Редакция журнала «Позитивные изменения»
Позитивные изменения. Образование. Школа будущего. Тематический выпуск, 2022 / Positive changes. Education. The school of the future. Special issue, 2022
Макаренко работает с беспризорниками, но в его книгах очень много о том, что воспитание и образование – это не только ответственность государства, но еще и родителей.
Совсем другое дело в гуманитарной сфере. Здесь с самого начала Советской власти существовало мощное идеологическое давление и цензура. Трудно представить себе развитие литературы или истории в рамках сильного давления и изоляции от внешнего мира. Ровно то же происходит и в школе. В самой читающей стране мира не было возможности читать и обсуждать литературу вне системы соцреализма. Даже, по сути, безопасный культуролог Юрий Лотман, автор бессмертных передач по русской истории, развивал свой структурный анализ в Тарту, а уже в Москве это казалось чем-то подцензурным.
Так же обстояли дела с историей. Вне марксистской идеологии трудно было представить любую работу историка на любую тему и про любую эпоху.
Можно ли брать в образование будущего цензуру и запреты из советского общества? Упаси Бог! Идеологические запреты и изоляция никогда не способствовали развитию науки и образования.
ПОТРЕБНОСТИ НОВОЙ ЭПОХИ
Помните, что Макаренко пишет в своих книгах о создании в школе атмосферы уважения, равенства, свободы? Он стирает грань между школой и жизнью, раскрывает ворота школы и пускает туда реальную жизнь. Ровно то, чего советская школа была лишена полностью (допускаю, что этого было лишено все советское общество). У нас и сейчас можно услышать, что хороший учитель – это «строгий учитель». Все это наследие советской школы, от которого нужно избавляться в первую очередь. Хорошая школа – это школа, где радостно и учителям, и ученикам. Радостно, а не страшно.
Первые попытки сделать школу другой предпримут учителя-новаторы в 90-е годы, когда противостояние систем перестанет быть определяющим. Появится запрос на изменение школы в сторону большей гуманизации, поворот в сторону индивидуального обучения. Переход от вертикальной структуры (иерархической, жесткой, властной) к структуре горизонтальной (демократической, эмоциональной, открытой). Горизонтальная структура уважает и ценит личный взгляд на проблему ученика, сплетает образование в единую систему знаний, выводит познание за рамки стен школы и открывает мир, превращающий образование в путь всей жизни.
Как во второй половине XX века развитие атомной энергии и космической промышленности дало рывок в науке и заставило пересмотреть многие приоритеты образования, так и сейчас цифровые технологии и интернет заставляют пересмотреть прежние принципы развития современных школ.
На место бунтующих физиков и лириков, инженеров-рационализаторов советской индустрии пришли хипстеры и айтишники XXI века. Вырос спрос не только на технических специалистов, но и на художников, литераторов, дизайнеров, музыкантов. Это уже не мир противостояния, это мир сотрудничества без границ, который превращается в модель интернета. Нет стран и языковых границ, информация открыта и доступна, образование можно получить в любой части света, путешествовать можно куда угодно.
ИДЕИ ДЕМОКРАТИЧЕСКОГО ОБРАЗОВАНИЯ
Как же наше образование меняется под потребности новой эпохи? Медленно и сложно, но меняется.
Кратко остановлюсь на двух учителях, директорах, которые пробовали использовать в своих школах новые подходы и ломали все представления о педагогике того времени: Александр Тубельский и Михаил Щетинин.
Александр Тубельский. В 90-е годы XX века он становится директором «Школы самоопределения» в Москве. В ней он пытается реализовать все идеи демократического образования, которые к концу столетия становятся все популярнее. В его школе много кружков и дополнительных занятий для детей, демократические выборы, особенные отношения между учителями и учениками, много свободы для экспериментов. В коридорах школы стоят спортивные тренажеры, чтобы ученики могли на переменках заниматься спортом и просто весело лазить. Пятница – свободный день, когда нет уроков, ученики идут заниматься тем, что им любопытно, к тем учителям, которые им интересны, не важно, какой у тебя возраст и класс.
Отрасли, от которых зависел военно-промышленный комплекс, были однозначно успешны. Соответственно, и преподавание их в школе и институтах было отточено до совершенства.
