AI, Leadership, and Learning: Who's Doing The Thinking?

 “The one who does the work does the learning." - Terry Doyle

AI, Leadership, and Learning: Who’s Doing the Thinking?

Over the past few years, serving my clients has been nothing short of incredible. Watching them grow, reflect, and push toward their goals has inspired not only them—but me as well. What I love most about this work is the mutual learning that takes place. As my clients explore who they are and how to reach new heights, I’m continually learning more about human motivation—what drives people, how they respond to challenge, and how to design accelerated growth experiences that once took years to develop.

Recently, I’ve noticed how artificial intelligence (AI) has begun weaving its way into both my clients’ work and my own. That shift has made me pause and reflect on what AI means—not just for leadership, but for education as a whole.

AI as a Tool—or a Crutch?

Futurist Ray Kurzweil suggests that AI will serve two main purposes: it will either think for us or accelerate our thinking. I tend to agree.

AI can either replace our critical thought or expand it—helping us go farther, faster. The difference lies in how we choose to engage with it. Are we the kind of people who enjoy learning, questioning, and doing hard things to reach understanding? Or do we find comfort in letting machines think for us, avoiding the discomfort that deep thinking often brings?

Either way, each mindset represents a philosophy. But I believe AI’s greatest potential lies in accelerating human progress. For entrepreneurs—especially one-person businesses like mine—AI can streamline daily tasks, expand creative capacity, and free time for higher-level problem-solving. The same potential exists in education, if we choose to use it wisely.

Where AI Fits in Education

When the internet first arrived, critics doubted its place in schools. But change is inevitable—those who resist it get left behind. I believe AI represents a similar inflection point.

I still remember when a middle school English teacher invited me to see what AI could do with student writing. I was stunned. Part of me was grateful it didn’t exist during my dissertation—it might’ve been a tempting shortcut! But that experience sparked a larger realization: banning AI won’t work. Punitive measures will only push it underground. Instead, educators must teach responsible use—showing students how to use AI to enhance thinking, not replace it.

Just as smartphones and autocorrect became part of daily life, AI is here to stay. The question isn’t if we’ll use it, but how we’ll guide students to use it responsibly.

Equity, Curiosity, and the Work of Learning

Terry Doyle’s quote—“the one who does the work does the learning”—should remain at the heart of how we think about AI in education.

If educators maintain a growth mindset, stay curious, and model lifelong learning, students will follow suit. But we must ensure that access to AI doesn’t widen the equity gap. If some students rely on AI to do the thinking while others continue developing their cognitive muscles, we risk deepening existing inequities. True equity means giving all students access and ensuring they are still doing the work of learning and thinking.

A Final Reflection

AI is a powerful tool—I use it every day. But we must remember to stay in control of our own learning. Are you doing the thinking, or is something—or someone—doing it for you?

As educators, leaders, and lifelong learners, our goal should be to harness AI to elevate our thinking, not to surrender it. Great coaches help with that too—by asking the kinds of deep, reflective questions that stretch our minds rather than offering easy answers.

As author Anne Lamott wisely said, “Giving advice is the sunny side of control.” True learning—and true coaching—comes from inquiry, reflection, and the continuous practice of thinking deeply.