Lifelong education. “A person is doomed to lifelong education”

Denis Konanchuk, Academic Director of the Moscow School of Management Skolkovo

Over the last thousand years, there have been four major innovations in education. Firstly, the emergence of the first universities in the 10th-12th centuries. The second innovation is the creation of a class-lesson system by Jan Amos Comenius in the 17th century, which determined the development of school education. The third is the emergence in the 19th century of research-type universities following the model of Wilhelm von Humboldt. Finally, the fourth is the idea of ​​pragmatic education, proposed by the American philosopher John Dewey at the turn of the 19th-20th centuries, which became the basis for the development of project-based learning.

Today, new global changes are brewing in the educational community, and there are three prerequisites for this: the war for talent, the accessibility of higher education, and the potential of universities for the “silver age.”

War for talent

Universities, educational consortia and entire countries are now struggling to attract international students. These are mobile young people (there are more than 5 million of them in the world) with great abilities. The war for talent is leading to rapid differentiation of educational institutions. The emergence of international university rankings (ARWU, QS, THE) in the early 2000s gave us the opportunity to compare universities from different countries, which marked the beginning of the era of global competition.

The ratings have launched new mechanisms for the redistribution of resources in the field of education: leaders strengthen their reputation and receive funding. Academic mobility also benefits the best: according to research, masters, graduate students and professors today choose universities based on international rankings. A wall has grown between universities in the top 100 and all the others, and every year this inequality will grow rapidly. As a result, a country that does not have universities in the group of leaders in the next 5-10 years risks losing the competition for intellectual capital and turning into an educational province.

Universal Higher

Access to education has been the dominant global idea of ​​the last fifty years. The share of the population enrolled in school and higher education has increased several times. The percentage of people with higher education in the G20 countries is close to 40%, and in some countries (Russia, Canada, Japan and South Korea) it exceeds 55%.

The world is faced with a phenomenon where the educational level of each next generation is higher than the previous one. Today, many parents no longer imagine that their children will not graduate from college. Having a university degree has become a social norm, and not a sign of belonging to the intellectual and professional elite, as it was just a few decades ago. Perhaps in the future, the driver of industry development will be the idea of ​​a “new higher” education, which will be focused on a limited circle of people and will return the principle of elitism.

Silver age potential

The main participants in the education system have so far been schoolchildren and university students - their involvement in the educational process is 50-90%, depending on the age category. But if over the past hundred years the number of young people under the age of 24 in developed countries has been relatively stable, then in the coming decades it will decrease.

At the same time, we see a significant increase in the number of people of working age and retirement age - in total, this is more than 1 billion people. They rarely participate in educational programs: no more than 40% of the working population and 5% of pensioners undergo annual training. In Russia, these figures are even lower (15 and 1%, respectively). In the era of the knowledge economy, which requires constant advanced training, it is people of working age and “silver” age that can become a new resource for the development of education. The focus of educational reforms and entrepreneurial initiatives will inevitably shift from schoolchildren and students towards a more mature audience.

Waiting for an “avalanche of innovations”

The war for talent, universal higher education and attention to older age groups require a major restructuring of the educational sector. What will be the new models of educational institutions that will replace traditional ones?

Some experts compare the depth and power of the upcoming changes to an “avalanche of innovations”, after which the educational landscape should change beyond recognition. Whether this is true or not can be judged based on an analysis of key trends that set the vector of changes for the next 20-25 years. These include:

digital revolution (horizon 0-5 years);

boom of educational startups (5-10 years);

industrial revolution and the emergence of new professions (10-15 years);

change in the person himself (15 years or more).

Let's look at each of these trends in more detail.

Digital revolution

Technological innovations arrived in the field of education with a delay of about 10 years. The first online projects appeared here in the 1990s and were associated with the translation of educational materials into electronic form. True, they did not have a serious impact on the industry. In 2011, second-generation projects entered the market—Massive Open Online Courses, or MOOCs. It is believed that it was at this moment that the digital revolution began in education.

Today, the annual growth of the online education market is 27%, traditional - 5%. In 2016, more than 50 million people around the world studied using the largest online platforms (EdX, Coursera, Udacity, etc.), of which about 800 thousand were Russians. In addition to private projects, a number of states have launched their own national platforms - Great Britain, Australia, Brazil, and in 2015, Russia.

