Richard R. Ramos discusses relational intelligence—attunement, care, trust-building, and meaning-making—as the skill kids need most in an AI-driven world. Two teachers, Miss Ricks and Celeste, used these practices to dramatically raise test scores and improve student interactions. Unlike AI, relational intelligence cannot be automated.
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I recently read an article in a magazine called the Stanford Social Innovation Review, and in that article they talked about relational intelligence versus artificial intelligence and the influence on children. And the article highlighted two teachers that are practicing this relational Intelligence in their classroom. Here's part of what the article said: As artificial intelligence grabs headlines and investment dollars, Miss Ricks and Celeste are practicing an intelligence that cannot be automated. It is the intelligence of attunement, of care, of knowing and knowing how to know each other. We might call it relational intelligence, the deeply human ability to build trust, navigate tension, repair ruptures, and create meaning with others. And it may be quietly rising as the defining skill of our age, the essence of what it means to remain fully human in a world increasingly governed by algorithms and automation. So this is an example of practicing— these teachers are practicing what Cialdini calls the principles of reciprocity and liking. These teachers are giving attention, they're giving care, they're building trusting relationships, and in return, the children in their classroom, their scores are off the charts and their behavior is wonderful with each other, with their, with their other students and the teachers, their relationship.
