Воспитание / Vospitanie - Journal of Educational Sciences, Theory and Practice
Vospitanie - Journal of Educational Sciences, Theory and Practice is an official publication of the “Goce Delcev” University, Faculty of Educational Sciences, Stip, Republic of Macedonia. It is published twice yearly. The journal publishes original scientific papers, short communications, reviews, professional and educational papers from all fields of advance the empirical, theoretical, and methodological understanding of education and learning. Particularly, papers that are interdisciplinary and multidisciplinary approach to the study and survey of the problems in education.
“Goce Delcev” University, Stip , Faculty of Educational Sciences, Republic of Macedonia
Copyright (c) 2026 Воспитание / Vospitanie - Journal of Educational Sciences, Theory and Practice http://creativecommons.org/licenses/by/4.0
Special Needs Education: Implications for School Management and Teacher Leadership
The global shift toward inclusive education, catalyzed by frameworks such as the Salamanca Statement, has fundamentally transformed the operational landscape of schools, necessitating a re-examination of traditional management structures and leadership paradigms (Khasawneh, 2020). This transformation places significant responsibility on school administrators to not only uphold the legal entitlements of students with disabilities but also to actively bridge the disciplines of general and special education leadership (Pazey & Combes, 2020).
DIGITAL TEXT READING STRATEGIES, OR THE UNDERSTANDING OF TEXT AS WORLDVIEW
. Nowadays, we do not read less – neither in terms of quantity nor quality – than in the so-called Gutenberg galaxy; rather, we do so from a monitor instead of a book. More importantly, texts have become multimedia, with audio-visual text types and digital literacy playing an increasingly significant role alongside writing. However, we must also recognize that these developments fundamentally alter the traditionally verbal-based methods of text comprehension and text creation, as well as social communication itself – placing a tremendous responsibility on education and educators. This study explores the characteristics of digital reading, the similarities and differences between printed and digital texts, and examines the new comprehension processes associated with texts created in online spaces that are supplemented by visual content.
digital text, hypertext, image, comprehension, reading strategies, reader pathways
PRAGMATIC MODIFIERS ACROSS LANGUAGES: ENGLISH VERSUS MACEDONIAN APOLOGIES
Language is not only a system that conveys information but it is also a linguistic tool that performs actions. These utterances or acts were introduced by Austin in the foundations of Speech act theory, which were later developed by Searle and many other linguists. The focus of this paper is the speech act of apologizing or more specifically the pragmatic modifiers that interlocutors use to modify or shape the act for different purposes. The aim of the paper is to emphasize the role of pragmatic modifiers and their significant influence on the communication process itself. The comparison of two unrelated languages will help provide valuable insight into cross-cultural communication. Different languages and cultures employ similar speech acts, but vary in the type, frequency and distribution of the applied modifiers. These variations help determine broader sociocultural norms and interactional expectations. Hence the comparison of modifiers in American English and Macedonian will show how even subtle modifiers play a crucial role in shaping the appropriateness and politeness of an apology across two different speech communities. This research paper confirms that modifiers are pragmatically conditioned both by situational and socio-cultural context and highlights their significant influence over the appropriateness of the act of apologizing.
apology, pragmatic modifiers, speech acts
ENGLISH DRAMA AS AN ACTIVITY FOR PROMOTING SPEAKING SKILLS IN A FOREIGN LANGUAGE AT PRIMARY SCHOOL LEVEL
The article examines the extracurricular activity English Drama as a didactic approach to promoting speaking skills in a foreign language at the primary school level. The starting point of the paper is the observation that, within traditional foreign language instruction, pupils often have limited opportunities for relaxed and authentic oral expression, which may affect the development of speaking fluency and self-confidence. Drawing on the theoretical foundations of the communicative approach, learning through play, and embodied learning, the article presents a model of practice based on drama and theatre activities. The paper describes a holistic process of creating a theatrical performance, including the selection of literary material, collaborative story creation, gradual development of speaking and reading comprehension, dramatization, and public performance. Particular emphasis is placed on teaching methods that encourage pupils’ active involvement in the learning process and enable meaningful, relaxed, and authentic use of the foreign language in spoken communication. Based on systematic pedagogical observations, the effects of the activity on the development of pupils’ speaking competence, motivation, and self-confidence are presented, with special attention given to the inclusion of more reserved pupils. The findings confirm that drama-based activities represent an effective complement to foreign language instruction and contribute significantly to the development of speaking skills and a positive attitude towards foreign language learning in children.
