『Relational Intelligence: being human in the AI age』のカバーアート

Relational Intelligence: being human in the AI age

Relational Intelligence: being human in the AI age

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Isabelle C. Hau is the Executive Director of the Stanford Accelerator for Learning. It’s a Stanford-wide effort hosted at the Graduate School of Education, and it brings together more than 100 faculty affiliates to connect learning science with practice and policy. She grew up in rural southern France and studied at Sciences Po Paris and ESSEC before earning her MBA at Harvard Business School. She began her career as a financier at Morgan Stanley.Before Stanford, she spent about a decade with the Omidyar Group. She founded and led the US Education initiative at Omidyar Network and was a founding partner of its spinout, Imaginable Futures, where she backed early-stage organizations including Khan Academy Kids, Ellevation and Handshake. She wrote Love to Learn: The Transformative Power of Care and Connection in Early Education (PublicAffairs, 2025) and the Stanford Social Innovation Review cover story “Welcome to the Era of Relational Intelligence.” She also serves on the Brookings Institution’s Global AI Taskforce and the EDSAFE AI Alliance steering committee, and she writes the weekly newsletter Small Talks.In this episode, Isabelle talks with Svenia Busson about:Relational intelligence (RQ) as the next stage of human intelligence after IQ and EQ, and why we need to decide on purpose what our humanity should becomeThe “relational recession”: fewer siblings, fewer friends, less play and less contact between generations, and how AI companionship is moving into that gapAI sycophancy: new Stanford and Oxford research on how chatbots that constantly agree with us make real human relationships feel harder and less rewardingAn 8-workshop pilot at Design Tech High on how to build relationships, including two sessions on conflict and repairAI literacy through tinkering instead of a fixed curriculum: the Stanford AI Tinkery and its new free network of schoolsEducation’s “Turing Trap” and what the latest PISA results show: AI without scaffolding hurts outcomes, while AI with good teaching support helpsWhere AI is showing real promise: comic-book science projects that made students more curious, an autism screening game that is 86% accurate, and Tutor CoPilot, which brings novice tutors up to the level of the best onesWhy AI-only tutors struggle to get used, how to measure relationships without reducing them to a score, and what K-12 can learn from medical educationResources mentionedIsabelle’s writingHau, I. C. (2025). Love to Learn: The Transformative Power of Care and Connection in Early Education. PublicAffairs. LinkHau, I. C. (2026). “Welcome to the Era of Relational Intelligence.” Stanford Social Innovation Review, 24(2), 26–35. LinkHau, I. C. (2026). “Why Human Connection Must Be at the Heart of Education in the AI Age.” World Economic Forum. LinkHau, I. C., & Schwartz, D. L. (2025/2026). “Avoiding Education’s Turing Trap.” Stanford Social Innovation Review. LinkHau, I. C. (2026). “Curiosity, Connection, and the Future of Learning.” Educational Leadership, 83(7). LinkResearch on AI sycophancy and relationshipsCheng, M., et al. (2026). “Sycophantic AI decreases prosocial intentions and promotes dependence.” Science, 391(6792). LinkIbrahim, L., et al. (2026). “Sycophantic AI makes human interaction feel more effortful and less satisfying over time.” arXiv:2605.07912. LinkKim, P., Xie, Y., & Yang, S. (2025). “‘I am here for you’: How relational conversational AI appeals to adolescents, especially those who are socially and emotionally vulnerable.” arXiv:2512.15117. LinkResearch on AI tutoringTurano, C., Pihl, V., Agnew, C., Ziegler, L., & Loeb, S. (2026). AI Tutoring Is Not a Monolith: What We Actually Know. SCALE Initiative, Stanford Accelerator for Learning. LinkTutor CoPilot, Stanford National Student Support Accelerator. LinkStanford initiativesStanford Accelerator for Learning. LinkStanford AI Tinkery. Link
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