Contents:
Course with employment: “Profession Methodist from scratch to PRO”
Learn more- Candidate of Pedagogical Sciences;
- Head of the Master's Program at Moscow City Pedagogical University "Teacher-Researcher of the Urban Environment";
- Leading Researcher at the Laboratory of Sociocultural Educational Practices at the Research Institute of Urban Studies and Global Education at Moscow City Pedagogical University.
During the interview, we examined key aspects of the topic. We discussed important issues related to current trends, challenges, and opportunities in this field. We delved into details regarding methods and strategies that can have a significant impact on the results. They also touched upon the prospects for development and innovation that could change the situation in the future.
- how educational urbanism appeared and who goes to study this field;
- what stereotype do beginning urban educators get rid of first;
- who is a teacher-researcher of the urban environment and what does he do;
- how can you teach chemistry using the example of the monument to Suvorov;
- what is the competence of a city dweller;
- is there educational urbanism in small towns.
What is educational urbanism
Educational urbanism is a modern field that combines education and urban planning. It focuses on how educational processes can influence the development of urban spaces and improve the quality of life in the urban environment. Educational urbanism studies various aspects, such as human interaction with the urban environment, the design of public spaces, and the role of knowledge and skills in creating sustainable and comfortable cities. This field is becoming increasingly relevant in the context of rapid changes in urban infrastructure and population needs, making it an important tool for creating innovative solutions in urban development. Educational urbanism is the study of the city as an educational environment and the development of educational products based on urban infrastructure resources. Educational products can include assignments, lessons, excursions, and even full-fledged courses, including online formats. These elements are already actively used by modern educators to create an engaging and effective educational process. Educational urbanism integrates the urban environment into learning, which promotes a deeper understanding of the world around students and the development of practical skills. This field emerged during a specific period, when its basic principles and approaches began to take shape. It became relevant in response to societal needs and changes in various spheres, such as culture, science, and technology. A key stage in the development of this field was its recognition and integration into broader contexts, which contributed to its popularization and further development. Over time, it adapted to new conditions, allowing it to maintain its relevance and appeal to various audiences.
Determining the exact timing of the emergence of educational urbanism is difficult. This phenomenon is, in fact, a natural stage in the development of urbanism as a whole. However, it is important to consider it from both perspectives, as educational urbanism is a dual concept, encompassing both educational aspects and elements related to the development of urban spaces. In this context, it's worth noting that educational urban studies not only develops knowledge about cities but also contributes to the creation of more sustainable and comfortable urban environments through the active involvement of society in planning and development processes. Urban studies, also known as urban studies, began to emerge in the early 20th century and has developed in two main directions. The first direction is related to urban planning, including aspects of design and architecture. The second direction focuses on urban anthropology, studying the lives of residents and local communities. Urban studies covers a wide range of topics, including the social, economic, and cultural aspects of urban life, making it essential for understanding the modern city and its dynamics. Both of these directions, urban studies and education, have repeatedly intersected and attracted the attention of educational institutions and practicing citizens. At the same time, education is developing rapidly. We are constantly searching for methods and approaches that meet modern requirements and implement the achievements of pedagogy and psychology. Recently, urban studies and education have finally achieved a significant convergence, opening up new opportunities for integrating knowledge and practices aimed at improving the urban environment and educational processes. Schools have begun to show interest in the city for several reasons. First, urbanization and population growth in cities create a need for high-quality education, prompting educational institutions to adapt to new conditions. Second, modern schools strive to integrate into the local community, which allows them to expand their resources and improve educational programs. Third, urban initiatives to develop infrastructure and improve the quality of life contribute to the creation of a more attractive educational environment. Thus, schools become important participants in urban development, which in turn affects their reputation and competitiveness. Interest in the city is a natural stage of development. Several decades ago, it became clear that education cannot be limited to the classroom. Modern learning requires interaction with the environment, which includes the study of urban infrastructure, culture, and history. This expands the horizons of knowledge and helps to form a more complete understanding of the world. Thus, engagement with the urban environment becomes an important part of the educational process, allowing students to develop critical thinking and practical skills.