Главный лозунг школы Тубельского: «В школе должно быть интересно, ребенок должен с радостью идти в школу». Обратите внимание, что для Тубельского, Амонашвили, Макаренко важны не только знания, важен эмоциональный настрой учеников, да и учителей тоже. Образование должно быть радостным! Я об этом говорил уже много раз и еще раз скажу.
В 1994 году в Краснодарском крае недалеко от поселка Текос открывается школа Михаила Щетинина. Полное название «Лицей-интернат комплексного формирования личности детей и подростков». Методы Щетинина радикальны и сейчас. Об этой школе можно рассказывать много и многому учиться. Закрылась она совсем недавно – в 2019 году.
Щетинин пошел дальше всех. В его лицее не было уроков, не было классов, ученики разных возрастов учились вместе. Главным методом обучения было погружение в предмет. То есть вы учитесь непрерывно, каждый день по многу часов погружаясь только в один предмет. Уроки могли проходить где угодно, совсем не обязательно в классах. Преподаватели школы необязательно могли быть учителями, но людьми, увлеченными своим делом. Щетинин стирает все границы, убирает все, что казалось незыблемым и несменяемым: уроки, классы, учителей, представления об образовании в целом. Мне думается, это был большой прыжок в новый век образования.
НОВЫЙ ВЕК ОБРАЗОВАНИЯ
Начало нового века стало началом активного влияния родителей на образование. Собственно, это и было то, к чему призывали и Макаренко, и Амонашвили и другие педагоги-новаторы. И мы сейчас с увлечением слушаем лекции Димы Зицера и Людмилы Петрановской, которые, по сути, проводят те же идеи ответственности родителей за образование. Не только государство, но и родители имеют право определять образование своих детей. Монополия школы на образование заканчивается. Именно это становится причиной возрастающего интереса родителей к семейному образованию. Стали появляться семейные школы (школы, созданные родителями), демократические школы, Монтессори школы, вальдорфские школы. ТРИЗ получила признание не узкой группы специалистов, а многих преподавателей даже в государственных школах.
Обратите внимание, что для Тубельского, Амонашвили, Макаренко важны не только знания, важен эмоциональный настрой учеников, да и учителей тоже. Образование должно быть радостным!
Надо сказать, что и государственные школы понимают, что отстают от времени и ищут новые решения. Их главная сила – они могут дать фундаментальное образование по математике, физике и химии. Уточню – дать тем, кто это очень хочет взять сам. Умение готовить сильные кадры для ВПК никуда не пропало. Сейчас в перечень профессий добавили программистов. Здесь мы развиваемся очень неплохо даже на фоне всего мира. Не устарели навыки советского образования.
И в государственных школах, и частных, и семейных, и альтернативных происходит активный поиск новых путей развития образования в XXI веке. К сожалению, этот поиск не происходит быстро, образование очень консервативно и меняется медленно.
ИТОГИ И ПЕРСПЕКТИВЫ
На мой взгляд, в ближайшее время образование будет меняться в следующих направлениях:
• В центре внимания будет ученик, его потребности и возможности. Это ученик, который взаимодействует с миром, а не противопоставляется ему. Метапредметность станет главным способом обучения (здравствуйте, Антон Макаренко, Виктор Шаталов и Михаил Щетинин).
• Образование не будет держаться в рамках школы, класса, возраста. Школой станет весь мир (Михаил Щетинин, Александр Тубельский).
• Главным мотивом учиться будет интерес, а не страх. Положительные эмоции будут основой обучения. Если ребенок приходит домой из школы радостным, значит это хорошая школа (Шалва Амонашвили, Антон Макаренко, Александр Тубельский).
• Вместо скучного заучивания и зубрежки придет эффективное запоминание, творческий подход к решению задач, проектная работа (Генрих Альтшулер, Виктор Шаталов).
• Главной проблемой образования XXI века станет необходимость сочетать сильное научное мировоззрение с творческими подходами и педагогикой неопределенности и спонтанности. Это союз советской научной школы, подготовки кадров, творческого подхода и демократической структуры образования, как бы они ни казались несовместимыми сейчас.
P. S. К сожалению, литературы и исследовательских работ, анализирующих опыт советских педагогов-новаторов не слишком много. Эта тема только на заре своего изучения. Те факты, о которых я писал, были во многом взяты из семинаров и личных встреч, разговоров с директорами, учителями и учениками школ, а также последователями педагогов-новаторов. Приведу несколько книг, которые имеют отношение к теме и которые я использовал при подготовке статьи.