Why did second-generation online projects become a real innovation in education? For example, the course “Artificial Intelligence” by Stanford University computer science professor Sebastian Thrun in 2011 attracted more than 150 thousand online students from all over the world. For the first time in history, exclusive knowledge, available to only a few hundred people and for a lot of money, became open to everyone and free of charge. The second innovation was the design of the courses: the classes did not last 45 minutes, as usual, but consisted of small video fragments of 5-10 minutes, thanks to which students maintained concentration.

2015 became a new milestone in the development of digital education. LinkedIn bought the Lynda.com project for $1.5 billion, which redefined the educational process. The basis of the program was not mini-lectures, but tutorials, short video instructions for representatives of different professions. Over the course of several years, the world's leading experts have created more than 25 thousand tutorials, and to access them you just need to buy a monthly, semi-annual or annual subscription. A new type of educational project has emerged - a kind of “smart fitness room”, where you can buy a ticket at any time.

The development of online education and its widespread use is a condition for the transition to the next technological innovation - the analysis of large data sets (Big Data) in education. This will lead to the emergence of new models for managing the educational process (individual educational trajectories) and active work with artificial intelligence (programming emotions).

If a country or educational institution fails to participate in the digital revolution, then within five years this will lead to a loss of students and income, and in ten years it will lead to an insurmountable technological gap in the education sector.

Education startup boom

Since the beginning of the 2000s, in the field of education, financial resources began to be attracted not by universities with a centuries-old history and brand, but by young teams of entrepreneurs. Ten years ago, the global volume of venture capital investments in educational startups barely reached $100 million, but in 2016 it exceeded $3 billion, which is comparable to the annual spending on education in individual countries.

The profiles of educational startups are diverse. For example, the most successful startup, which has raised more than $300 million, is TutorGroup, which teaches English over the Internet. And the Achieve3000 project, which has raised a quarter of a billion dollars, develops reading and comprehension abilities. One of the most striking examples of the new era is the Minerva program, which claims to prepare world leaders and innovators of the future. Its founders managed to raise more than $25 million at the idea stage.

All new educational projects have one thing in common - they are built on modern technologies, using a synthesis of advanced developments in the field of computer intelligence, digital technologies and behavioral psychology. Top education startups are already competing with traditional universities for investment and talent.

Industrial Revolution and the emergence of new professions

New technologies are causing “industrial revolutions” that change how companies operate. Business dictates new requirements for people’s competencies and the speed of obtaining them.

One of the main trends in the coming years is the transition to a “deserted economy”, when most routine operations will be performed by machines. For example, robots are much more efficient than humans in transporting goods or assembling final products. And artificial intelligence is already capable of making accurate medical diagnoses or providing services for selecting the best offers for hotels and flights.

Before our eyes, “retired professions” are appearing, leaving the market. The most striking example of recent years is the massive bankruptcies of travel agencies, losing competition to services like Booking.com or Airbnb. At the same time, thanks to new technologies, professions of the future are emerging that require intellectual skills and qualities that help make non-standard decisions.

The increasing rate of change is becoming another hallmark of the new industrial age. Thus, LinkedIn annually publishes the top 25 competencies most generously paid by employers. Judging by this rating, traditional skills (say, knowledge of a language or basic economics) are losing ground and becoming basic, while the most in-demand competencies arise at the intersection of traditional areas and new technologies (for example, social media marketing or digital finance). It is significant that the highest-paid competency of 2015—“distributed and cloud computing”—was previously absent from the rankings. Today it is no longer possible to build a successful professional trajectory for years to come, but the traditional education system is based on the principle of long-term planning.

The list of the most in-demand competencies will be updated more frequently. If previously a new profession arose once every 20-30 years, today - every 3-5 years. The ability of the education system to quickly respond to new demands, to train specialists not in 5 years, but in 5 months, becomes a condition for the country’s competitiveness. Most educational institutions in the world have yet to find an answer to this challenge.