It's impossible to isolate children for 11 years and claim that they are preparing for life and then released into the world. In fact, life is already happening, and children are actively participating in it. After six to eight lessons at school, they go out into the city, interact with the environment, and learn to cope with real-life situations. It's important to understand that learning should be connected to real life, not limited to classrooms.
Over the past 10-15 years, there has been a significant breakthrough in the understanding of educational practices. Extracurricular activities have begun to be perceived as an important part of the educational process. We have realized that they not only complement school education but can sometimes be even more valuable. This change in approach promotes more holistic personal development and broadens students' horizons. Extracurricular activities, including clubs, volunteering, and sports sections, play a key role in developing the skills and abilities needed in the modern world.
Who is involved in educational urbanism?
I began studying educational urbanism when I realized the importance of interaction between the city and its residents. Initially, I was interested in aspects affecting the quality of life in cities. I began reading specialized books, researching articles, and participating in online courses dedicated to this topic. I also began attending various seminars and conferences where I could exchange experiences with other enthusiasts and professionals in the field of urbanism. This process allowed me to deeper understand how educational initiatives can improve the urban appearance and contribute to sustainable development.
I realized that my interest in the city has accompanied me since childhood. Born and raised in the center of Moscow, in a picturesque area, I have always been fascinated by the history of the city and its architecture. Walking the streets, admiring architectural delights, and observing life in the capital became a habit for me. This passion logically continued during my education at the Geography Department of Moscow State Pedagogical University, where I deepened my knowledge of the urban environment and its characteristics.
During my studies, I conducted my first excursion for my classmates. After completing my studies, I completed a course for guides and interpreters. For the past ten years, I have been leading the informal educational project "Kvestigra," where we create urban quests, excursions, and local history classes for children. This work allowed me to delve deeper into the various, less obvious educational opportunities the city offers. We strive to make learning engaging and accessible, opening new horizons for young explorers.
The quests demonstrated that urban space conceals many interesting details that we often overlook and do not perceive as a source of knowledge. It was also discovered that many residents, including adults, lack sufficient skills for navigating and interacting with the city. This demonstrates the need to improve urban literacy and develop skills for using urban resources.
I gained significant experience working in the urban environment, and in 2015, I received an invitation to the Moscow City Pedagogical University, to join the laboratory of socio-cultural educational practices. In this laboratory, my colleagues and I began to analyze and generalize our experience, as well as conduct further research of the city with an emphasis on education and methodological developments in the field of educational urbanism.
Educational urbanism is currently experiencing active development in various regions, but its distribution remains spotty. In some cities and countries, initiatives and programs are being created to study urban processes, sustainable development, and the design of public spaces. However, in other places, this field is still in its early stages of development, and its potential has not been fully realized. It is important to continue research and implement educational programs to raise awareness of urbanism and its role in shaping a comfortable urban environment.
The urban environment is actively developing both in Russia and abroad. It is becoming increasingly attractive to residents and visitors to cities. People are beginning to recognize and notice many interesting objects and places that previously remained unnoticed. This desire to explore urban infrastructure and cultural attractions contributes to a growing interest in urbanism and an improvement in the quality of life in cities.
I will give a specific example. Some time ago, I started a small blog on Instagram about the urban environment, posting interesting and creatively designed signs and announcements. At the time, I was unaware of such resources. Today, many of my colleagues and acquaintances on Facebook and Instagram regularly share such photos. This demonstrates that people have become more attentive to their urban environments. This process certainly affects education. Educators note that student interest in the material plays a crucial role in learning. They strive to understand how to methodically harness this interest to achieve better educational results.
Do educators show interest in educational urbanism as a promising approach to explore?