foreign language speaking skills, drama-based activities in teaching, learning through play, communicative approach, primary school level
DIGITAL ASSISTANT IN THE CLASSROOM: POSSIBILITIES AND LIMITATIONS OF AI APPLICATION IN LITERATURE AND LANGUAGE TEACHING
Contemporary literature and language teaching increasingly integrates digital tools, among which artificial intelligence (AI) holds a prominent position. This paper aims to examine the role of AI as an assistant in the teaching process, focusing on didactic, methodological, and ethical aspects. Using an analytical-descriptive approach, the paper highlights the possibilities of applying AI in various teaching areas: in literary studies (character analysis, motif interpretation, contextualization of literary works), in language instruction (grammatical and stylistic exercises, contrastive analyses), as well as in the preparation of didactic materials (tests, quizzes, digital games). Special attention is given to differentiated instruction and inclusion, as AI can provide individualized tasks for students of varying abilities and interests. The paper also discusses the limitations of AI use, such as the risk of passive content consumption, reduced critical thinking, and technological dependence, emphasizing the necessity of teacher supervision and clear pedagogical guidelines. It is concluded that AI can significantly enhance the teaching process by relieving teachers of routine tasks, but it cannot replace their creative and interpretative role.
artificial intelligence, literature teaching, language teaching, digital pedagogy, teaching assistant
CONTEMPORARY TEACHING AS THE MOST ORGANIZED SYSTEM IN EDUCATION
The changes taking place within the educational system and the teaching process play a significant role in their field of action and should function in accordance with all transformations and innovations in education. This paper emphasizes the importance of innovative processes in educational work. Such activities must be carefully planned, coordinated, and systematically evaluated in order to ensure greater reliability and efficiency in teaching. Teaching should operate in the service of change, relying on project-based and problem-based learning. The paper presents several current issues related to innovative changes and processes in teaching, which represent an indispensable component of the educational system and are positioned as the main driving force within the new classroom. Contemporary teaching is not limited to the transmission of knowledge but rather creates an environment in which students are encouraged to explore independently. This confirms that this very system of education is the most organized, as it bridges theory and practice, educational content and life competencies, thereby preparing students for successful functioning in contemporary life.
System, Education, Information, Communication, School
FROM CLASSROOM TO LECTURE HALL: HOW AI ALTERS TEACHER ROLES AND CORE COMPETENCIES ACROSS EDUCATIONAL STAGES
The rapid integration of artificial intelligence (AI) into education is reshaping teacher roles, competencies, and pedagogical decision-making across all levels of schooling. While technological capabilities of AI systems have been widely studied, less attention has been paid to how AI influences teacher professional characteristics—particularly in early childhood and elementary education. This paper examines how AI affects ten core teacher characteristics: pedagogical content knowledge, classroom management, socio-emotional competence, developmental understanding, instructional adaptability, assessment literacy, communication skills, professional ethics, creativity, and digital literacy. A qualitative content analysis of literature published during the last 40 years was conducted. Results reveal substantial benefits of AI, including improved feedback, personalized learning, enhanced differentiation, and reduced administrative load. However, risks include deskilling, algorithmic bias, reduced autonomy, and weakened teacher–student relationships. The paper further extends these findings by comparing impacts across elementary, high-school, and university settings. A synthesized table summarizes benefits and risks for each characteristic. Findings highlight that while AI enhances efficiency and insight, its responsible integration requires safeguarding human-centered competencies that remain central to teaching.
