Elliot Washor's TGIF 04.18.2025

“Are You With Me Now” – A.J. Ryder

“If you’re not getting criticized, you’re playing it too safe.”— Jesse Cole, creator of the Savannah Bananas, known as the Greatest Show in Sports

It’s always energizing to get feedback from TGIF readers. Last week, many wrote back, but Frank Wilson’s email in particular struck a familiar chord.

While the media enjoyed poking fun at the U.S. Secretary of Education referring to AI as “A1”—yes, like the steak sauce—Frank offered something more profound. In his response, he reframed artificial intelligence as authentic intelligence.

Curious, I asked AI to define “authentic intelligence,” and this is what it returned:

“Authentic intelligence, as opposed to artificial intelligence, emphasizes the unique blend of human capabilities like lived experience, perspective, emotional intelligence, and creativity. It's about leveraging human strengths to understand, adapt, and innovate in complex situations, often involving personal nuances and emotional context. In essence, it's about using human skills to enhance technology and build more human-centered solutions.”

We Go Outside to Go Inside

Frank’s reflection really gets to the heart of something deeper: the inner authentication process that guides most of our waking decisions. This internal compass not only helps us move confidently through the world but also tells us when we're engaged in work that aligns with who we are—and when we're not.

We all recognize those moments of clarity when we know we’ve done something well—or not. That’s authentic intelligence at work. And when we’re unsure, we often turn to trusted people and places that help validate our understanding and push us to grow a la our Learning through Interests design.

This same process is at the core of student growth. As our practical skills and personal qualities evolve, they often become heuristics: personal “rules of thumb” for navigating challenges that may seem instinctive but are, in fact, deeply considered.

Here lies the often-overlooked connection between know-how and know-what. When students demonstrate real-world competence, we can move further away from conventional testing. Measuring know-how allows us to trust that know-what is embedded within it.

So, can the IBPLC (International Big Picture Learning Credential) help bring this vision of intelligence into the mainstream—making education more inclusive and reducing the number of students who feel left out? Can we embrace the idea that the body’s intelligence sometimes outsmarts the mind? Youth development programs must grapple with this too, or risk replicating the exclusionary structures of traditional schooling.

A Walk in the Park

On Thursday, I met with Andrew Coburn to prepare for our Big Bang session, A Walk in the Park. For eight years, Andrew has led his advisories in Roger Williams Park, and at Big Bang, they’ll be facilitating this immersive Leaving to Learn experience.

We walked the grounds together during Fairy Garden Days—an event the advisory helped create. Dozens of whimsical Fairy Houses dotted the Botanical Gardens, setting the stage for a rich conversation about how students learn in this playful, nurturing space.

Even in high school, students need moments to be childlike, to play. The park gives them permission to do just that. And as we discussed, it’s impossible to talk about student growth without considering the environment that fosters it.

Namahana, we thought, will echo this spirit of ‘en plein air’ and—not just in one advisory but across an entire school as aina.

Further on Down the Road…

For lunch, we stopped by a restaurant where several Met students have done their LTIs (Learning Through Internships). A plaque displayed prominently on the wall reminded us how deeply integrated student work can become in the fabric of the community.

Next week, I’ll be in Winnipeg with Sonn and Scott for the entire week. More to come from there