We are seeing significant interest in educational urbanism courses offered at Moscow State Pedagogical Univ. and the Higher School of Economics, as well as in master classes organized in various cities. Participants often share impressive feedback, noting that the city, whose streets they usually simply pass by, can become a valuable resource for the educational process. This is especially evident in the feedback on our new master's program at Moscow State Pedagogical Univ., "Teacher-Urban Researcher." This program provides unique opportunities to study and analyze the urban environment in the context of education, which contributes to the development of new approaches to teaching.
Educational urbanism is attracting interest from a variety of applicants, including future educators and experienced school teachers. Approximately one-third of our applicants are 2021 undergraduate graduates, demonstrating growing attention to this field. The program also attracts representatives of informal education, including individuals without traditional teaching training who have found their calling in educational or outreach projects. This diversity of responses underscores the relevance and importance of educational urbanism in contemporary society.
In your experience, to what extent do the expectations of people choosing educational urbanism match reality? Are there any difficulties in perceiving this new direction?
The greatest challenge is to dispel the stereotype that education is limited to the acquisition of knowledge. This concept is outdated today, yet many educators, both experienced and novice, continue to adhere to this belief. It's important to recognize that modern education should include more than just the transmission of information, but also the development of skills, critical thinking, and the ability to learn independently.
Humanity has accumulated a vast amount of information that cannot be mastered in a single lifetime, and there's no need for it. Modern reality demands that we be able to find specific facts, critically evaluate them, select them, and structure them. It's essential to develop information search and processing skills to effectively use knowledge in various areas of life. The ability to navigate the flood of data is becoming key to achieving success and making informed decisions.
At first glance, this may seem unrelated to your question, but in fact, it is directly related. When working with students, we encourage them to explore educational opportunities in the urban environment and create their own tasks. Most often, they begin with tasks related to knowledge acquisition, for example, finding out the name of the person to whom a monument was erected, or the date of a certain event.
Students often overlook that the main goal of their education is to develop thinking skills and practical activity. The city offers a unique opportunity to analyze information, work in teams, think critically, and be creative. Interacting with the urban environment not only fosters knowledge acquisition but also develops the skills necessary for a successful life and career. The city provides not only theoretical knowledge but also a wealth of practical skills. Observing urban life allows one to develop ideas, design, and learn communication skills. Adults often feel afraid to ask questions, highlighting the importance of practicing communication skills. The urban environment is ideal for this, offering ample opportunities for interaction and learning. Here everyone can develop their skills and get the necessary information, which makes the urban experience valuable for personal growth.
Who is a teacher-researcher of the urban environment?
The MSPU master's program entitled "Teacher-Researcher of the Urban Environment" trains specialists with unique knowledge and skills in the field of education and urban sociology. This specialist studies the influence of the urban environment on educational processes and develops innovative teaching methods adapted to the conditions of urban life. As part of the program, students study modern approaches to pedagogy, sociology, ecology and urban studies, which allows them to deeper understand the interaction between educational institutions and the urban environment. Graduates of this program are able to conduct research, analyze data and develop strategies that help improve the quality of education in urban conditions, as well as solve current problems related to the development of urban infrastructure and social integration.
An urban teacher can be considered a separate category of educators, which raises the question of the need to distinguish this group. Unlike rural teachers, who work in specific conditions, urban teachers also face unique challenges and characteristics associated with the urban environment. We decided to examine and describe the characteristics of urban teachers in detail, concluding that they possess four key competencies: research, communication, methodological, and subject-specific. These competencies enable urban teachers to effectively adapt to a dynamic educational environment and ensure a high-quality educational process.
Competencies represent a set of skills and knowledge necessary for the successful completion of specific tasks and roles. They include both professional and personal qualities that contribute to effective work. Key aspects of competencies include analytical thinking, communication skills, the ability to learn and adapt, and the ability to work in a team. Developing these competencies improves productivity and the quality of work, and also facilitates career growth and professional development.
