I’ve been part of this community almost since the school was established. My journey began in Year 1, and I’ve observed the transformative impact Head Students have on our community. I’ve always aspired to contribute in a meaningful way, connecting with other students and fostering unity. Last year, during the pandemic, we created Daily Dose of Dulwich, a trivia quiz bringing a touch of fun to our assemblies and allowing younger students to provide input. It was a great way to strengthen connections within Senior School. 

One of the most impactful projects was the establishment of an IB Centre. This project had been in the works for some time, initiated by the previous Head Students. I was inspired to push it forward during my visit to the EiM conference in Singapore, where I had the chance to witness an impressive IB Centre in action. Eager to bring this valuable addition to our school, I shared my findings with [Head of Senior School] Ms Pugh. This kickstarted a series of discussions and meetings with architects, turning the idea into a reality. Furthermore, I was a strong advocate for the introduction of the “Fall Ball” event, designed to replace our conventional Halloween celebration. 

When working on these projects, such as creating an IB Centre, the main challenge for us as the student leadership team was ensuring that we took our peers’ perspectives into account and aligned our actions with their desires. For example, when designing major events like the Fall Ball, which involves the whole Senior School (from Year 7 to Year 13), it can be quite challenging to satisfy every individual and ensure that everyone is happy with our plans. Therefore, it’s always a challenge to reach a compromise and create a solution that leaves everyone satisfied. 

I’ve been passionate about computer science and maths since Year 4. Dulwich allowed me to gain hands-on experience in fields like movie-making, coding, and robotics, thereby laying a strong foundation for my ongoing fascination with these subjects. By Year 7, I was fully engrossed in Python programming, enthralled by the problem-solving aspects of both subjects.  

I’m keen to study Business Management at university, with the goal of launching a social enterprise. I recently participated in a summer camp at Wharton, which focused on business management courses such as marketing, finance, and operations. The programme also emphasized leadership in business, offering me the chance to attend lectures on developing good leadership skills in business organisations. My past projects have varied, ranging from creating a Swift app to help dog owners find pet-friendly eateries to attending a startup-focused summer camp.

Working at Tartine Bakery was a rewarding experience for me. I’d recommend that younger Dulwich students consider a stint in a café or bakery during their school years. It’s a great way to meet people from varied backgrounds and to pick up practical skills, like mastering the art of making excellent coffee or lemonade. 

I’d say seize every opportunity and cherish your friendships. Don’t hesitate to step out of your comfort zone; it often leads to memorable and enriching experiences. Dulwich provides a wealth of avenues to explore your interests. Taking advantage of them can make your time here truly rewarding. For instance, joining the D’Oscar event with friends opened up my interest in video editing, something I hadn’t considered before. 

One of my favourite memories is participating in the Christmas House Events at the end of Term 1 each year. It’s a day filled with creativity, teamwork, and festive spirit, as we stage unique Christmas-themed performances. 

I am from the United Kingdom. I originally studied Law at University College London. After teaching English in Tokyo, I discovered it to be so enjoyable that I returned to the UK to complete a Primary PGCE and an Master’s in Education at Cambridge University. Back in 2011, I spotted an advert for an exciting opportunity to join a newly opened school called Dulwich College Seoul. Twelve years later, I have a wife and two young sons, Lucas, aged 4, and Isaac, aged 3. 

I had some very inspirational and witty teachers at university who had the skill of transforming complex and often very dull principles of law into amusing and memorable stories. Through the power of storytelling, they really brought their subject to life. Having great teachers inspired me to become a teacher myself.

In the classroom, I get to spend every day with creative, enthusiastic and imaginative individuals, which is a wonderful working environment and a huge pleasure. I loved both school and learning and want to help my students in Year 2 to feel the same way.

What I like most about teaching is when a child makes that connection in their learning. The look on a child’s face when they finally “get it” and are able to apply their newfound knowledge and understanding independently for the first time is incredibly rewarding.   

Every child is treated and respected as an individual and I try to spend as much time as possible really getting to know each child in my class. The children create a Class Charter at the beginning of the year to set out specifically what concepts such as ‘respect’ and ‘inclusivity’ look like in class through their words and actions. In addition, giving students autonomy over decisions, such as the layout of the class and available resources, is important in fostering a positive environment. 

