Intercultural Experiential Education's

Our current educational systems in all parts of Europe marginalize part of pupils, those ones who do not fit into the frames of the mainstream. These pupils are often artistically oriented children and youngsters and those representing ethnic and cultural minorities. Educational systems do not possess competence to recognize deviant needs nor have they ability to pay attention to cultural diversity in their everyday work.
We want educational world to start recognizing deviant competence and talent. In Veijo Baltzar’s opinion, educational systems ought to renew themselves into egalitarian systems whose curricula and methodology correspond to this objective. Educational world needs to give significantly more value to creativity, expression and drama as well as experiential-based teaching, as opposed to traditional theoretical-based education, while respecting various cultural backgrounds.

Educational world ought to invest more in developing self-knowledge, self-confidence and identity of pupils, because this is primary condition for success both in studies and career as well as in life in general. Our objective is to strengthen the role of expression and drama as educational tools in future’s Europe.

The ultimate goal of Baltzar’s pedagogical innovation is to halt ever-increasing marginalization of European youth by bringing forth and fostering the hidden
potential of multicultural talent. We aim at offering European societies new information and competence to build sustainable and functioning multicultural societies.
"If an individual is given education in accordance with his or her basis of growth and orientation, even a student with poor self-esteem will begin to display volume, bearing and strength. A freed mind and energy are fuel that even economic power should not underestimate, for then it would underestimate everything that would produce spiritual and emotional well-being and related gain."

Veijo Baltzar, Towards Experiential Philosophy