A teacher of literature and Russian language must possess a number of important skills. First, they must be able to identify places in the city associated with the works of famous writers and literary works, which will help inspire schoolchildren to engage in literary creativity. Furthermore, such a specialist must be able to identify and utilize city resources aimed at satisfying the reading needs of children and their parents. Describing and evaluating these resources is also an important task, as is studying the city's linguistic environment, which is an integral part of their research competence. These skills contribute to the development of an interest in literature and the improvement of reading literacy among students. Subject competence, unlike research competence, covers a narrow area of knowledge. An important aspect is awareness of available educational resources in the city that can contribute to improving knowledge in a specific subject. The teacher must know where, outside of school, children can gain additional knowledge, as well as where the teacher can improve their qualifications and professional skills. This includes courses, workshops, and other forms of training that will help both students and teachers develop and deepen their knowledge of the subject.
Methodological competence includes the ability to develop learning activities and conduct lessons on their subject in an urban environment. This competence allows for the effective adaptation of educational processes to the specific features of the urban infrastructure, taking into account the needs of students and the context of their learning. A key aspect is the creation of interactive and practice-oriented tasks that promote a deep understanding of the material and the development of critical thinking in students.
The urban educational environment is much more than just courses or lectures. Every element of the urban infrastructure can serve as a source of knowledge. This could be an information board in a park, a notice on the wall of a building entrance, or even a tree that attracts the attention of passers-by. It is important to recognize that education is available in a wide variety of forms and places, and every element of the urban environment can contribute to learning and development.
A teacher's communicative competence lies in the ability to effectively interact with various participants in the educational process. This includes the ability to organize meetings, excursions, and other events, as well as convey the importance of outings to students, parents, and colleagues. Explaining the significance of such events helps foster students' interest in the world around them and develop their social skills. A teacher with strong communication skills is able to create conditions for productive dialogue, which has a positive impact on the educational process.
A teacher-researcher can truly be considered a new profession, combining many roles. Such a specialist fulfills the functions of a teacher, pedagogical designer, tour guide, and organizer of the educational process. In the context of modern education, the role of teachers is expanding, and they are becoming not only knowledge holders but also researchers, facilitating the development and implementation of innovative teaching methods. A teacher-researcher actively studies new approaches, analyzes the results, and adapts them to the needs of students, making them a key element in the educational system.
The teaching profession continues to evolve, and today it is important for every teacher to adapt to modern requirements. The outdated approach of limiting teachers to the classroom is no longer relevant. The urban educator represents an innovative approach that actively integrates the urban environment into the educational process. This approach not only enriches students' experiences but also helps them better understand the world around them, develops critical thinking, and fosters a creative approach to learning. It is important for every teacher to recognize the need to integrate the urban environment into their practice, which facilitates deeper and more effective learning. An urban educator is not a separate specialization. They are, first and foremost, school teachers who possess a specific set of tools and methods for researching and analyzing the urban environment. This approach integrates the study of the surrounding environment into the educational process, enriching learning and developing students' critical thinking and research skills. This does not necessarily require a school teacher. It would be beneficial if university professors also worked within the framework of educational urbanism, as it is important for students to see how their knowledge is applied in the urban environment. Students are an active force, ready to participate in various projects and solve social problems. Professors can guide their efforts, supporting productive activism and facilitating the development of the skills necessary for social impact. An urban researcher-educator has the opportunity to become a methodologist, developing educational programs for teachers to support their work. They can also act as a producer of an informal educational project focused on the urban environment. Such projects already exist, and they are in dire need of qualified specialists.
The urban environment offers ample opportunities for subject teachers to integrate into their curriculum. Each educator can utilize elements of urban infrastructure and the surrounding environment to create a more engaging and practical educational experience. This approach fosters students' observation and analytical skills and helps connect theory with practice. Teachers can integrate elements of the urban environment into lessons, making learning more interactive and memorable. Using the urban environment in the educational process also fosters civic responsibility and an active role in society in students.