Artificial intelligence in education, teacher professional competencies, pedagogical transformation, elementary, secondary and higher education, AI-supported teaching and learning, digital literacy, ethics of AI in education
DEMOCRATIC CULTURE IN SECONDARY SCHOOLS: AN ANALYSIS OF STUDENTS’ ATTITUDES AND THE POTENTIAL OF PLAY-BASED ACTIVITIES IN CURRICULAR AND EXTRCURRICULAR CONTEXTS
Democratic culture rests upon active participation of citizens in public life while its foundations in school context are viewed through developing dialogue skills, tolerance, cooperation and collaborative problem solving. The general aim of the research was to determine to what extent students’ attitudes toward democratic culture are expressed and examine what kind of play-based activities could be implemented in curricular and extracurricular contexts in order to additionally foster democratic culture in schools. The research was conducted using a specially designed questionnaire with 10 statements, based on Reference Framework of Competences for Democratic Culture. The results indicate that students place high value on their abilities and personal rights, while the assessment of the level of respect for different attitudes and opportunities to participate in school activities are limited. The biggest differences in attitudes were observed in relation to the school year the students are attending, while demographic characteristics and elective courses did not show statistically important difference. In the discussion, the authors indicate that play-based activities implemented in both curricular and extracurricular contexts make a significant contribution to the development of competences for democratic culture. Moreover, continuous support through training, mentorship, and the exchange of examples of good practice is essential in order to improve these activities furthermore and empower democratic culture among students. Finally, the research findings indicate the need for further analyses of differences in students’ attitudes and for the development of strategies which enable greater participation and tolerance within school communities.
democratic culture, competences for democratic culture, students’ attitudes toward democratic culture, play-based activities, civic education
Copyright (c) 2025 Воспитание / Vospitanie - Journal of Educational Sciences, Theory and Practice
SUPPORT FOR CHILDREN WITH DOWN SYNDROME IN PRIMARY SCHOOL
Inclusion in the educational process is a concept focused on providing equal opportunities for all students, regardless of their individual abilities, background, or needs. The primary goal of inclusive education is to create a school environment in which every student can develop and thrive, regardless of their specific needs or challenges. In order to ensure equal access to the educational process and to improve the academic and social outcomes of these children, it is important to implement specialized strategies and support methods in primary education. The application of these strategies and resources not only enhances the academic success of children with Down syndrome but also promotes their inclusion and social integration within the school environment. To achieve the best results, effective communication and collaboration between teachers, parents, and specialists are of crucial importance.
ASSESSMENT OF STUDENTS FOLLOWING THE LOWER EDUCATIONAL STANDARD IN THE 3RD GRADE OF PRIMARY SCHOOL
The article discusses the assessment of knowledge in students enrolled in the program with a lower educational standard (NIS), with a focus on the third grade of primary school. It presents the specific features required for differentiated and developmentally appropriate assessment in accordance with the individual needs of children. Assessment in NIS programs must be designed to be multidimensional and inclusive, where formative assessment, clear performance criteria, and the use of various learning aids and approaches adapted to the cognitive and social abilities of students play a significant role. This study is theoretically grounded in the formative assessment literature, emphasizing feedback, self-assessment, and clear success criteria as levers for learning (Black & Wiliam, 1998; Hattie & Timperley, 2007; Shute, 2008). Alignment with Bloom’s revised taxonomy ensures that tasks address multiple cognitive processes from remembering to creating (Anderson & Krathwohl, 2001). The use of visual rubrics and multimodal supports is consistent with evidence that explicit criteria and well-designed artifacts improve students’ understanding of quality and support equitable participation (Brookhart, 2013; Mayer, 2009). The article emphasizes the importance of understanding assessment as a pedagogical tool to support learning and encourages the establishment of an inclusive and supportive learning environment for students with special needs.
THE NEED FOR MUSIC THERAPY IN CORRECTIONAL FACILITIES
This paper aims to enrich the resocialization process in the prison of the Republic of Macedonia through the application of music therapy and the opportunities it offers to achieve positive results in the personality of the prisoners. Music therapy offers very useful methods and work that can be applied in working with this category of people serving a prison sentence. A large part of the time prisoners spend in prison is insufficiently used. The organization of time by employees in the resocialization sector and the regular general and specific programs intended for their resocialization while serving a prison sentence should also be filled with other useful activities. This primarily refers to the organization of free time, which is also of great importance and is an integral part of the socialization of prisoners.