But large companies no longer wait, but act - for them it is a matter of survival. For example, they are creating corporate universities - there are now more than 4 thousand of them around the world. Some are switching to the ideology of project-based and problem-based learning, which allows not only to quickly train employees, but also to solve strategic problems. The most advanced managers are rebuilding the entire management system, relying on the model of self-learning -organizations-. They use the concept of “tacit” knowledge - this is know-how and a set of professional practices that cannot always be formalized. The transfer of such knowledge does not occur through lectures or seminars, but through the process of mutual learning and interaction in the workplace. Teaching people to learn from each other is a more strategic solution, but it requires abandoning the rigid vertical structure that most companies are accustomed to.

Changing a person

According to scientists, the life expectancy of a person born today in developed countries will be 120 years. And this changes a lot. It is already customary to distinguish three working ages in a person’s life, differing in lifestyle, motivation and expectations from education.

The first working age (from 15 to 30 years) is associated with an active search for career opportunities. A person at this age, as a rule, does not have a family, rents housing and is ready to move around the world for the purpose of self-realization. Education for him is a necessary status and a “start in life.”

In the second working age (from 30 to 55 years), a person already has a family, children, a mortgage loan and elderly parents. Opportunities for changing places of work and residence are limited. Professional growth, the desire to gain recognition and take a worthy place in society come to the fore. Education here is necessary for building contacts, updating knowledge and skills, and building a reputation.

Finally, the third working age begins at 55 years. The children have grown up, the mortgage has been paid off, and there is time left to restore health and find a new activity for the soul. People are driven by the desire to pass on experience to younger generations, to feel like a significant part of the family and society. And education does not help with this yet.

Thus, each age requires its own approach and only in this logic the concept of lifelong education makes sense. However, the existing education system in the world is aimed mainly at the first working age. Now we need new formats for people 30-55 and 55+ years old, which would take into account their lifestyle and motivations. These could be business schools and corporate training centers, or for older people – “silver universities,” the idea of ​​which is becoming increasingly popular all over the world. Creating new programs for students of different ages is a task for the next 10-20 years, which advanced educational powers will be able to solve.

The beginning of big changes

The impact of all the described trends on the education sector will become obvious in 5-20 years. But this year we will see changes.

First, the wave of technological innovation will become more tangible for parents and students. New technologies will enter the classroom, mobile learning will become common practice in leading schools and universities around the world. For example, mobile phones will no longer be prohibited in exams, since tasks will be aimed not at memorizing information, but at solving problems that do not have a ready answer. Through the collection and analysis of large amounts of data, education will become adaptive - not the student will adapt to the pace of the educational process, but education will adapt to the student’s abilities and goals.

Secondly, given the financial situation in the world and the decline in the investment potential of governments and corporations, households will become the main drivers and sponsors of changes. In international practice, the term “choice reform” has already appeared, when the vector of development is set not by the regulator, but by the people paying for education. We are already seeing a similar trend in preschool education - the explosive growth in the number of mobile educational applications for children, the purchase of which is paid for by parents. The same will happen in school and additional education.

Finally, the boom in educational startups will continue, with more and more countries participating. Perhaps the best educational organization of the 21st century is not Harvard or Stanford, but a company that will appear in 2017. And I would like it to be created in our country.

Since the 1960s. in world pedagogy intensively develops ideas lifelong (permanent, continuous) education. These ideas have acquired relevance and significance, being a response to radical shifts in the world community caused by changes in the structure of production, the internationalization of public life, the development of new technologies, and the movement towards an information-oriented world. In modern conditions, the population’s need for continuous updating of knowledge and skills has increased.

Lifelong education refers to the encouragement of personal development throughout life and the relationship between school (institutional) and out-of-school (informal) education and training. Lifelong education means continuity between preschool, out-of-school and school institutions, self-education, training and retraining of active participants in the socio-economic life of society. It provides for the development of a system of periodically repeated training and the enrichment of out-of-school educational programs. Lifelong education forms the ability and motivation for self-education. School is seen as a launching pad for lifelong education. She should be given not only a basic education, but also training that allows her to act and think proactively and independently. An obstacle to lifelong education is the weak connections between educational institutions and out-of-school care and education. Successful attempts to eliminate such obstacles include the activities of cultural and educational centers.

Among informal channels of upbringing and education, student organizations occupy an important place. The most widespread and influential are scout organizations. The basis of their program is to teach how to lead and obey, to educate for activities in the name of the public good. The Scout movement has accumulated extensive experience in educating honest, brave, dexterous, and quick-witted people.

The concepts of adult education are related to the problems of lifelong education (andragogy). Andragogy is not an analogue of lifelong education, being one of its components.