Our experience working with students from the Higher School of Economics (HSE) and Moscow City Pedagogical University (MCPU) confirms this. Teachers from various disciplines study in the same group, sharing their projects and demonstrating diverse approaches to using the same educational environment. This exchange of experience not only enriches their own methods but also often leads to interesting ideas for collaboration and partnerships.
As an example of using the urban environment in science or natural sciences, consider a project to study air quality. Students can install sensors in different areas of the city to measure pollutant levels. This study will not only collect data on the state of the environment but also analyze it, identify the causes of pollution, and propose measures to improve the situation. Such projects engage students in the practical application of knowledge, develop skills in using scientific instruments, and foster an awareness of the importance of environmental protection in the urban environment.
In 2016, we organized a master class for teachers in Muzeon Park. One group developed a unique project dedicated to chemistry. Participants investigated how the environment affects the Suvorov monument and developed cleaning methods. This approach stood out for its originality and practical focus, which contributed to a deeper understanding of chemical processes among teachers. Such initiatives help integrate science into everyday life and develop critical thinking in students.
There is an interesting example of developing an educational route. In my classes, I always ask students to create tasks related to urban sites and educational routes. One student from the Higher School of Economics proposed a unique route called "Become a Rock Star." This route included visiting a music store to choose a guitar, then going to a music studio to record their own piece, and finally attending a rock concert. Simple tasks were developed for each of these stages, for example, in physics, tasks on determining volume levels. This approach not only makes learning engaging but also helps students apply theoretical knowledge in practice, which contributes to a deeper understanding of the subject.
These examples demonstrate that there are things we don't consider educational, but they can actually be a source of significant knowledge, including subject areas.
Every city has a variety of educational resources that can be used for learning and development. These can include libraries, museums, cultural centers, and educational institutions. Libraries offer access to a variety of materials and host events aimed at increasing knowledge. Museums are unique venues for studying history, science, and art, providing interactive exhibitions and workshops. Cultural centers often organize lectures, seminars, and courses that promote the development of skills and knowledge in various fields. Educational institutions, such as schools and universities, offer structured programs of study and research. Using these resources can significantly enrich the educational process and broaden students' horizons.
We are creating an educational resource in our city. For example, I take students to a park and assign each of them a specific object—a lantern, a fountain, a trash can, or a tile design. I ask them to examine the object carefully and make a list of what they can learn and what educational outcomes they can achieve from it. These lists turn out to be very extensive, including a variety of knowledge, skills, values, and personal qualities.
A tile design itself is not an educational object. However, when considered pedagogically, it can become a powerful learning tool. Educators can imbue it with educational meaning and use it for a variety of learning purposes. Thus, any urban object can become a valuable resource for teachers and educational processes.
Practicing educators often draw inspiration from the urban environment. The city offers a variety of opportunities for learning and development and also serves as a source of ideas for creating unique educational projects. Architecture, culture, and social interactions in the urban environment can stimulate educators, encouraging them to use innovative methods and approaches in teaching. This inspiration can manifest itself in organizing excursions, implementing community-based projects, and creating educational materials that reflect students' real-life experiences and interests. Thus, the urban environment plays a vital role in the educational process, fostering creativity and developing a pedagogical approach.
I don't have complete information about all the teachers, but I can share the results of a survey conducted among Moscow teachers this winter. Over 300 people participated in the survey, ensuring significant coverage and providing insight into the teachers' opinions.
Many teachers actively utilize the urban environment as an educational resource, incorporating its diverse capabilities into their teaching. About 94% of the teachers surveyed conduct museum excursions, demonstrating a high interest in cultural and educational events. Moreover, 80% of them organize such excursions more than once a quarter, demonstrating the regularity and consistency of their approach. It is noteworthy that 26% of teachers independently lead field trips, which underscores their initiative and commitment to deeper student engagement. Using the urban environment in education not only enriches the learning experience but also promotes critical thinking and cultural awareness in students.