СПИСОК ИСТОЧНИКОВ
1. Александрова, Е. А. (2017) Культурология. История идей и их воплощение.
Москва: Форум, ИНФРА-М.
2. Амонашвили, Ш. (2017). Как любить детей. Опыт самоанализа. Москва: Свет.
3. Амонашвили, Ш. (2014). Педагогические притчи. Москва: Амрита.
4. Аникеева, Н. (2020). Главное о воспитании ребенка. М. Монтессори, Я. Корчак, Л. Выготский, А. Макаренко, Э. Эриксон. Москва: Питер.
5. Соловейчик, С. (2018). Педагогика для всех. Москва: АСТ.
6. Тубельский, А. (2012). Школа будущего, построенная вместе с детьми. Москва: Первое сентября.
Humane Pedagogy 2.0: From Anton Makarenko to Lyudmila Petranovskaya and Dima Zitser
Alexey Semyonichev
DOI 10.55140/2782–5817–2022–2-S1–30–39
Close-to-life education, personalized approach to the child, having fun while learning instead of being scared to go to school – these are just a few ideas of humane pedagogy. Alexey Semyonichev, alternative education researcher, discusses how humane pedagogy can help build the education of the future.
Alexey Semyonichev
Founder of the "Alternative Education in Russia" project, author of books on family education, writer, publicist
What do I see the pedagogy of the future like? Humane. I believe that the education of the 21st century will be largely based on the ideas of Anton Makarenko, Janusz Korczak, Genrikh Altshuller, Shalva Amonashvili and other innovative teachers. I will try to outline in general terms and name the main directions education will follow in the near future.
AN INNOVATOR AND A DEMOCRAT
Let’s start with the well-known, yet little-read Anton Makarenko. Everyone heard the name at least once. He opened a school for homeless children, ran it for a long time, wrote many books based on the experience of his school and personal reflections.
In 1921, in the first year of the school’s existence, it was named after Maxim Gorky. In 1927, Makarenko joined the Dzerzhinsky Labor Commune. In the same year, Nadezhda Krupskaya criticized his approach to the education of homeless children. Admittedly, many of our teachers, who supported reforms in education, did not have particularly good relations with the state, as we will see later. But gradually they managed to get along with the authorities.
Makarenko, for one, would make peace with Krupskaya later, and would happily deliver lectures, write books, and live in the famous Writers’ House in Lavrushinsky Lane, Moscow. His ideas received development, and other commune schools began to open in the USSR. The most renowned of them, the Bolshevo Labor Commune named after Genrikh Yagoda, worked near Moscow.
In 1939, at the age of 51, Makarenko died of a heart attack while on a train. The legacy he left is so important that even now, a hundred years later, he is considered one of the most prominent teachers of the 20th century.
Curiously, Makarenko never wrote in his books about how to teach mathematics or literature. His main ideas were how to create an atmosphere of cooperation and mutual understanding between teachers and students at school. It is a great challenge, but with homeless children, the task becomes even more challenging. Makarenko talks about things that sound terribly strange for the Soviet government – about self-governance, about fair elections (the school had a governing board elected by voting), about the need to listen to the students’ opinions. Through these generally simple mechanisms, a scenario is created when school becomes not only a place for a child to gain knowledge, but also a place of emotional well-being, where the child could fulfill oneself. It is interesting that, according to Makarenko, teachers are not dictators who exercise their right of the strongest, but rather people you can and should negotiate and argue with. Makarenko says that the environment, the positive atmosphere at school, the team (for him this is the most important thing) influence the child’s education and upbringing.
Makarenko’s students mastered many specialties. School workshops made products which were in high demand in the country. They even made photo cameras. This is an important point: it’s not just making something to present it to parents later so they would feel good; not just banging things with a hammer at arts and crafts lessons. It’s actual work that brings real benefits and motivates us to refine ourselves.
Makarenko does not turn a school for homeless children into a prison but makes the school a part of life. And it is very important. Because in the 21st century, the isolation of schools from the real world is one of the biggest problems in education. Makarenko tries to make sure that his students, when leaving school, get to know the world they live in, see its real problems. This approach directly contradicts what will happen to school education afterwards – fences, guards, strict discipline, no step back, or, even worse, no step forward.
