Education is, at its core, a conversation between the past and the future, mediated by the present. It is neither static nor singular, but dynamic, evolving, and deeply personal. It is a bridge between generations, between cultures, and between perspectives. And for me, education is more than the acquisition of knowledge; it is the cultivation of curiosity, the honing of critical thought, and the nurturing of a sense of responsibility—not just to oneself but to a greater collective.
I believe education should not be confined to the walls of a classroom. The world itself is a text, a sprawling curriculum of experiences, histories, and interactions. Learning should be immersive, challenging, and relevant. It should engage both the intellect and the soul. In this way, education is not just about preparing students for tests or even careers; it is about preparing them for life.
Learning as an Act of Discovery
At its best, education is not the passive reception of information but an active process of discovery. A child does not learn language by memorizing words in isolation; they learn by experimenting, by making mistakes, by immersing themselves in the flow of conversation. Similarly, a student does not truly learn math, history, or science simply by absorbing facts—they learn by questioning, by making connections, by applying knowledge in meaningful contexts.
I see education as an ongoing inquiry. What matters is not just what students know, but how they come to know it. The process of discovery is what sharpens the mind and deepens understanding. A curriculum that does not allow for exploration, that does not encourage curiosity, fails in its most fundamental purpose.
At OWIS Osaka, we are crafting a curricular framework that blends the rigor of standards-based learning with the inquiry-driven approach of the IB philosophy. Why? Because knowledge without context is hollow, and skills without purpose are directionless. Students must see the relevance of their learning, not just in terms of future employment, but in their daily lives, in their ability to make sense of the world around them.
The Role of the Teacher: Guide, Mentor, Facilitator
The image of the teacher as the “sage on the stage” has long been romanticized. But in reality, the most effective educators are those who see themselves as facilitators of learning rather than gatekeepers of knowledge. My role as an educator—whether in the classroom, in leadership, or in shaping policy—is to create an environment where learning can flourish.
This means designing experiences that allow students to struggle productively, to challenge their assumptions, to develop resilience. It means fostering an atmosphere of trust, where mistakes are not failures but necessary steps in the learning process. It means teaching students how to think, not just what to think.
Education should empower students to navigate complexity, to engage with diverse viewpoints, and to make decisions with confidence and integrity. This is why I place a strong emphasis on student agency. The more control students have over their learning, the more invested they become. Choice breeds ownership, and ownership fosters deeper engagement.
Beyond Rote Learning: The Importance of Creativity and Problem-Solving
One of the greatest challenges in education today is the tension between tradition and innovation. The systems that govern education were largely designed for a world that no longer exists. Standardized tests, rigid curricula, and a fixation on measurable outcomes often come at the expense of creativity and problem-solving—the very skills most needed in an era of rapid change.
I see this struggle play out in Osaka, where progressive educational approaches are sometimes met with skepticism. The region is experiencing growth in technology, sustainability, and internationalization, yet traditional mindsets often resist the shifts necessary to fully embrace change. My role is to bridge this gap, to honor the strengths of tradition while advocating for the kind of learning that will equip students for an unpredictable future.
Creativity is not a luxury in education—it is a necessity. Students should be encouraged to think divergently, to approach problems from multiple angles, to take intellectual risks. This is why interdisciplinary learning is so vital. The ability to draw connections between subjects—to see how science informs ethics, how history shapes literature, how math underpins design—is what transforms knowledge into wisdom.
Education as a Moral Responsibility
If education is to be truly transformative, it must also instill a sense of moral and social responsibility. Knowledge without ethics is dangerous. Intelligence without empathy is hollow. We do not educate students merely for their own success but for their ability to contribute meaningfully to the world.
This is why I believe in fostering global citizenship. In an increasingly interconnected world, students must be equipped with the skills and mindset to collaborate across cultures, to engage with diverse perspectives, and to approach global challenges with both pragmatism and compassion.
Education should cultivate not only intellect but character. It should encourage students to ask difficult questions: What does it mean to live a good life? What do we owe to one another? How can we build societies that are just and sustainable? These are not abstract philosophical musings; they are the foundation of responsible leadership and engaged citizenship.
A School as a Living Ecosystem
A school is more than an institution; it is a living, breathing ecosystem. It is shaped by the relationships within it—between students, teachers, families, and the broader community. Learning does not happen in isolation, and for a school to thrive, it must foster a culture of collaboration, respect, and shared purpose.
At OWIS Osaka, we are building something more than a school. We are creating a space where learning is vibrant, where students are known and valued, where education is not just preparation for the future but a meaningful experience in the present.
This extends beyond the curriculum. It influences policies, from how we handle attendance and absences to how we approach major events like the Spring Carnival. It shapes how we engage with families, ensuring that they see themselves as partners in their child’s education. It informs how we respond to challenges, whether they be global crises or personal struggles within our school community.
Conclusion: The Lifelong Journey of Learning
Education does not end with graduation. It is a lifelong process, one that continues through every conversation, every book, every new experience. My own journey as an educator is shaped by this understanding. Every day, I learn from my students, from my colleagues, from the challenges and successes of leading a school.
The world is changing. The ways we teach, the ways we assess learning, the very structure of education itself must evolve to meet these changes. But the core purpose remains the same: to inspire curiosity, to cultivate wisdom, and to empower individuals to make a meaningful impact on the world.
This is my philosophy of education. It is a philosophy rooted in discovery, in creativity, in ethical responsibility. And above all, it is a philosophy that sees learning not as a destination, but as a lifelong journey—one that I am privileged to walk alongside my students and my community.
Greg Culos
Osaka, 4/2/2025