The teachers surveyed actively explore a variety of learning spaces. They visit parks, libraries, industrial enterprises, universities and colleges, and also participate in informal educational projects. Furthermore, they explore the urban environment beyond the confines of specific institutions. This diversity of settings allows them to broaden their learning horizons and apply their knowledge in a variety of contexts.
In recent years, there has been a trend toward increased teacher interest in the urban environment. In our lab, we strive to support this process by creating special manuals and organizing master classes and seminars. In my observations, it only takes one step to unlock the potential of the urban environment. Once an experienced or creative teacher recognizes these opportunities, they typically no longer require further support and begin to independently develop projects, generate ideas, and implement them. Educational urban studies does not require new or unfamiliar competencies from teachers, nor does it require a complete change of profession. A professional teacher will easily integrate urban topics into their educational practice. This approach allows educators to expand their knowledge and skills, enriching the educational process with relevant examples and materials related to the urban environment. The introduction of urban studies elements into education promotes the development of critical thinking in students and the formation of their active civic position. Educational urban studies as a field for cooperation between schools and the city Educational urban studies is an important tool for school education. It helps students understand how cities function, how they develop, and what factors influence their structure. Knowledge of urban studies enables students to understand how their environment impacts quality of life, social interactions, and environmental sustainability. Studying educational urban studies fosters critical thinking as students analyze urban issues such as transportation, housing, public spaces, and ecology. This knowledge fosters active citizenship in students, helping them better understand urban planning and community engagement. Furthermore, educational urban studies offers students the opportunity to apply interdisciplinary approaches, integrating architecture, ecology, sociology, and economics. This integrated approach makes learning more engaging and relevant, which fosters interest in the learning process and the development of skills necessary for future careers.
Thus, educational urban studies not only enriches the school curriculum but also develops a conscious generation capable of participating in the creation of sustainable and comfortable cities.
The school actively engages with the local community, studying the neighborhood and its characteristics. Exploring the city doesn't always involve trips to famous landmarks, such as Red Square in Moscow. You can start by exploring your own neighborhood, for example, researching street names and discovering their origins. It's also important to pay attention to infrastructure, such as the location and quality of playgrounds. Why are they designed this way? Are they convenient for residents? These questions will help you gain a deeper understanding of your territory and its needs, which in turn contributes to the development of the local community.
Observing leisure activities and people's movements is an important aspect of educational urban studies. The city can be explored on the way to and from school. This process can engage not only children but also their parents, who can participate in project presentations and discover new facts about their neighborhood. In-depth exploration of the urban environment fosters active citizenship and an understanding of urban lifestyle. Getting to know the urban environment not only allows children and adults to learn about a specific place but also develops their spatial awareness. This helps improve navigational skills, helps them adapt to the environment, and fosters a sense of community. Furthermore, exploring the urban environment fosters critical thinking and creativity, as people learn to analyze architectural designs, urban infrastructure, and their impact on everyday life. Interacting with the urban environment can also strengthen social ties, allowing people to connect and share experiences. Overall, exploring the urban environment enriches knowledge, broadens horizons, and promotes harmonious personal development. Breaking free from routine opens new horizons and provides the opportunity to try something new. The city offers extensive opportunities for lifelong learning that extend beyond traditional educational institutions and courses. Developing observation skills, communication skills, and building communities of interest are becoming key skills of the 21st century. These skills are developed through interaction with the environment and the exploration of its features.
City dweller competence plays a crucial role in their orientation and interaction with urban space. Many people don't know that house numbers on one side of the street are even and on the other are odd. Also, not everyone understands the meaning of fractions in addresses. This lack of knowledge can make it difficult to find the right address in the city. With modern technology, many rely on smartphone navigation, but what if the device breaks or gets lost? Educational urban studies helps develop the skills necessary for comfortable urban living. It includes not only an understanding of urban infrastructure but also communicative skills that allow one to ask questions and find the necessary information without embarrassment.
