New View EDU

Episode 81: How AI Changes Everything and NothingWith Peter NilssonAvailable November 11, 2025Right now, it may feel as though AI has changed everything about education. It has, says Peter Nilsson – but it has also changed nothing. That’s the paradox at the core of his forthcoming co-authored book, Irreplaceable: How AI Changes Everything and Nothing about Teaching and Learning. He sits down with host Morva McDonald to share what has actually changed, what hasn’t, and how his work using technology to bolster innovation in education has led him to this place.Guest: Peter NilssonResources, Transcript, and Expanded Show NotesIn This Episode:“Unlike medicine and unlike law, education is diverse in the way that it is applied in different classrooms. There isn't only one way to teach the Great Gatsby. There isn't only one way to teach Beloved. In fact, every classroom should be different in the way that it engages it because every classroom has different students. So while knowledge on Wikipedia compiles everybody's contributions to the page on physics compiled to one page, curriculum does the opposite. Curriculum doesn't compile. It disaggregates. It diversifies.” (5:22)“It's impossible to expect every teacher, every school, even to be able to develop the wisest, most effective responses to every change. That's just not how innovation happens. What happens is people all across networks figure out small little things. And the more those small little things can share across the network, the more any individual node on the network can have the most comprehensive, high quality, effective response to that thing.” (16:52)“Students now can do more, so much more than they ever could do before. Every student having something like this vision of an AI tutor is a game changer for so many reasons. But nonetheless, students will still need time. They will still need help. They will still need practice. They will still struggle to ask the right question. They will still come in confused about something. They will still need teachers to help them build confidence. Everything is changing in terms of how we do this on a human, individual level where we're interacting with a machine that is more and more like a human, but nothing is changing in that the messiness of our own human learning remains.” (22:31)Related Episodes: 71, 69, 68, 49, 45, 31

In this episode from NAIS podcast Member Voices, Jackie Wolking speaks with Autumn Adkins Graves, head of St. Anne's-Belfield School (VA). In their conversation, Graves shares the importance of curiosity in the age of artificial intelligence, and how her school created a portrait of a graduate with a futurist lens. She also talks about change management and how we affirm what's working well to move things along and how we have to stop trying to control tech or dismiss it. New View EDU will return next week with a new episode on How AI Changes Everything and Nothing, with guest Peter Nilsson. Related Resources:Member Voices PodcastAI Resources for Schools and EducatorsRecent Episodes of New View EDU

Episode 80: The Future of InclusionWith Kenji YoshinoAvailable October 28, 2025In this time of rapidly evolving law and opinion around terms like diversity, equity, and inclusion, what is the work of school leaders who believe in building stronger, more connected, more inclusive communities? Legal scholar and author Kenji Yoshino is the author of a forthcoming book called How Equality Wins: A New Vision for an Inclusive America. He joins host Morva McDonald to talk about the legal precedents of the past, the shifting culture of the present, and the strategies that can secure the future of equitable practice.Guests: Kenji YoshinoResources, Transcript, and Expanded Show NotesIn This Episode:“I think lawyers are actually terrible at lots of things, but we're actually rather good at saying, yes, we disagree, but you're not my enemy, right? You're my debate opponent, and you're actually my friend on the other side. And so let's actually behave as if, let's carry ourselves in that way and let the best ideas win.”“I think that the younger generation has a greater understanding not of who they are, but, or not just of who they are, but also the skills that are going to be needed for us to survive, much less thrive, in a multicultural society that is much more global, much more diverse. And so the capacity to speak across difference, to work across difference, to bond across difference is going to be a critical skill for us going forward. And that's the set of skills that are embodied within DEI.”“So the question I always ask is like, it's really easy to get caught up in the heat of the moment and to get blown back and forth as the pendulum swings back and forth, right? But rather than doing that, like just sit in your values and think five years from now, who will I want to have been in this moment when everyone was telling me like cave or do this or do that? Like what is the kind of values based decision that I can make here that will make me proud of myself five years from now, rather than proud of myself tomorrow or proud of myself next week?”Related Episodes: 77; 66; 64; 62; 37; 30; 17; 7

