← AI for Educators Daily with Dan Fitzpatrick
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If this episode makes you think, please let us know in the comments and support us by subscribing and leaving a review. Thank you. Today we are exploring why emotional intelligence should be taught in schools, drawing on a compelling article by Jean Gross published in Tess Magazine. The piece opens with a really striking statement from Daniela Amodei, president and co founder of Anthropic, the company behind the Claude Chatbot, who in a recent interview with ABC News said, and I quote, in a world where AI is very smart and capable of doing so many things, the things that make us human will become much more important. That's a powerful thought, isn't it? Jean Gross uses this quote as the jumping off point for a powerful argument. As AI becomes increasingly sophisticated, the skills that make us uniquely human, our emotional intelligence, are becoming more critical than ever. What she found after looking at the landscape of employment is that companies like Anthropic aren't just looking for technical wizards. According to the article, Amadei highlighted that employers are actively seeking recruits with excellent emotional intelligence and people skills who are kind and compassionate and curious. The reasoning is straightforward. Businesses thrive when people can genuinely collaborate, communicate effectively with clients, and truly understand what others need. Now, for me, this immediately resonates with our core philosophy. It's all about enhancement, not replacement. AI is going to handle a staggering amount of the doing in the world, the computational heavy lifting. But it cannot wonder, it cannot care. It cannot judge those uniquely human attributes. Wonder, care, judgment, relationship, imagination, wisdom, ethics. These are what we must preserve and protect. Jean Gross's article really shines a light on how we can do that through our education system. The first thing Jean Gross points out, and it's a critical one for school leaders and curriculum designers, is that while our curriculum proposals acknowledge digital and critical literacy, they don't fully reflect the seismic shift AI is bringing to employment. She makes the case that the curriculum review undertaken before we truly grasp the impact of AI needs a serious reevaluation. The rate of change in AI is exponential, and commentators are predicting an overhaul of employment on par with the Industrial Revolution. That's not a small claim. It demands our attention. So what does this mean for our schools, for our students? Jean Gross suggests two key areas for the new curriculum to focus on communication skills and emotional intelligence. She talks about how communication skills could be integrated through new oracy frameworks, and this is where it gets really specific and practical for teachers. Imagine if revised spoken language programs included a social and emotional strand. This isn't just about speaking clearly. It's about learning how to initiate and maintain conversations, how to work effectively in groups, how to give and receive feedback constructively, how to negotiate and resolve differences, and crucially, how to listen to others with empathy, using a rich vocabulary to describe emotions. The power of that for me is immense. Think about your Year eight geography lesson. It's not just about memorizing tectonic plates. It's about students collaborating on a project, truly listening to each other's ideas for solving a local environmental issue, respectfully debating different solutions, and empathizing with communities affected. This is teaching communication skills in action, not just as a separate abstract concept. The article makes the critical point that this kind of social emotional learning shouldn't be confined to the English curriculum, but should be applied across all subjects. It requires us to once again value skills as much as knowledge and to make space for these essential competences by reducing mandated content elsewhere. This brings me to a challenge that school leaders often face. Accountability drives Practice Jean Gross highlights that it's difficult to get schools to focus on spoken language when it's not assessed in GCSEs or A levels. This is a crucial point for how we think about assessment in the AI era. We've talked before about the three assessing the product, the process, including how students interact with AI, and the performance, which means live demonstrations of understanding. We need to design tasks that offer cognitive stretch tasks that AI simply cannot complete without the students unique context, perspective or judgment. How do we design an assessment for that year 8 geography project that values the empathetic listening and collaborative problem solving as much as the factual output? It's about design and learning that cannot be faked because it demands depth, care and imagination. Maybe a stronger emphasis on student destinations after leaving school within accountability frameworks could encourage secondary schools to prioritize this type of oracy work. The article reminds us of Alan Milburn's interim report on young People not in Education, Employment or Training or neat, which highlighted a lack of soft skills as a key challenge employers face now beyond communication, Jean Gross stresses the need to reflect on anthropic requirement for excellent emotional intelligence among its recruits. She shares that she lobbied for social and emotional skills to be included in the curriculum review, but sadly it's mostly relegated to the relationship, sex and health education curriculum, which often isn't prioritized in many schools and is increasingly overloaded with factual content. This is a real missed opportunity. Emotional intelligence or social and emotional skills are teachable. They can be explicitly developed within a dedicated curriculum. Many countries already have this and what the Education Endowment foundation, or eef, has found in is that there's clear evidence of impact on a range of outcomes, including attainment. Jean Gross actually led a national program to teach these skills years ago under the previous Labour government called SEAL Social and Emotional Aspects of Learning. This comprehensive SEAL curriculum, which covered early years, primary and key Stage three, is still freely available online. It's not just about managing your own emotions, which many schools do cover as part of well being. It goes much deeper, encompassing skills like seeing others perspectives, empathy, getting on with others, dealing with conflicts, joining new groups, meeting new people, respecting differences, setting goals, bouncing back after failure and dealing with change. These are precisely the AI soft skills that will differentiate humans in the future workforce. For all you educators out there considering how to integrate these ideas into your practice, I encourage you to think about how these specific skills could be woven into your existing lessons. Could a history lesson involve empathetic role playing of different perspectives during a conflict? Could a science experiment require students to collaboratively problem solve and reflect on how they manage disagreements? This isn't just about adding more to an already packed day, it's about redesigning how we approach learning to cultivate these essential human capabilities. If you're finding these discussions useful for shaping your approach to AI in education, please do follow and subscribe to the podcast for more insights and practical strategies. Jean Gross calls these skills our one usp, our unique selling proposition, our one advantage over the machine. They are what make us uniquely human and this really speaks to the human in the loop philosophy. The real value is not in what the machine produces, but in how the student responds, how they evaluate, revise and transform. The machine computes the human, wonders, cares and applies judgment. This is about teaching students not to outsmart machines, but to outthink them. The article acknowledges that shifting a curriculum is tough. Jean Gross notes that it would be difficult for the government to move away from a steady as she goes approach which proposes little change from the Govan Gibb era. A change of plan risks upsetting the many brilliant teachers who have become highly skilled in delivering the current curriculum thanks to the application of cognitive science. This is a classic change leadership challenge. We know that teachers often get labeled as resistant to change, but more often they just need time and space. Give them that and they become the best drivers of innovation. We need to build from our strengths, anchor in AI and this vital emotional intelligence curriculum to successful practices already in place, rather than presenting it as a disruptive revolution. It's an evolution, not a revolution. Jean Grosse truly believes we owe it to our children to advocate for this change and there might be a last chance in the Autumn Consultation on Revised Programs of Study to shape a curriculum truly fit for the AI age. She closes with a quote from C.S. lewis we all want progress, but progress means getting nearer to the place where you want to be. If you have taken a wrong direction, then to go forward does not get you nearer. If you are on the wrong road, progress means doing an about turn and walking back to the right road. For me, that road is one where we are purposefully teaching communication skills and a comprehensive emotional intelligence curriculum, empowering our students with the very qualities that distinguish them from machines. It's about ensuring our students, especially the middle 80% who often fly under the radar, are equipped with the social emotional learning necessary to thrive in an AI powered world. We need to really empower our educators to understand that by outsourcing the doing to AI, we free ourselves up to focus on the thinking, the wandering, the caring, the things that define us. That's the real win. That's all for today. Thanks for listening.