Chapter 3. School and pedagogy in Russia at the end of the 19th - beginning of the 20th centuries.

General view

At the end of the 19th - beginning of the 20th centuries. Russian schools have entered a period of quantitative and qualitative transformations. The number of schools and student populations increased. Some zemstvos planned to implement universal primary education by the end of the 19th century. Zemstvo schools successfully competed with state educational institutions in the field of primary education. The private school turned out to be an important area of ​​reform.

Educational societies, hundreds of public libraries, new pedagogical journals appeared: “Russian School”, “Bulletin of Education”, “Education”, etc. A significant number of publications of new literature on pedagogical issues appeared.

The society realized that the needs and level of development of education were becoming more and more obvious. The character of the school itself was revised. The question was raised about the transition from a traditional school, where knowledge, abilities, and skills were imparted, to a school that was supposed to prepare not only an executive, but also an initiative, independent, widely educated person.

Pedagogical issues have attracted the attention of philosophers, sociologists, psychologists, and natural science specialists. In turn, teachers constantly turned to other sciences, using their results in developing theoretical problems. New pedagogical approaches that opposed traditionalism were developed.

Domestic pedagogy developed in close cooperation with the pedagogical thought of leading foreign countries. Our teachers were well informed about everything that was happening in the world school and pedagogy, which could not be said about their foreign colleagues in relation to Russian pedagogy.

Education and pedagogy in Russia at the turn of the XIX-XX centuries. were on the rise. At the same time, their development occurred with a sharp increase in internal social tension, in conditions of revolutionary explosions, regional and global wars (revolutions of 1905-1907, 1917, Russian-Japanese, World War I), which left a deep mark on education and pedagogical thought , led to a sharp politicization of pedagogical problems. For the first time in Russian history, education issues were discussed with the participation of political parties.

Continuous education is a distinctive feature of modern society. This is a step-by-step and lifelong process that ensures constant replenishment and expansion of a person’s knowledge.

There are several stages in lifelong education:

• children's and youth education - training, education and development of a person, which precedes his entry into independent life;
• adult education is an educational activity during adulthood, accompanied by practical activities.

The famous proverb “Live and learn” in today's realities takes on a new, important meaning. This proverb is embodied in today's reality. Without this, a person cannot lead a full social life.

The diagram presented below clearly reflects the continuity of education.

The main goal of lifelong education is to develop independence, determination and responsibility in a person, strengthening the ability to adapt to everything new. There are many forms of continuing education:

• lifelong;
• initial;
• additional;
• postgraduate;
• professional and other forms.

The continuity of the educational process allows a person to understand his inner world and the world around him. Such education contributes to the fulfillment of the social role of the individual in the process of work and life in society.

In the context of the issue under consideration, one should distinguish between lifelong education and lifelong learning. Education is a matter of socialization, and teaching is functionally upbringing and teaching. The first involves professional retraining and learning other skills throughout life.

Through continuous education, the educational potential of the individual throughout life is ensured. To realize continuity, education must be provided by a system of institutions that meet the needs of a particular individual and society as a whole.

The system of continuous education is widespread today throughout the world. Continuing education is expressed by many terms, such as continuing education, lifelong education, lifelong learning, permanent education and others. One of these variations of lifelong education is renewable education. It represents education in parts throughout life and implies a departure from long-term education in an educational institution. With renewed education, the learning process alternates with other types of activities, in particular professional ones.

The modernization of Russian education begins and the draft concept outlines four main directions:

• transition to continuous vocational education;
• growth of the quality component in vocational education;
• formation of investment attractiveness of education;
• reform of general (secondary) education.

The continuing education system in this project consists of three elements:

• transition from management of higher education institutions to a system of management of individual programs;
• refusal of accreditation of universities and transition to accreditation of educational programs, gradual introduction of a credit-module system of educational programs;
• creation of independent centers for assessing the quality of education.

Continuity goes well with the variability of education and is supported by the variety of types of educational institutions and the variety of pedagogical technologies.

A continuous education system is possible if there is a network of related educational institutions, within which a space of educational services is created that ensures the interconnection and continuity of programs that can satisfy the demands and needs of modern people.

Information technologies help to successfully cope with the transition to lifelong education.