Episode 79: The Disengaged TeenWith Jenny Anderson and Rebecca WinthropAvailable October 21, 2025Why do so many students seem to lose their love of learning when they reach adolescence? Is there something about the way we approach school for this age group that leads to greater disengagement and apathy? And how can we change our systems, and the ways we relate to teens both in and out of school, to help support their development and flourishing? Authors Jenny Anderson and Rebecca Winthrop join host Debra Wilson to talk about their book The Disengaged Teen, and what they recommend to parents and educators in the age of rapidly evolving AI.Guests: Jenny West Anderson and Rebecca WinthropResources, Transcript, and Expanded Show NotesIn This Episode:“We also heard a lot that it was, parents often figured out things weren't going well when it really kind of blew up. So engagement is a continuum. And some of the behaviors we see early on that we can kind of shrug our shoulders and say, that's just, you know, teens being teens, right? To sort of bring that negative construct in. And some of it is, for sure. Like I don't want to freak out parents unnecessarily, but sometimes seeing those behaviors continuously and not digging into them then was like, kids get to a point where they're telling themselves, there's no point. I'm not going to try at anything. And it's because they failed a test and didn't want to tell anyone or didn't know how to ask for help.” (15:31)“We argue in the book that we need to make a shift from what we call the age of achievement, where through no fault of anybody inside the system, virtually every education system around the world, just how it has been designed from eons ago, is about ranking and sorting. Otherwise, we wouldn't have grades. Do you know what I mean? We wouldn't have that. That is the core. The purpose really was, ages ago, of funneling up into higher ed. How do you select? And so we're saying we are definitely seeing the strains on that design.” (31:24)Related Episodes:76; 71; 63; 60; 59; 51; 40; 31

Episode 78: The Power of Transcendent ThinkingWith Mary Helen Immordino-YangAvailable October 14, 2025“What does it mean to be a self-actualizing, fully integrated, socially contextualized human being in this new world order? And how would we design opportunities…to help a young person develop not just what they know now, but to potentiate in ways that change who they could become?”Neuroscientist Mary Helen Immordino-Yang returns to New View EDU to share the work she and her team at USC CANDLE are doing to answer these, and other, deeply provocative questions about the science of teaching and learning. Her new research hones in on a specific type of cognitive process, which she terms “transcendent thinking.” And as Mary Helen explains during this conversation with Debra Wilson, transcendent thinking may be the key to unlocking long-term developmental outcomes for students.Guest: Mary Helen Immordino-YangResources, Transcript, and Expanded Show NotesIn This Episode:“So what we have here is this incredible suggestion that when kids dispositionally engage with complex, curious, deep thinking about big ideas. Not only are they deeply engaged by that, but they are physically and functionally growing their capacity to think in ways that over time produces a neural substrate that supports wellbeing. So we're actually growing a robust brain that enables us to be well, to manage in relationships, and to feel good in our own skin and to develop identities that transcend that are about big ideas and purpose and values.” (18:21)“What we show is that teaching well is not more work, it's different work. It's work in which you really engage with the thought patterns, what it feels like for these students to be thinking. What are their emotions about here? Are they having emotions about, you know, the amazing power of right triangles to help us, you know, sort of understand the geometry of the world and how powerful it feels to really engage in that kind of mathematical thinking? Or are they having emotions about, yay, I did it, I'm done. Or, boo, I didn't, and now I'm freaking out because I'm going to flunk, right? Because when the emotions are mainly about those outcomes, what we're finding is that the school is not promotive of development in the same way. It may be promoting quote unquote learning, maybe, but in the service of what? What are you going to use that learning for?” (33:33)Related Episodes: 75; 72; 69; 59; 58; 47; 35

Episode 76: The Promise, Possibility, and Power of AdolescenceWith George Abalekpor and Eleanor DaughertyAvailable September 30, 2025As educators, we are always focused on ways to help our students thrive as they move through the K-12 experience and beyond. But often, we inadvertently frame adolescence as a period characterized by problems and challenges, rather than a developmental moment that can be inherently powerful and positive. How do we reframe how we think about adolescence, how we build the student experience for teens, and how we can focus on the work we are doing to ensure that our students transition from our schools to higher education with a full sense of their own agency? George Abalekpor and Eleanor Daugherty of Georgetown University join host Debra Wilson to share their wisdom.Guests: George Abalekpor and Eleanor DaughertyResources, Transcript, and Expanded Show NotesIn This Episode:“I will forever remember this student who said, ‘You keep asking me how I am, and then you correct my tone of voice.’ And just this idea of, we need to get over ourselves. If we want to truly and authentically connect and create scholarship and practice that is meaningful for today's adolescent, we need to listen a bit more and abandon a little bit the watch your tone of voice, young lady. Those little corrective behaviors are actually stifling the presence, the authentic presence of adolescents.” (22:05)“So youth, I think more than anything, they want to feel as though their schooling matters. They want to feel that they are getting a sense of meaning and purpose in their education. And I think to tie it all together, I think co-creation is an answer to that solution. It's something that I think is tangible, can be honestly pretty easily developed in all educational spaces, and it allows for meaning because when you give youth an opportunity to be active participants in not just affecting policies, but affecting policies that specifically impact them and communities that they're involved in, there's automatically a sense of purpose that is attached to that.” (34:42)Related Episodes: 75; 70; 67; 60; 59; 51; 40; 22

