teachers and the rest of us, he recognises the potential of the new information technologies for research, teaching and learning, for reducing mundane tasks and making space for greater creativity, and for differentiated learning for students.
But he also worries, as I suspect many of us do, about teacher, student and parent preparedness to deal with these new technologies.
About academic integrity, cognitive offloading, new information disparities and AI biases.
Likewise, he recognises the misalignment of some of these technologies with our understanding of the human person, relationships and moral responsibility, and invites reflection upon what the appropriate guardrails should be.
But most of his 43,000 words address the big picture, mining for the digital world, Catholic social teaching on human dignity and responsibility, truth and freedom, democracy and economy, work and education, war and peace.
The Holy Father powerfully frames his letter with the biblical stories of two construction works.
The people decided to build a city with a tower to reach the heavens and so make a name for themselves.
One that chose homogenisation over communion and built on pride and self-sufficiency.
Division, injustice and a breakdown of communication resulted in a confused babble.
Still today, the Babel syndrome prioritises production over people, now neutralising differences through a single digital language and reducing the mystery of the person to data and performance.
The prophet didn't begin with some preconceived model or impose solutions from above.
Rather, like with the genesis of the Pared schools, He began with prayer and fasting, seeking divine wisdom to supplement human.
He silently and reverently examined the physical but also the cultural and spiritual destruction all around him.
And then he convened the families, assigned to each family a section of wall to rebuild.
Last May, Pope Leo XIV published his first encyclical, Magnifica Humanitas, on safeguarding the human person in the time of artificial intelligence.
He was the first pope seriously to tackle AI, just as his namesake, Leo XIII, confronted the Industrial Revolution.
Like parents, teachers and the rest of us, he recognises the potential of the new information technologies for research, teaching and learning, for reducing mundane tasks and making space for greater creativity, and for differentiated learning for students.
But he also worries, as I suspect many of us do, about teacher, student and parent preparedness to deal with these new technologies.
About academic integrity, cognitive offloading, new information disparities and AI biases.
Likewise, he recognises the misalignment of some of these technologies with our understanding of the human person, relationships and moral responsibility, and invites reflection upon what the appropriate guardrails should be.
But most of his 43,000 words address the big picture, mining for the digital world, Catholic social teaching on human dignity and responsibility, truth and freedom, democracy and economy, work and education, war and peace.
The Holy Father powerfully frames his letter with the biblical stories of two construction works.
The people decided to build a city with a tower to reach the heavens and so make a name for themselves.
One that chose homogenisation over communion and built on pride and self-sufficiency.
Division, injustice and a breakdown of communication resulted in a confused babble.
Still today, the Babel syndrome prioritises production over people, now neutralising differences through a single digital language and reducing the mystery of the person to data and performance.
The prophet didn't begin with some preconceived model or impose solutions from above.
Rather, like with the genesis of the Pared schools, He began with prayer and fasting, seeking divine wisdom to supplement human.
He silently and reverently examined the physical but also the cultural and spiritual destruction all around him.
And then he convened the families, assigned to each family a section of wall to rebuild.
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