Definition

Continuity is a consistent chain of educational tasks throughout the educational process, transforming into each other and ensuring the progress of students forward at each time period.

Continuity, in turn, is continuity at the boundaries of various stages or forms of education; in fact, it is a unified organization of these stages or forms within the framework of an indivisible education system.

Continuity in education can be schematically depicted as shown in Figure 2.

Continuity requires the development and adoption of a unified system of goals and content of education throughout the entire educational period from kindergarten to postgraduate education.

In modern Russian education there is no unified system; goals are not consistent with each other at the junctions of various stages and forms of education.

One of the most important tasks is to ensure the holistic and meaningful unity of educational activities throughout the educational process. As already mentioned, education is a continuous process that lasts a lifetime; accordingly, it is necessary to talk about the unity of the system of continuous education.

Revision of the principles of modern education at each stage requires new views on the relationship between the various stages of children's education. Individual links in the educational process are losing their unity. This inevitably affects the formation of a holistic, harmoniously developed personality and the quality of education in general. Ensuring the continuity and continuity of education at all stages of education allows us to most effectively solve the issues of education and training of each individual.

Sergey Filonovich, dean of the Higher School of Management, National Research University Higher School of Economics:

What skills do you need to have to ensure your future employability? The specificity of the new reality is globalization, the wild speed of change and the enormous progress of technology that puts pressure on us all.

It seemed to us that with the progress of technology, we would be freed from routine and would do more creative things that require serious intelligence. But it’s funny: there are now a huge number of couriers roaming around Moscow delivering food. Because of artificial intelligence, a person is left with unskilled work, which is difficult and expensive to do with the help of AI - it’s easier to hire a courier. It turns out that machines are taking away from us the work we were counting on.

How to counter this trend? The essence of future competitiveness is based on the new quality of knowledge and set of skills that a person must possess.

Updating knowledge. In the most progressive industries, after 1.5–2 years, half of the knowledge ceases to provide a competitive advantage. To create it, you need to generate new knowledge. A person is doomed to lifelong education. No matter what wonderful university you graduate from, if you don’t update your knowledge, at best it will last for five years. After this, you may find yourself outside the competitive zone of the labor market.

The ability to forget. Many things that we learn at school and university are now changing a lot. The worst will be for excellent students - they learn to death and forget the hardest. C students shouldn’t rejoice either: they simply forget, but it’s more difficult to master knowledge.

The habit of acquiring new knowledge and its wide coverage. It is necessary to draw a variety of knowledge from a variety of sources, which is then uniquely synthesized in the human brain.

Mastering new technologies. For me, as a member of the baby boomer generation, this is the most difficult thing for me: I have a habitual way of consuming knowledge. But I need to take an example from my grandchildren: they consume knowledge faster with the help of new technologies and, to some extent, teach me this.

Once we abandon the idea of ​​“lifelong learning,” we become uncompetitive.

New skill set. What skills will be in demand in 2020, according to experts from the World Economic Forum? The importance of critical thinking is growing, but its prevalence is not. Among the required skills, emotional intelligence has appeared, which did not exist back in 2015. Creativity jumped from tenth to third place in five years.

And a mysterious skill appeared - cognitive flexibility. I flatter myself with the hope that it is, to a certain extent, inherent in Russian people. Psychologists define cognitive flexibility as a person’s ability to hold diverse and even contradictory ideas in their minds and at the same time be able to operate with them and act. One day, a close American friend of mine showed me a quote from the writer Francis Fitzgerald: “The mark of a first-rate brain is the ability to hold two mutually exclusive thoughts in your head at the same time without losing the ability to think.” I told him that this is a very American thought: “We Russians can keep at least five in our heads - our life is such that its different aspects are in constant contradiction.”

Cognitive flexibility in an increasingly complex world is indeed becoming an extremely sought-after skill that allows a person to maintain individual competitiveness.

Digital skills. What do they mean for non-programmers? This is an understanding of what an algorithm is, why it is needed and how to use it. This knowledge is not widespread at all. We need to rethink: what can and should be algorithmized?

Now people have a huge number of fears associated with the advent of artificial intelligence: it seems that it can deprive us of all our work and simply destroy humanity. These are all horror stories - people love to be afraid.