The question of the possibility of conducting teacher excursions to museums is relevant for many educators. Currently, there are no significant administrative barriers that would limit teachers from organizing such events. A teacher can organize a museum excursion as part of their curriculum without requiring special accreditation. However, to ensure a successful excursion, it is recommended to coordinate the details with the school administration in advance and familiarize themselves with the specific museum's visiting rules. This will help avoid misunderstandings and ensure the safety of children.
Moscow has seen significant progress in the field of educational urban studies over the past five years. When I first began working in this field, teachers were prohibited from leading museum tours without special permission. Now, all museums in the capital are required to provide teachers with the opportunity to organize such events. This step demonstrates a growing recognition of the importance of educational initiatives and their role in shaping students' knowledge.
Teachers are required to notify the museum in advance and, ideally, coordinate the visit with the class. This is necessary to avoid excessive crowding in the halls. Although not all museums are positive about this practice, and there are criticisms, significant progress has already been made in this direction.
Moscow is implementing the "School Day at the Museum" project, which actively promotes the educational process. As part of this project, many Moscow museums have developed teaching materials on various subjects and continue to add new ones. School teachers have the opportunity to organize a class tour, during which they can teach at least three lessons, using the proposed museum scenarios or their own. For example, the Cosmonautics Museum offers lessons on physics, Russian language, and even physical education. This project not only enriches students' knowledge but also makes learning more engaging and interactive.
Teachers in large cities should be aware that the number of museums significantly outnumbers well-known institutions such as the Hermitage or the Tretyakov Gallery. While the most popular museums attract attention, they are often overcrowded. This can lead to staff at these museums being reluctant to allow large-scale school excursions. It's important to remember that many other interesting and specialized museums exist that can offer unique experiences and diverse topics for study. By highlighting lesser-known, but no less fascinating, institutions, teachers can enrich the educational process and make it more varied and rich.
Important museums that are worth visiting for everyone are best visited with parents rather than with the class. However, if students come to a specialized museum with an educational assignment, it can be a real source of new knowledge and discovery for them. Interacting with exhibits and asking questions to experts will help children gain a deeper understanding of the material and develop an interest in culture and science. Museums can become an important part of the educational process, promoting the development of critical thinking and broadening horizons.
When discussing educational urbanism, the focus is often on megacities. However, educators from smaller towns may ask, "What's available to us?" The opportunities for educational urbanism in small towns are diverse and can be no less significant. Small communities can create unique educational programs focused on local characteristics and community needs.
Organizing workshops, lectures, and seminars on topics related to urban development and ecosystems will help draw attention to issues of sustainable development and active citizen participation in city life. It is also important to engage students and residents in projects to improve and restore public spaces, which will not only improve quality of life but also enhance the level of education in urban studies.
Small towns can serve as excellent laboratories for experimenting with educational urbanism, as it's easier to implement ideas and engage people in the process. Creating partnerships between educational institutions, local authorities, and public organizations will open new horizons for the development and active participation of citizens in shaping the urban environment.
Using the small town environment for educational purposes can be more effective than in large cities. In smaller towns, there are fewer mandatory places for students to visit, which creates more opportunities for a creative approach to learning. This allows students to discover new horizons and explore unique aspects of local culture and history, rather than following standard excursion routes. A creative approach to learning in a small town can inspire students to deeply immerse themselves in the environment and develop critical thinking.
I speak not only theoretically but also from practical experience. My colleagues have implemented numerous projects in cities such as Izhevsk, Pervouralsk, Glazov, and other small towns. As part of these projects, we collaborated with teachers and students to document the landscape, create maps, identify shortcomings in the urban environment, and develop proposals for improvement.
Some cities, such as Kirov and Tula, are implementing theater pedagogy projects that aim to understand urban sites through the lens of art. These initiatives help create a unique interaction between theater and the urban environment, promoting cultural development and drawing attention to important social issues. Theatrical practices transform public spaces into creative platforms, allowing residents and tourists to experience familiar places in a new way.
