What resonates most is the reminder that this is ultimately a philosophical decision, not a technological one. In schools, it would be easy to default to convenience—using AI to speed up tasks, generate outputs, or manage workload—but the real opportunity lies in slowing down and making the technology visible. Helping students question it, test it, compare it, and understand its limitations. That’s where we preserve thinking. That’s where we build agency. Because if this generation is going to grow up surrounded by intelligent systems, the most important thing we can give them is not just access—but the ability to interrogate, challenge, and shape those systems for themselves.