In the company of Pasi Sahlberg and colleagues FCES
By Ria Uiterloo
February 20, 2025
Education is an ever-evolving journey, shaped by the needs of students, societal shifts, and the vision of educators willing to push boundaries. My exploration of innovative educational approaches has taken me to various corners of the world, from the heart of Manhattan, Innovative schools in the Netherlands, a PYP Public School in Austria to Finland’s celebrated school system, engaging with thought leaders, experts and authors like Pasi Sahlberg (now professor at the University of Melbourne in Australia) from Finland, Marcel van Herpen from Centrum Pedagogisch Tact in the Netherlands, and many more inspirational education specialists. A pivotal moment in this journey was my visit to The Neighborhood School in Lower Manhattan, where I witnessed, firsthand, an educational model that resonated deeply with my own aspirations for learning environments that cultivated curiosity, agency, and social responsibility.
The Neighborhood School: A Model of Experiential and Project-Based Learning
The Neighborhood School stands out for its commitment to experiential education and the Habits of Mind framework. The school’s core philosophy centers on the belief that children are natural learners who make sense of the world through exploration, inquiry, and meaningful engagement. Its curriculum is dynamic and responsive, shaped by students’ interests, developmental stages, and current events while aligning with New York State’s Next Generation Standards.
Project-based learning (PBL) is at the heart of this approach, ensuring an interdisciplinary experience that weaves together language arts, science, social studies, mathematics, physical education, and the arts. The curriculum goes beyond academics, integrating social-emotional learning (SEL) and fostering a deep sense of responsibility toward the community. Students engage in collaborative work, conduct research, and develop critical thinking skills that prepare them not only for academic success but also for active citizenship.
What struck me most was the school’s commitment to anti-bias and anti-racist education, ensuring that all students see themselves reflected in the curriculum. Through real-world learning experiences, field trips, dramatizations, and simulations, students gain a holistic understanding of the world around them, developing the confidence to become well-spoken, reflective, and socially conscious individuals.
Global Perspectives: Finland’s Educational Model
My search for transformative educational models led me to Finland, where I had the opportunity to engage in discussions with Pasi Sahlberg, a leading advocate for equitable and high-quality education. Finland’s success lies in its emphasis on trust, teacher autonomy, and student well-being. The system prioritizes play, inquiry-based learning, and minimal standardized testing, aligning closely with the principles I observed at The Neighborhood School. Both models underscore the importance of real-world connections, where students are encouraged to explore, collaborate, and take ownership of their learning journeys.
Insights from Marcel van Herpen and Pedagogical Tact
Furthering my inquiry, my discussions with Marcel van Herpen from Centrum Pedagogisch Tact reaffirmed the significance of the teacher-student relationship in fostering meaningful learning experiences. His approach highlights the power of intuitive teaching, where educators adapt to students’ needs in real-time, creating environments that nurture curiosity, emotional intelligence, and resilience. This philosophy aligns with The Neighborhood School’s emphasis on social-emotional learning, reaffirming that effective education is as much about character development as it is about knowledge acquisition.
Implications for PYP and MYP
Reflecting on these experiences, I see strong connections between The Neighborhood School’s approach and the International Baccalaureate’s Primary Years Programme (PYP) and Middle Years Programme (MYP). Both frameworks emphasize inquiry-based learning, global citizenship, and the integration of transdisciplinary themes. PYP encourages student agency, mirroring the autonomy and voice given to learners at The Neighborhood School, while MYP fosters interdisciplinary thinking and reflective learning—qualities essential for navigating an ever-changing world.
A Call for Educational Innovation
As educators, we must continually seek ways to innovate and adapt to the needs of 21st-century learners. The Neighborhood School, Finland’s model, and the insights from pedagogical thought leaders offer valuable lessons on how we can create learning environments that inspire curiosity, collaboration, and social responsibility. By embracing experiential learning, fostering strong teacher-student relationships, and ensuring inclusivity in our curricula, we can pave the way for a more engaged and empowered generation of learners.
My journey in educational exploration is ongoing, and I look forward to integrating these insights into my work, whether through curriculum development, teacher training, or advocacy for meaningful educational reform.
In the next blog I will inform you on an interview with Mr. Malcolm Davis, Innovative coordinator of Foundation Catholic Education St. Maarten (FCES). He is exploring and embarking on the International Baccalaureate (IB) candidacy for one of our primary Catholic schools. This is a comprehensive process that requires time and dedication. Malcolm will explain FCES’ pursuit of pre IB authorization, which reflects their dedication to educational excellence and belief in nurturing globally competent learners. “The IB’s emphasis on inquiry-based learning, intercultural understanding, and holistic student development resonates deeply with our FCES’ mission”, said Mr. Malcolm Davis.