AN ATTEMPT TO INTRODUCE SOUND IMPROVISATION IN PRE-SERVICE TEACHERS’ MUSIC EDUCATION
It is widely recognized that the sound of vibrational percussive instruments could contribute to relaxation, mindfulness, and stress reduction. We attempted to introduce these instruments in the pre-service teacher music education. Workshops were designed to include listening instruments, improvisation, sound production and expression of the experience through drawing. A total sample of 130 students from two universities Faculty of Educational Sciences Sarajevo, the Academy of Fine Arts Sarajevo, and the Faculty of Education at the University of Ljubljana, were enrolled in the study. The study aims to explore how students perceived our attempt and if their perceptions are related to the use of music in everyday life. Before the workshop students reported how they regulated mood through music (The Brief Music in Mood Regulation scale (B-MMR). Students’ experiences of the workshops were measured through three-dimensional (affective, cognitive, and conative) Connotative differential scales (CD-9). Results reveal that student’s workshop experiences have a positive meaning in the semantic space. The differences between students from different universities were not statistically significant. Positive affective- evaluative adjectives (pleasant, attractive, and good) have the most important role in describing experiences. Also, highly engaged music users who regulate different moods through music had a stronger tendency to describe workshops’ experiences with positive affective adjectives. The implications of the results for the future use of the introduction sound play and improvisation in teachers’ music education will be discussed.
REFLECTION AND SELF-REFLECTION, COMPONENTS OF INITIAL TEACHER EDUCATION
Professional development for teachers, essential to successfully implementing the educational process, is intimately related to the quality of education. Professional growth includes various elements, including academic and educational training, enhancing instructional strategies, increasing emotional intelligence and managing emotions, growth of social and communication abilities, implementation of innovation in education, reflection and self-reflection, and establishing communities and networks for professionals. This paper focuses on reflection, and self-reflection as significant characteristics of teacher’s professional competence. In the paper, I tried to answer several crucial questions related to the existence of differences between these two concepts; their meaning and role; how they are implemented in the education of future teachers; and the benefits of their application.
DIMENSIONING OF STRATEGIES IN CONTEMPORARY EDUCATIONAL WORK IN A HISTORICAL CONTEXT – FROM COMENIUS TO STREAM –
Quality in education has always been an imperative and a challenge for all educational systems. The development of educational theories and the advancement of practice should move in parallel and in step together with the aim of creating conditions for increasing the quality of education. In that context, new solutions are offered that will primarily be aimed at increasing the efficiency of the educational process, increased effectiveness and resultativeness in work. This, on the other hand, should produce new innovative solutions and creative opportunities that will be in the function of successful work and a happy life in future. One of those solutions is the stream strategy. Our attention in the paper is focused on several questions: Why this strategy, what it contains and what it refers to, how it is developing and what enables its application today in conditions of the existence of two worlds, real and virtual. Guided by the phrase that we must know the past in order to understand the present and plan the future, the focus of attention in this paper is directed towards the historical dimensioning of learning strategies in educational work, starting from Comenius to the present, to Stream - a strategy from the aspect of essence, meaning, basis and effects of application. Studies of the issue from this perspective lead to the conclusion that the values of the stream approach in modern educational work have a long history in their genesis in respective segments, but that it is also a solid foundation for a multitude of new challenges that will not only enrich the scientific and professional thesaurus but will also initiate new creative and efficient solutions for higher quality education.
PLAY AS AN ACTIVITY FOR FORMING ENVIRONMENTAL AWARENESS IN PRESCHOOL CHILDREN
As an independent children's activity, play is formed during the upbringing and education of children and it contributes to their assimilation of experience through human activity. As a form of organizing the life of children in kindergartens, play is important because it serves to form the child's psyche and personality. The main function of play is developmental: it increases intelligence, contributes to the sensory perception of the world and emotional well-being of the child. Therefore, in addition to all other types of activities, play is of primary importance in preschool childhood. Preschool age is considered the classic age of play. In the area of environmental education, ways are currently being sought to introduce elements of different types of games into the teaching process of preschool children so that they form a conscious and correct attitude towards nature and towards themselves as a part of it. The relationship between children's play (games) and other activities and the formation of ideas about nature is an issue that is poorly explored in science and disorganized in practice. Children of preschool age are happy to participate in theatrical games. By depicting different heroes (animals, birds), children get to know the natural world that surrounds them through images, colors, and sounds. The paper will present several games with environmental messages implemented in preschool institutions in Štip, North Macedonia, as activities that develop environmental awareness among preschool children.
play, environmental awareness, preschool children.
