Who is Peter Riezebos

Universiteitsfonds Twente
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UT alumnus Peter Riezebos (born in 1980) is a multidisciplinary scientist and entrepreneur with a passion for education. This is no coincidence. Peter Riezebos’ educational development from school-leaver to international and multidisciplinary scientist is spectacular, bizarre and inspirational. In his book ‘Van mavo tot Harvard’ (From mavo to Harvard) (2014) he recounts his clinical admission, diagnoses (ADHD, Asperger's Syndrome) and how he transformed these barriers to learning into gifts that allowed him to excel in education. Between 2006 and 2014, he studied Psychology, Communication science, Business administration and Philosophy, mainly at the University of Twente. He also excelled in diverse extra-curricular activities.

'He often translates his experiences to paintings, drawings and poems. Paired with his ADHD Peter has a strong association sense. In stead of seeing this as a mental blockade, he uses his unlimited creativity as a gift that lets him express his subconscious. His love for spontaneous, pure creativity leads him to be fond of the CORBA-style. The symphony of colors seem abloom and draw out emotions. While manifesting his creativity he flirts with an almost childlike sense of observation. As a multidisciplinary scientist, Peter uses influences from his education and practical experiences in his paintings. Several of his paintings show specific emotions linked to psychological factors and philosophical ideas. All this is done to reach try and reach the deepest emotions of the observers.

The presentation of his book led him to set up the Peter Riezebos Fund. With some of the proceeds from his book, from lectures and from the sale of his artworks, he aims to provide financial and emotional support for driven and talented students (whether or not they face barriers to learning). By setting up this Fund he wants to give something back to the University of Twente, the university that adopted an extremely flexible and facilitating approach to his extraordinary learning pathway. However, he especially wants to support students in situations for which the ordinary educational programme does not provide. "Through my personal experience I know that people differ greatly in their learning method. It is important that everyone can learn in a way the best suits him or her. I was fortunate enough to benefit from that."