For a small town, using the urban environment in education can be even more important than in large cities. The massive exodus of residents from provincial towns to the capital and large cities such as Moscow, St. Petersburg, and Novosibirsk occurs precisely because people fail to see the value in their surroundings. If they begin to recognize this value, it will help them love their city, stay in it, and strive to make it better and more modern. Creating educational programs focused on the urban environment can inspire young people to take active steps to develop and improve local infrastructure and culture.
I have traveled throughout Russia throughout my life, including small towns, and I have observed positive changes. Effective collaboration between administrations, local communities, and educators who instill in children a love for their hometown contributes to the overall development and prosperity of these communities. Such initiatives not only improve the quality of life but also strengthen local identity, creating attractive conditions for residents and tourists.
Educational Urbanism and the Notorious Online
The urban environment continues to retain its significance, despite the increased reliance on online formats during the pandemic. The physical space in which we live remains important for social interaction, cultural events, and overall quality of life. Online solutions can complement, but not replace, the unique atmosphere and opportunities that a city provides. It's important to find a balance between digital and physical interactions to preserve the value of the urban environment in today's world.
There are aspects that cannot be conveyed online. Encounters with art, the emotions it evokes, walks and commutes to work or school, and visits to a café—none of these moments are perceived as educational content. However, people learn throughout their lives, and a significant part of this experience requires physical presence. While it's possible to discuss these experiences online, engaging with reality is essential for acquiring them.
The online environment is a tool, not a foundation, for education. New technologies offer convenient opportunities for collecting and accessing information, communicating, and optimizing educational and work processes. However, all of this requires meaningful content: it's important to understand what we will talk about, what we will study, and how we will interact. Ultimately, we transfer our offline agenda to the digital environment, which requires a thoughtful approach to using technology in teaching.
When we scroll through social media feeds like Facebook or Instagram, our attention is immediately drawn to photos of places our friends have visited. Our virtual lives reflect real events and impressions that occur offline. Social media becomes a platform for sharing emotions and experiences, allowing us to share moments captured during travels and everyday life. Each post is an opportunity to showcase our adventures and discover new places for others.
Your master's program includes a course on urban blogging. This is not just a passing fad, but an important aspect of training a teacher-researcher of the urban environment. Mastering blogging skills allows you to effectively share knowledge, analyze urban phenomena, and interact with your audience. In today's world, information is distributed through various digital platforms, and the ability to create high-quality content is becoming essential for professional success. Thus, "urban blogging" is a relevant element of the educational program, promoting the development of critical thinking and communication skills in future professionals. Teachers must not only recognize the educational opportunities offered by the urban environment but also inspire their students, parents, colleagues, and school administrators to take advantage of them. The ability to identify and actively utilize these resources plays a key role in the successful learning and development of students. Blogging has become a modern and effective way to communicate one's interests to a wide audience. It is a useful tool accessible to everyone. For teachers, blogging opens new horizons, allowing them to unobtrusively share knowledge and ideas that are beyond the scope of traditional lessons and absent from textbooks. Blogs can serve as a platform for sharing experiences, discussing current topics, and introducing innovative teaching methods, making them a valuable resource for both teachers and students. Developing an active lifestyle is an important aspect for urban teachers. The ability to understand the processes occurring in the city and formulate one's own attitude toward them are key skills in this role. Blogging plays a significant role in this context, as it stimulates discussion of urban issues. By discussing the problems and achievements of their city, residents can work together to improve it, making it more comfortable and livable. Actively engaging in urban processes through blogging contributes not only to personal development but also to the development of social consciousness.
Reading is also an important part of our daily experience. It enriches our minds, develops our imagination, and broadens our horizons. Regular reading helps improve communication and critical thinking skills. Furthermore, books and articles can serve as a source of inspiration and motivation. It's important not only to read but also to choose high-quality content that matches your interests and needs. Don't forget about the diversity of genres and themes to find something new and exciting every time.
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