In the article, we discuss peer violence as a current problem that we face in regular elementary schools. First, we will define the concept of violence and what types of violence we know. We will pay special attention to one type of violence; we will elaborate on peer violence. The topic of peer violence has been particularly relevant in recent years, as the study of peer violence is changing due to the increased sensitivity of people to this issue, and there is also an increasing interest in researching peer violence, which enables more appropriate detection and prevention of violence. Being informed when dealing with this kind of violence is essential if we want to provide students with a safe and pleasant school environment. That's why we decided to check which types of peer violence are most common in regular primary schools. We were interested in who most often perpetrates violence, who are the most frequent victims, and when and where peer violence is most common. We will present the results of the structured interviews and the results of the survey we conducted among the students. The research is based on a sample of 449 pupils of the city's primary school in Ljubljana. All sections from 1st to 9th grade were covered. Class teachers helped the first-grade students understand the survey, while the rest of the students completed the survey electronically. The conducted research led to the results that various forms of peer violence occur at all ages, most often among students of the same class, when the teacher is not present.
Socialization and education are fundamental processes that contribute significantly to an individuals development. With these processes, an individual can easily be included in various social circles and be facilitated in an cultural integration. While an individual may accept certain societal rules, this does not necessarily mean full compliance with them. Socialization is indeed key – without it, society could not thrive and progress. And the critical messure of the success in a society has been education. Education, therefore, can be defined as a specific social process in which young people acquire essential knowledge and skills that serve as a cornerstone in their future role in society. It broadens our mental horizon, it instills maturity and lays down the way to success in life. Education fosters self-respect and earns us respect from others. Last but not least, it teaches us how to navigate the world and understand the expectations of society. As Nelson Mendela said: "Education is the most powerful weapon which you can use to change the world!"
Copyright (c) 2024 Воспитание / Vospitanie - Journal of Educational Sciences, Theory and Practice
IDENTIFICATION OF LEARNING DIFFICULTIES AND SPECIFIC LEARNING DIFFICULTIES IN PRIMARY SCHOOL PUPILS
In the paper, we describe the problem, purpose, goals and findings of our research. We focus on the two concepts of learning difficulties and specific learning difficulties. In the empirical part, we present a case study of a student in which we attempt to identify learning difficulties using questionnaires designed by Dr. Skaler and Dr. Hannell. At the end, we try to draw conclusions and find strategies for improvement, solutions or ways to mitigate certain problems. A student with specific learning difficulties faces challenges in Slovenian and mathematics, as well as emotional-social difficulties. Although the student is not officially diagnosed, our research indicates deficits in specific areas, particulary in reading-writing and emotional-social skills. The questionnaires revealed a pronounced and significant deficit in the areas of dyslexia and dyscalculia. The research was carried out in the school district. We had an expert interview with the 6th grade class teacher, an expert interview with the 3rd grade class teacher, and an expert interview with the pedagogue.
PREVENTION OF RISKY BEHAVIOR IN PRESCHOOL AGE CHILDREN
In order to one day develop into responsible adults, full of potential, ready for quality education, employment, creating and strengthening friendships and emotional bonds and starting our own family, we go through early social, emotional and cognitive development, which created us foundations for our functioning and achievement in all areas of life. Our development is influenced by the environment, which consists of family, peers, educational institutions and community. They provide guidance and support, cultivating within us the capacity to withstand adversity, maintain strong mental health, and flourish. By fostering resilience and protective factors, they empower us to overcome challenges and avoid harmful influences that could impede our development and negatively impact the child's growth. These wrong ways manifest as behaviors (such as aggression, reticence , etc.) that express that something is wrong and that we need help. The role of adults and the community is to recognize these calls for help and intervene so that these pathways do not develop into bigger problems and prevent us from fully realizing ourselves as healthy and happy individuals. There are numerous reasons why children begin to adopt risky behavior patterns. The need for early detection of risk factors from the child's immediate environment, which may be the cause of risky behavior, becomes increasingly important, especially because children in whom risky behaviors are detected early are exposed to a risk that -will later be recognized as social incompetence. In order to prevent the occurrence of risky behaviors in children, it is necessary to act preventively. In this paper, the risky behaviors of children are defined, some of the risk factors that encourage risky behaviors are presented, and the importance of quality prevention is emphasized.
