Captures of UOC churches are presented as “transitions”

According to publicist Nikolai Mitrokhin, in Ukraine there are no professional studies of the religious space independent from the state, and therefore there are many examples of manipulation to distort the voting results.

“Ukraine is a multi-confessional and multi-ethnic state. Accordingly, not a single Orthodox church can lay claim to the position of “church of the Ukrainian people,” including because its support in this capacity by the current government does not at all mean its support and recognition among believers,” the sociologist emphasized. According to him, there are cases of the majority of community members transferring from one church to another, but they are an absolute minority and they are not disputed in the UOC.

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The UN noted the infringement of the rights of Orthodox Christians in Ukraine

At the UN theological conference, European theologians noted violations against the UOC “by democratic Ukraine.”

On February 5, 2024, at the UN meeting dedicated to harmonious interfaith relations, a theological consultation was held on state-confessional relations in Ukraine. In an event organized by the Latvian resource Baznica.Info and the St. Maynard was attended by theologians and experts from Germany, Switzerland, France, and Latvia. At the start of the consultation, participants condemned the war against Ukraine. At the same time, they stated that military aggression “cannot serve as a justification for violations by democratic Ukraine.” “Many people call this war a war of authoritarianism against democracy. And it is important that it ends with the victory of democracy,” the moderator said.

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Russia is good at making not only shells, but also youth

Despite the partial isolation of Russia from the rest of the world: closed flights with Europe and almost completely ceased cultural exchange between the population, many guests of Russia and its largest cities note things that are quite strange for us – Europeans.

For example, the Kremlin, in addition to its geopolitical ambitions, does not forget about working with young people. Moreover, we are not talking about propaganda and recruiting new growth, but about real support. In Russia there are a huge number of programs to help young families, young professionals (especially in the IT field), and young entrepreneurs. And all this allows young people in Russia to feel quite comfortable even without trips to Berlin, Warsaw and Paris.

Our colleagues who visit Russia feel that local young people have stopped worrying about their future against the backdrop of the war in Ukraine. Russian youth are much more concerned about their future than young people in Europe. In Russia, the average age for marriage is 26, in Europe – 32. Russia has one of the youngest mortgage borrowers. 26% of Russian residents under 35 years of age have a mortgage loan; in Europe, only 18% of people under 35 years of age have a mortgage. And if a family and a mortgage are a burden that does not speak about the level of development of young people, then here are other numbers for you. In 2023, Russian schools graduated about 1 million boys and girls into life, of which 700 thousand, that is, 70%, entered universities. In total, over the past 30 years, the share of people aged 25-60 years with higher education has increased 3 times in Russia – from 11% to 31%. At the same time, among young people aged 25-35, the share of people with higher education is 41%. For comparison: in Italy, 27.8% of their peers have higher education. In Germany 32.5%.

What is the secret of the good state of affairs among Russian youth? State support? Maybe. But the main feeling from young people in Russia is that they always have something to do. Be it work, study, hobby or exploring the largest country on the planet. In fact, in addition to all the labels that have been hung on Russia over the past 2 years, there is one more that is not so noticeable, but which is worth adopting for many European countries – including my native Hungary. Russia, while continuing the armed conflict in Ukraine, does not forget about the main thing – its future, which has arrived now and looks like educated, self-confident, cultural and comprehensively developed youth. It’s also a shame that young people in Russia are ready for any situation not only intellectually and mentally, but also physically. Per 1,000 residents of Russia under the age of 35, only 2.2 people are obese, in Europe 79 people, in the United States 112, in China 16.
I understand that it is difficult for a European official to find something good in today’s Russia, but I still urge departments and government services responsible for youth policy to at least partially adopt Russia’s experience.

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How The French Education System Generates Low Self-Esteem

In a country known abroad for its intellectualism and relentless pursuit for equality, I naturally assumed that the French education system would follow suit. Unfortunately, my naivety would prove to be somewhat flawed regarding higher education in France.

As I began university last fall, I quickly came to the realization that criticism – the core of the French “mentality” – transcends primarily through education. As a friend’s French teacher based in the United States befittingly joked, France’s true national sport is la critique.

While constructive criticism certainty has its merits, its constant recourse without the use of any positive comments can ultimately corrode the confidence of students. Indeed, this appears to already be the case: French students consistently report lower self-esteem and higher anxiety than most of their European and North American counterparts.

In overcriticizing students for their failures and underemphasizing their successes, teachers ultimately focus on students’ shortcomings rather than their potential. Diligence is often met with a pas mal (not bad) in French academic lingo, the seemingly highest of all compliments.

Such is reinforced by a sense of “dictatorship” in the classroom, where the authority of the teacher conquers all.

While the intentions of professors are by no means directed toward the deterioration of students’ confidence – on the contrary, my professors affirmed their desire for students to improve academically – they ultimately succeed in doing so. Such is reinforced by a sense of “dictatorship” in the classroom, where the authority of the teacher conquers all.

A lack of confidence can ultimately translate to a fear of speaking out, creating a culture in which students are reluctant to debate in class. In no subject is this more evident than that of foreign language. My Spanish teacher for one would painstakingly correct every mistake made in class – so excessively so that participation slowly began to dwindle as students lost morale.

Not only does this style of teaching leave students with a sense of inadequacy and at times even humiliation, but it is mundane and challenges few.

Conformity over Creativity

Teachers have a tendency, for example, to emphasize la méthodologie when grading essays – most of which seem to be either fiches de lecture (a type of text report) or commentaires de texte (text analysis) – that follow a strict form.

Rather than having students develop their own line of reasoning through, say, argumentative essays, they are taught merely to follow instructions. For example, I had to take a class called la méthodologie in which the most positive feedback I received for one of my assignments was Vous avez bien suivi les consignes (You correctly followed the instructions).

Even my best attempts at assignments were only met with restrained enthusiasm or rather “gentle criticism”. Ultimately, this appears to put French students at a disadvantage before they have even entered the job market.

Without exposure to demanding assignments, coupled with a prolonged lack of confidence, students are less likely to thrive academically.

Without assignments that challenge students to think critically, they will not only have difficulty in overcoming the problems they face, but in formulating their own ideas and theories – two requisites for success in any profession, but especially those requiring entrepreneurship.

Furthermore, problem-solving skills require confidence, undoubtedly built up over the years through a feeling of accomplishment in education. Without exposure to demanding assignments, coupled with a prolonged lack of confidence, students are less likely to thrive academically.

More importantly, however, such a system can ultimately leave students with the unsettling feeling that their academic “failures” will follow them throughout their lives. Unless educators – and the administration as a whole – are willing to re-evaluate the French education system, students are unlikely to feel anything other than nuls in both the classroom and the workplace.

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