About
Education, language
and a wider world.
From physical education in Belgium to Japanese studies and research, then international-school teaching in Japan, Malaysia and Georgia.
A route through different kinds of learning
My teaching began in physical education in Belgium. Japanese studies later took me to Paris and Tokyo, followed by research in Japanese history supported by a MEXT scholarship. That research involved working with modern and classical Japanese sources, alongside seminars conducted in Japanese.
The next stage was international-school teaching in Japan and Malaysia, across Japanese, French, Theory of Knowledge and Physical and Health Education. Today, in Tbilisi, Georgia, my teaching focuses on IB Diploma Programme Theory of Knowledge and MYP Individuals & Societies.
This varied teaching background has shaped a professional identity that extends beyond any single discipline. Moving between different fields has broadened both my understanding of learning and the perspectives I bring into the classroom. It also reflects something I hope to convey to my students: that curiosity and learning need not be confined to one area of interest.
Current professional work
Alongside teaching, my work includes curriculum development, support for colleagues and subject-specific guidance on student use of AI. The AI and academic-integrity project connects fuller professional guidance with versions for students and parents, and with teacher discussion about task design and authentication.
The selected work on this site offers a closer view of specific decisions: how to open an abstract enquiry, how to make a conceptual framework accessible and how to preserve evidence of a student’s own thinking.
Languages and Cultural Perspectives
Born in French-speaking Belgium, I spent part of my early childhood in the United States, immersed in English before returning to a French-speaking environment. Both languages continued to develop alongside each other throughout my childhood and teenage years. Japanese came later, initially through personal interest and curiosity, before becoming central to my research and, eventually, my teaching. Today, English is the language I use most, while French and Japanese remain part of my personal and professional life.
Living across different countries has also shaped the way I approach unfamiliar perspectives. Encountering different assumptions, habits and ways of interpreting the world has often led me to reconsider my own. That inclination to question what seems obvious has long been part of how I engage with people and places—and it is also central to my relationship with Theory of Knowledge.
Curiosity and the Human Experience
That is one bold title. And I mean every part of it.
My curiosity has long moved between the physical and the intellectual, the real and the imagined. Movement, from martial arts to dance and calisthenics, has been one recurring pursuit. Another has been the fascination of entering different worlds—through history, Japanese studies, mythology, science fiction and video games. Alongside these runs an interest in philosophy, particularly the questions it raises about how we live and what it means to be human.
Some interests have been passing explorations; others have developed into lasting commitments. My fascination with Japan led to graduate study, historical research and ten years of living there. In a different way, science fiction, mythology and video games have long offered opportunities to explore worlds and possibilities that extend beyond what history or everyday experience can reveal.
There is no single discipline or activity that defines all of this. What connects these experiences is an enduring curiosity about the many ways life can be lived, understood and imagined.