NAVIGATING WAVES OF PROGRESS: HALLIWICK METHOD FOR AUTISM IN SCHOOL SWIMMING
This study explores the developmental characteristics of children with Autism Spectrum Disorder (ASD) and evaluates the effectiveness of the Halliwick method, an aquatic therapy approach, in enhancing their aquatic experiences and skill development. Children with ASD often exhibit challenges in social interaction, communication, play behaviour, adherence to routines, intellectual functioning, and sensory sensitivity. The Halliwick method, developed in the 1940s, utilizes water-based activities to promote movement, balance, and independence. Our research involved implementing and assessing specific adaptations and strategies of the Halliwick method tailored to children with ASD. Results indicated significant improvements in functional abilities, social integration, and cognitive and sensory skills. The study highlights the therapeutic benefits of the Halliwick method, emphasizing the importance of individualized approaches and the need for further research to generalize findings.
Ecological Humanism and Building Ecological Awareness through Children's Literature
Children's literature is essential for every young reader. It fosters the development of many important skills and abilities, especially when it comes to educational literature that positively influences children's emotional and mental development. "Rasho saves the Planet Earth" is a children's book by the author Mimoza Ristova, which tells the story of Rasho, a bear advocating for social responsibility in protecting the planet Earth. Through the engaging and entertaining narrative, the book educates children about the importance of ecological awareness and the responsibility we all should have to protect our planet.
"PIGGY BANK WITH LOVE" BY MARIA PETROVSKA OR LEARNING HOW LOVE IS MULTIPLICATED
The novel for young people “Piggy bank with love“ by the young author Marija Petrovska deals with the problem of insufficient closeness in everyday life. Through the character of the young girl Iskra, the author talks about the need for greater mutual tolerance, paying attention to the people with whom our lives come into direct contact in all its segments, at work, at home, in school, in social activities etc.
CREATIVE HISTORY TEACHING IS THE MAIN ENGINE FOR SUCCESSFUL AND SAFE TEACHING
The creative teaching of history has a broad and global character and refers to the improvement of the educational system as a whole and signifies a novelty that is inserted into the pedagogical reality. According to its quality, it will always be a progressive and developmental change in teaching. Special emphasis in the subject is given to the creative teacher who is never satisfied with ordinary results. He constantly researches, discovers and creates something new. The paper presents the results of this dynamic, which can be achieved by successful communication with the teacher and the student with a new style and own model of work.
DEALING WITH PEER VIOLENCE IN ELEMENTARY SCHOOL, A CASE STUDY IN PRIMARY SCHOOL HINKO SMREKAR
Peer violence has developed to a large extent in today's society. It starts at early age and continues in primary and secondary school. Professional workers is education meet with diffrent forms of violence. We perceive the most peer violence in elementary school, because pupils start to explore society in a different way. We can say that we start talking about it in the second triad. Some professional workers deal with violence almost every day. In this text, we present a qualitative research with a case study at Primary School Hinko Smrekar. In the theoretical part, we show what peer violence means and the forms and types of peer violence. In the case study, we present a protocol for dealing with the perception of peer violence at Primary School Hinko Smrekar. Given that society has changed a lot, and us, educators detect inappropriate behavior in individuals every day, which then turns into various forms of peer violence, we must be prepared to act in the event that we perceive this type of behavior. For this reason, it is necessary to be prepared and also to know how to act corectly.
SOCIOPEDAGOGICAL ASPECTS OF ENVIRONMENTAL EDUCATION OF PREADOLESCENTS AND ADOLESCENTS AS A FUNCTION OF SUSTAINABLE DEVELOPMENT
This paper deals with the topic of sociological and pedagogical aspects of young people’s education in the pre-adolescent and adolescent age in the function of sustainable development. The aim of our research is, from sociological and pedagogical aspect, to: Define the categories of ecologically sustainable education; Observe and categorize the forms of ecological education present in our contemporary practice; Analyze the contents of ecological education aiming to realize sustainable development; Measure the effects of school - as the most spread and most organized form of education – on attitudes of those being educated; Instead of a conclusion to offer hypotheses for modernizing ecological education in the function of sustainable development. In accordance with the abovementioned aims, we will be faced with a number of research methods. During defining the categories, we will combine the descriptive with the method of critical observation, and the usage of fundamental concepts in everyday life. It seems that such a combination is the most adequate one for a thorough understanding of the contents and influence of education on people as ecological beings. Using the contents analysis, we want to point at the school curricula for educating young generations about ecologically sustainable development. Comparisons and combinations will not only help us to clear up the complexity of ecological education, but also to point at a hypothetical possibility of overcoming some stereotypes in our manner of work so far.