Meta cognition – or thinking about your thinking – is a simple skill that can be used by children of all ages. Taking the time to think and reflect on what they have learnt is a very important skill at any age. For example, what patterns can I see in numbers, language or science? Encourage your child to identify any links that they can make with their learning in the different subjects. 

I was born in the United States where my father was pursuing a Ph.D. in chemical engineering. We moved to back to Korea when I was seven, and I went through the Korean education system, eventually attending KAIST. My journey in the tech world actually began when I was still a senior in college in 2002, back when even the term ‘start-up’ wasn’t widely used. I launched a company that developed PC remote access software, which enabled users to connect their home and work computers via web browser. I took first prize in a government start-up competition and was awarded a US $100,000 seed fund to grow the company. This caught the attention of SoftBank, who then became one of my initial investors. That company did fairly well until it was eventually acquired by a conglomerate. After that, I founded a second company specialising in video search technology, which was then acquired by Nielsen in 2014. In 2015, SoftBank offered me a partnership role, eventually leading me to my current position as the CEO for SoftBank Ventures Asia, overseeing investments across Asia, Israel, and San Francisco. 

They used to go to a Korean kindergarten. My wife and I are bilingual, but they didn’t speak any English. I come from a tech background and I know that the tech world is about business development, where success requires understanding different cultures and interacting with lots of different people. This global mindset is a key foundation for developing new opportunities in life. We wanted them to learn these skills early as possible, and that’s what Dulwich offers.

They were on the waitlist initially and as soon as we got the call, we enrolled them. My kids were in Year 2 at the time and are now in Year 5. They had a rocky time at the beginning but Ms Ramsden and Ms Hosanna Lee, their first teachers at Dulwich, took fantastic care of them. They have learned fast and gained confidence while making good friendships.

I find the school’s educational philosophy quite compatible with ours. Besides the academic focus, they encourage social skills and community participation. I appreciate that there are ample opportunities for me to visit the school and connect with the community, and I always try to attend these when time permits. The outdoor activities and camping trips have contributed to my children’s independence. Overall, the teachers genuinely care about their students, and that, to me, is one of the greatest values Dulwich offers. 

I believe that AI will significantly alter society, much like the Industrial Revolution. This transformative power of AI and automation worries me, especially when it comes to what our children should be learning. Today’s educational focus on intellectual skills for intellectual labour is increasingly at risk due to advancements in AI.

The rate of change is so fast that many professions are already being impacted by technology. Skills that were considered essential a few decades ago, like using an abacus, are now obsolete. While it’s hard to predict the future, interpersonal skills and emotional intelligence will be increasingly important. Regardless of technological advancements, the ability to socialise and interact will always be a unique human trait. I always encourage young people to “make their own faith” – follow their passion and build something they truly believe in, rather than just working for a paycheck. 

Meeting Sam Altman was quite serendipitous. After being put in charge of SoftBank Ventures Asia, my task was to explore early-stage investment activities in the U.S. After researching and networking, I realised that having a strong brand and community presence was crucial. It was around that time I thought of partnering with Y Combinator. A mutual friend introduced me to Sam, and we arranged a meeting with Masa Son in Tokyo. Though the agenda was to discuss Y Combinator, Sam surprised me when he suddenly pivoted to his “new project”, pitching OpenAI and speaking loftily about how AI was going to change the world. It captured Masa’s attention immediately, and he promised a major investment on the spot. Although that planned investment in OpenAI unfortunately didn’t eventuate, Sam and I have remained friends. That’s how I was able to arrange his recent visit to Korea for the Fireside conversation with Korean media and tech leaders.

The conversation with Sam led me to ponder even deeper about the future. We need to start thinking about what will be required once intellectual jobs are replaced by AI. This is a discussion that urgently needs to be had, and whenever I encounter people in the education sector, I make it a point to bring this topic up. It’s my firm belief that interpersonal skills and emotional intelligence will far outweigh IQ in the coming years. Face-to-face interactions, the ability to socialise and form meaningful connections—these are aspects that machines can’t easily replicate. Therefore, as we consider how education should evolve, the focus needs to shift towards nurturing these human qualities for the next generation.