Curiously, Makarenko never wrote in his books about how to teach mathematics or literature. His main ideas were how to create an atmosphere of cooperation and mutual understanding.
While Makarenko works with homeless children, his books contain a lot about the fact that upbringing and education are not only the responsibility of the state, but also of parents. Surprisingly, even now, after a hundred years, the discussion persists. Some people argue that the state should be the one to bring up and educate children.
So, to sum it up: the team and the environment affect learning. Democratic governing bodies have a positive effect on educational and upbringing processes. Education should be as close to real life as possible. Upbringing and education are largely the responsibility of parents.
THE INVENTOR
Genrikh Altshuller, the founder of the Theory of Inventive Problem Solving (TIPS), an important direction in pedagogy, is less known to the public, though he gained popularity as a science fiction writer. He made his first invention when he was in the 10th grade. He served time in labor camps: arrested in 1950, rehabilitated in 1954. After his release from prison, his relations with the Soviet government developed quite tolerably.
Altshuller is among Soviet scientists and teachers known outside Russia. His TIPS helped turn discoveries into regularities instead of treating them as random variables and was popular in the USSR. Even today, the theory has many followers all over the world.
To sum it up: inventing can be creative. Both can be taught, which means that everyone can be made talented and unique.
THE LEGENDARY TEACHER OF OUR TIME
And now let’s talk about probably our most famous teacher, loved by many people in our country, and rightly so. Shalva Amonashvili is the founder of humane pedagogy.
In the 1970s, he was criticized by the official academic community. Vasily Davydov (an author of the Elkonin-Davydov System), helped him a lot then. But here is the main thing: Amonashvili has been able to maintain his humane pedagogy to this day. In fairness, we must say that the only school in Moscow that openly promoted Amonashvili’s ideas closed 10 years ago, and there is no other yet. Amonashvili has many supporters and followers among teachers and parents, he regularly holds seminars, meetings, educational schools, festivals, conferences in Georgia and Russia. His lifework lives and wins.
What is the main message of humane pedagogy? A child is a unique being, he must be nurtured and cherished, protected from evil and led to good. "Parents, you are lucky, you have an angel born, so be proud and take care of him/ her – this is your chance,” humane pedagogy tells us. Before Amonashvili, Janusz Korczak delivered the same message. And many of the recognized teachers said that children should be loved. It sounds corny, but there are nuances.
Already at the turn of the XX and XXI centuries, Amonashvili implements his idea of a "humane school.” First off, this is a school the child is not afraid of going to. Instead of a red pen, the teachers use a blue one, instead of "You may sit down” – "Thank you for the answer, dear Olya.” Lessons are full of emotions: if your answer is poor – "sad,” if good – "happy.” There are no grades in elementary school. Amonashvili’s school is a school of high spirits. Both teachers and students extensively use such words as "good,” "sincere,” "thoughtful,” "happy.” They take pleasure in being here. It is joyful to be here.
The idea that children are unique and amazing was not so obvious in the 20th century in our country. It took a very long time for the society to recognize their independence and freedom, and there are still big problems with this in many schools around the world, and in Russia, too. Children used to be perceived as unreasonable beings and therefore requiring persistent attention and care from adults.
First Janusz Korczak, and then Shalva Amonashvili, promoted the idea of the uniqueness of the child’s inner world, of caring for him/her. It is not enough to "shove” knowledge into children. They need emotional support and love (by the way, Dima Zitser is going in approximately the same direction today. At each meeting, he says that a child should be treated like a small adult).
Both Korczak and Amonashvili remind us that children have rights. Although they are small and do not know much yet, this does not mean that you may insult, humiliate them, disrespect their interests and needs. You should see personalities in them. Do you remember Makarenko with his school boards, students’ rights, respect between teachers and students? All this is a way to realize this individuality, uniqueness, the child’s right to respect and personal freedoms.
To sum it up: each and every child is unique and must be protected. School must preserve personal freedoms of a child. Instead of fear and violence – a respectful attitude. When there is no fear, there is freedom.
INTERESTING AND FAST LEARNING
Here we come to the idea of putting personal freedoms into practice as one of the main values of the school in the 21st century. But first we need to talk about one more person many people might know – Viktor Shatalov. He lived a very long and interesting life. His first experiments with teaching methods date back to the 1950s.
