Ages of Consent: A Heap of Nonsense

A response on another social media site got me thinking about another Sorites paradox. The notion just bothers me. I’ve long held that it is less a paradox than an intellectually lazy way to manoeuvre around language insufficiency.

<rant>

The law loves a nice, clean number. Eighteen to vote. Sixteen to marry. This-or-that to consent. As if we all emerge from adolescence on the same morning like synchronised cicadas, suddenly equipped to choose leaders, pick spouses, and spot the bad lovers from the good ones.

But the Sorites paradox gives the game away: if you’re fit to vote at 18 years and 0 days, why not at 17 years, 364 days? Why not 17 years, 363 days? Eventually, you’re handing the ballot to a toddler who thinks the Prime Minister is Peppa Pig. Somewhere between there and adulthood, the legislator simply throws a dart and calls it “science.”

To bolster this fiction, we’re offered pseudo-facts: “Women mature faster than men”, or “Men’s brains don’t finish developing until thirty.” These claims, when taken seriously, only undermine the case for a single universal threshold. If “maturity” were truly the measure, we’d have to track neural plasticity curves, hormonal arcs, and a kaleidoscope of individual factors. Instead, the state settles for the cheapest approximation: a birthday.

This obsession with fixed thresholds is the bastard child of Enlightenment rationalism — the fantasy that human variation can be flattened into a single neat line on a chart. The eighteenth-century mind adored universals: universal reason, universal rights, universal man. In this worldview, there must be one age at which all are “ready,” just as there must be one unit of measure for a metre or a kilogram. It is tidy, legible, and above all, administratively convenient.

Cue the retorts:

  • “We need something.” True, but “something” doesn’t have to mean a cliff-edge number. We could design systems of phased rights, periodic evaluations, or contextual permissions — approaches that acknowledge people as more than interchangeable cut-outs from a brain-development chart.
  • “It would be too complicated.” Translation: “We prefer to be wrong in a simple way than right in a messy way.” Reality is messy. Pretending otherwise isn’t pragmatism; it’s intellectual cowardice. Law is supposed to contend with complexity, not avert its gaze from it.

And so we persist, reducing a continuous, irregular, and profoundly personal process to an administratively convenient fiction — then dressing it in a lab coat to feign objectivity. A number is just a number, and in this case, a particularly silly one.

</rant>

Full Disclosure: A Collaborative Endeavour with Generative AI

As the series on higher education draws to a close, it seems fitting to reflect on the unique process behind its creation. There’s a popular notion that material generated by artificial intelligence is somehow of lesser quality or merely derivative. But I would argue that this perception applies to all language—whether written or spoken. My experience has shown that generative AI can elevate my material in much the same way as a skilled copy editor or research assistant might. Perhaps, in trying to draw a firm line between AI-generated and human-generated content, we’re caught in a Sorites paradox: at what point does this line blur?

These articles are the result of a truly collaborative effort involving myself, ChatGPT, and Claude. In combining our capabilities, this project became an exploration not only of higher education’s complexities but also of how humans and AI can work together to articulate, refine, and convey ideas.

The core ideas, observations, and critiques presented here are ultimately mine, shaped by personal experience and conviction. Yet, the research, the structuring of arguments, and the detailed expositions were enriched significantly by Generative AI. ChatGPT and Claude each brought distinct strengths to the table—helping to expand perspectives, test ideas, and transform abstract reflections into a structured, readable whole. This process has demonstrated that AI when thoughtfully integrated, can enhance the intellectual and creative process rather than replace it.

In the end, this series serves not only as an examination of higher education but as an example of how collaboration with AI can offer new possibilities. When human insights and AI’s analytical capabilities come together, the result can be richer than either could achieve in isolation.