Episode 75: The Future of SmartAvailable May 13, 2025Are we, as educators, trying to create the best human versions of AI…or the best humans? That’s a central question Dr. Ulcca Joshi Hansen asks when she thinks about the future of education. Drawing upon her bestselling book, The Future of Smart, she joins host Debra Wilson for a discussion about human-centered liberatory education, what schools need to do differently to set kids up for an ambiguous and uncertain future, and how she views topics like agency, curriculum, and technology in light of human development.Guest: Ulcca HansenResources, Transcript, and Expanded Show NotesIn This Episode:“We've organized kids' time in school and outside of school in ways that don't give them a chance to do what they need to be doing to develop during adolescence in healthy ways. And we see that. Our adolescents aren't doing well, they're anxious, they're depressed, they're turning that into self harm or risky behaviors. And so we add SEL into our schools when actually what we need to do is foundationally change, right, how we allow them to spend their time.” (8:34)“What I hear from kids is, oh my God, you keep telling me that I'm supposed to do this like boring stuff that I have no interest in so I can graduate and go to college and then I can live my life. And what they are saying is, I want to live my life now. There are things I care deeply about, some of them existential and some of them not. And that's what I want to sink my teeth into. And in fact, developmentally, that is exactly the moment when they need to be doing it, and not do what we have been doing to them, which has led to this new thing called the quarter life crisis, which is you have 25 year olds saying that they feel purposeless and that they feel unmoored and really kind of unhappy with their lives.” (26:41)“In some ways it's about how well does this person know themself, and have they actually done the work to be good enough friends with themselves and their own story and their own journey, that they can hold space for another person to come to them as their self and not immediately go into a tailspin, right? And really that's what this kind of education requires, is that, not that you're a perfect educator or guide, but rather that when you meet somebody who says something to you that might be hurtful or lashes out at you or questions you, that your immediate reaction is not to fight back and close in, but rather to be like, I'm okay. Like, let's go there, right? Because that is the kind of relationship that you're gonna have when you're doing this kind of work.” (34:38)Related Episodes: 74, 72, 60, 58, 53, 51, 40, 35, 32, 29

Episode 74: Improving Access Through InnovationAvailable May 6, 2025How do we measure learning? It’s a question that plagues educators, as a rapidly changing landscape keeps us scrambling to catch up with evolving technologies, ever-expanding content, and the need to blend real-world experiences with tried and true curriculum. For over 100 years, part of our answer to the problem of measurement has been the Carnegie unit. And now, the Vice President for Educational Transformation at the Carnegie Foundation says that answer needs to change.Guest: Diego ArambulaResources, Transcript, and Expanded Show NotesIn This Episode:“So we believe that to make this move towards this new architecture, there's going to need to be a set of scalable tools to support this work. And often, there's a way for an independent school to solve a problem that directly meets the needs of their students today, but is not replicable unless you have student to teacher ratios of one to 10, or unless you've got this kind of funding or unless, or unless, or unless. And what might it look like to not live in a world of scarcity, but rather to live into this world of abundance, but to think about it through a lens of, huh, and what would it look like to share this?” (18:05)“Counselors are pushing that because they see what universities are asking for. And universities, in an ever-growing effort to get students who are truly prepared, ask for more. And right now, the only way to ask for more is to ask for more time. Because the Carnegie unit has conflated time and learning, the only way for a student to be more prepared for college is to spend more time earning more credits. And if we can't unlock those two, we're going to continue to put more pressure on young people.” (27:55)“It's an invitation to say, we'd love to partner with independent systems who are moving really fast towards some of these to say, can we be learning in these places about efforts to do this kind of work? And if any of that learning can then roll up so that the shared learning Carnegie is bringing is from public systems, from independent systems, in red states and blue states, in big cities and in rural areas, we just think that will continue to let us speak into what at the end of the day is a somewhat silent American consensus that we want the same thing for our kids, and that right now we're not getting it, and that it's possible.” (32:07)Related Episodes:  69, 65, 56, 53, 51, 46, 43, 36,29