But in Soviet times, his discoveries were not widely applied, although they were highly effective.
Shatalov had many accomplishments, but I will focus on the best known ones.
Reference signals – visual aids, formulas and notes make learning faster, more engaging and efficient.
A differentiated approach to home assignments (or any assignment, for that matter) – the assignment must match the child’s level. Let’s say, give them a hundred sums to do and praise for any sum done. Again, it is emotions that matter! The child should feel strong, smart and handsome (remember Amonashvili?)
To sum it up: learning doesn't have to be hard. Learning without violence is possible: it is enough to explain correctly, help to remember, make arrangements for joint study and ask kindly. An individual approach is our everything.
HIGHS AND LOWS
Now, let’s move on to the most controversial part. Soviet education. There are lots and lots of opinions about it. Some scold it, some praise it, some want to abandon it completely, and some still teach children using Soviet textbooks. I will express my own opinion. Anyone is free to challenge it.
Pedagogy is not in a thing in itself. Like everything around us, it depends on the inner workings of the society. In Russia, as in Europe and America, its development was determined by two interdependent directions: the arms race and the formation of a consumer society. The world could notice it by the growth of the anti-war movement and in the work of Andy Warhol. In the USSR, this development was marked by the number of trials against black marketeers and the ban of Kino, the music band. The confrontation between the capitalist and socialist worlds largely determined the main developments in education.
It is hard to dispute the Soviet Union’s success in physics, mathematics and chemistry. This leadership, by the way, remains to this day. Biology was less fortunate. In the late 1940s, the USSR fell behind the world’s pace and never caught up. In other words, the industries the military-industrial complex depended on were unequivocally successful. Accordingly, teaching the respective disciplines at schools and universities was honed to perfection. Here, the pressure of ideology was completely absent (or almost absent), everyone understood that pressure was not the best way to develop science above the average level. No wonder the intelligentsia became the basis of free thinking (just remember the books by the Strugatsky brothers, the songs and poems by Bulat Okudzhava, or read the biographies of Pyotr Kapitsa and Lev Landau). In line with these interests of the state, working with talented children, teaching physics, chemistry and mathematics at school, opening special physics and mathematics schools and study groups at Palaces of Pioneers became an actively developing direction. Academic competitions in physics, mathematics, chemistry and astronomy (given the achievements of all opposing sides in astronautics) were held. In these subject areas, you can notice what I just talked about earlier: a creative approach to solving technical problems, unique equal and respectful relationships between teachers and students, the absence of fear and pressure, work on real cases and problems. Can we be proud of these achievements? Sure we can.
While Makarenko works with homeless children, his books contain a lot about the fact that upbringing and education are not only the responsibility of the state, but also of parents.
The humanities are quite a different story though. From the very first years of the Soviet Union, ideological pressure and censorship have been hard here. It is hard to imagine the development of literature or history under strong pressure and isolation from the outside world. Exactly the same thing happens at school. In the "country that reads the most,” there was no opportunity to read and discuss books outside the system of socialist realism. Even the cultural critic Yuri Lotman, the author of immortal broadcasts on Russian history, who was definitely no threat to the state, was forced to develop his structural analysis in Tartu, Estonia, as in Moscow his work would be subject to censorship.
The same was true with history. It was difficult to imagine any work of a historian on any topic and about any era outside of Marxist ideology.
Is it possible to adopt censorship and prohibitions from the Soviet era for the education of the future? God forbid! Ideological prohibitions and isolation have never contributed to the development of science and education.
THE NEEDS OF THE NEW AGE
Do you remember what Makarenko says in his books about creating an atmosphere of respect, equality, and freedom at school? He blurs the line between school and life, opens the school gates and lets real life in. Exactly the opposite of what the Soviet school did (I admit that the entire Soviet society may have been deprived of this). We can still hear that a good teacher is a "strict teacher." This is the legacy of the Soviet schooling, which we must leave behind without doubt. A good school is a school where both teachers and students are happy. Happy, not scared.
The first attempts at making schooling different were made by innovative teachers in the 1990s, when the confrontation of the two social systems was no longer decisive. There was a demand for change in schooling towards greater humanization, towards individual learning. The transition from the vertical (hierarchical, rigid, authoritative) structure to the horizontal one (democratic, emotional, open). The horizontal structure respects and appreciates the student’s personal view on problems, weaves education into a single system of knowledge, takes knowledge beyond the school walls and opens up a world that turns education into the path of a lifetime.
