Every possibility begins with one bold idea.

Three things are happening at once in AI and education: a child's relationship with the tool, their judgement of its answers, and their own creation. The rules schools have written so far are almost all about the last one: whether the work handed in is the child's own. We treat all three as equally important.

We belong to neither camp. One says AI must be banned: it will cost children the ability to learn. The other says it must be everywhere: not using it means falling behind. We think the first overestimates what banning achieves, and the second underestimates what full adoption costs.

We stand in the middle. Not on the fence, but doing concrete work with judgement.