Just like in the second half of the 20th century, the development of nuclear energy and space travel lent a great momentum to science and forced us to reconsider many educational priorities, nowadays we see digital technologies and the Internet forcing us to reconsider the old principles of the development of modern schools.
Where rebellious physicists and lyricists, engineers and innovators of the Soviet industry once stood, now we see hipsters and IT people of the 21st century. The demand has sprung up not only for technology specialists, but also for artists, writers, designers, musicians. It is no longer the world of confrontation, it is the world of cooperation without borders, which is turning into an Internet model. There are no countries and no language barriers, all information is open and accessible, education can be obtained in any part of the world, you can travel anywhere.
IDEAS OF DEMOCRATIC EDUCATION
How is our education changing to meet the needs of the new era? Slowly, by a narrow margin, but it is changing.
I will briefly dwell on two teachers, two school principals who tried to employ new approaches in their schools and revolutionized all ideas about the pedagogy of the time: Alexander Tubelsky and Mikhail Shchetinin.
Alexander Tubelsky. In the 1990s he became the principal of the Moscow-based "School of Self-Determination", where he tried to put into practice all the ideas of democratic education, which became more popular at the end of the century. His school has many clubs and extracurricular activities for children, democratic elections, special relationships between teachers and students, a lot of freedom for experiments. There are exercise machines in the school corridors so that students can play sports during breaks and just have fun. Friday is a free day when there are no lessons, you can do what you want guided by teachers who teach the subject of your interest, regardless of your age and grade.
The industries the military-industrial complex depended on were unequivocally successful. Accordingly, teaching the respective disciplines at schools and universities was honed to perfection.
The main slogan of the Tubelsky School is: "School should be interesting, the child should be happy to go to school." Please note that for Tubelsky, Amonashvili, Makarenko, it is not only knowledge that matters, it is the students’ and teachers’ emotional state that matters. Education should be joyful! I have repeated this many times and I will say it again.
In 1994, Mikhail Shchetinin’s school was opened in the Krasnodar Krai, near the village of Tekos. The full name was "Boarding School for the Complex Formation of the Personality of Children and Adolescents." Shchetinin’s methods seem quite extreme even now. There is a lot to be told about this school and a lot to learn from it. It was closed quite recently – in 2019.
Shchetinin went the farthest. There were no lessons in his school, there were no classes, students of different ages studied together. The main method of teaching was immersion in the subject. That is, you study continuously, every day for many hours immersing yourself in only one subject. Lessons could take place anywhere, not necessarily in the classrooms. School teachers could not necessarily be teachers, but people passionate about their work. Shchetinin erases all boundaries, removes everything that seemed unshakable and irreplaceable: lessons, classes, teachers, ideas about education in general. I think it was a big leap into the new age of education.
THE NEW AGE OF EDUCATION
The beginning of the new age was the beginning of the active influence of parents on education. Actually, this was what Makarenko, Amonashvili and other innovative teachers called for. And now we listen with enthusiasm to the lectures of Dima Zitser and Lyudmila Petranovskaya, who, in fact, promote the same ideas of parental responsibility for education. Not only the state, but also parents have the right to determine how their children should be educated. The school’s monopoly on education is ending soon. This is what causes many parents to have a growing interest in family education. Family schools (schools created by parents), democratic schools, Montessori schools, Waldorf schools began to appear. The TIPS is now recognized not by a narrow group of specialists, but by many teachers even in public schools.
Please note that for Tubelsky, Amonashvili, Makarenko, it is not only knowledge that matters, it is the students’ and teachers’ emotional state that matters. Education should be joyful!
I must say that public schools understand that they fail to keep pace with the times and are looking for new solutions. Their main strength is that they can give fundamental education in mathematics, physics and chemistry. I will clarify – to give it to those who really want to take it. The ability to prepare strong personnel for the military-industrial complex has not disappeared. Now programmers have been added to the list of occupations. Here we are developing very well even compared to the rest of the world. The skills of Soviet education are not outdated.
All schools – public, private, family and alternative – are actively searching for new ways of developing education in the XXI century. Unfortunately, this search is not going to bring immediate results as education is a very conservative thing and changes slowly.