AI will be able to set tasks for itself and create the beginning of an algorithm. Often cited is the invention of an algorithm that allows a machine to play Go. This game is much more complicated than chess, it is endless. The algorithm was invented by a person, and the machine, based on the machine learning mechanism, plays with itself and learned so well that it beat the world champion.

But a program that beat the world champion at Go cannot learn to play chess. Until the machine sets its own goals, we need not be afraid of AI.

But this does not mean that humanity is not facing big and serious changes. One of our main tasks is to understand in which cases a person should be replaced by a machine, and in which cases it should not. When it is possible and necessary to algorithmize something, and when not. Each of us needs a fundamental understanding of what big data is. This does not mean "lots of data". Big data methods mean that humanity has learned to process large amounts of several types of data that do not need to be combed manually first. The machine itself can receive this data and process it. This saves a huge amount of human time and energy.

In 2010, Google, one of the most desirable employers, discovered that they had a very high turnover rate. They combined feedback data, quarterly employee and manager evaluation data... crunched through massive amounts of information and found that turnover was due to improper promotion of managers.

It seems intuitive: the correct promotion scheme in technology companies should be based on a person’s technological competence. It turned out that this was a misconception: everyone at Google understood technology well. An ordinary programmer does not need a person who is better at programming as a manager. He needs someone who will set a task, help resolve a possible conflict with colleagues or a neighboring department, and unite people to solve a common problem. That is, a person who has soft interpersonal communication skills.

Big data revealed that technical competence ranked only eighth out of ten factors influencing a person's attractiveness when becoming a boss. And in the first place are interpersonal skills.

As soon as Google changed the criteria for promoting people to management positions, their staff turnover decreased by 30% in the first six months. The good thing about big data is that it often produces counterintuitive results.

Interpersonal skills. There is a serious problem with them: young people understand digital skills much better than my generation, but their socialization skills are declining and it is difficult to resolve conflict situations. This needs to be taught, including because in certain conditions digital skills cannot be implemented without “soft” components.

Everyone has the opportunity to develop soft skills. We largely continue to communicate face to face, but difficulties arise. Let's see them not as troubles, but as opportunities for improvement. If you encounter a difficult person who is different from you and has difficulty understanding what you are saying, take it as a challenge, a problem that needs to be solved using soft skills.

Surround yourself with people who are different from you - this is one of the most important skills of a person of the future. If you are a nonentity in some area, in order to advance in it, you need to spend a lot of energy and a lot of time. But the result will not be very attractive: you will turn from insignificance into mediocrity. It is much easier to find what you are good at and bring this skill to perfection. It will take much less time and effort, but you will transform from a capable person to a brilliant one.

The question arises: what to do with your limitations and shortcomings? Collaborate with unlike people. If you surround yourself with people who love doing the things you hate, you will do the things you are good at. Why don't we do this? It is easier for us to deal with those who are similar to us: they are clearer and more predictable, and conflicts arise less often. Therefore, most people, unfortunately, surround themselves with people like them, limiting their opportunities.

Check what you have learned in a week, month, year if you want to build a life on learning. If you dismiss this idea by saying that you are too busy with operational things, then after a while you will find that you have remained in your place, and the world has moved on, and your competitiveness has sharply decreased.

Nowadays, more and more business representatives use teaching as an intellectual hobby. At Mail.ru, approximately 600 top managers teach in different places, not because they need money, but because teaching is turning into a form of self-education. When I teach my grandchildren, I understand something better myself. I have great motivation when communicating with them. The farther a person is from you generationally, in terms of intellectual development at the moment, the more difficult it becomes to teach him. If you cope with this task, you will understand what you teach much better.

How to develop interpersonal skills? Mainly through practice. If you are not a very good speaker and are dying of fear of any public speaking, the only way to learn how to speak is to force yourself to speak, in different audiences. I also did not immediately become a speaker: the first hour and a half lecture cost me such energy that I felt as if I had unloaded a carload of bags of cement. If something doesn’t work out, the main personal strategy is to force yourself to do it, to overcome fear, apprehension, and the desire to remain in the comfort zone.

Conflict management is a very important skill. There is a set of theoretical ideas that need to be mastered: conflicts are not always harmful, they have important potential.

Our life experiences most often lead us to become victims of the so-called cycle of conflicts and behave stereotypically in a conflict situation. For example, if as a child you grew up in an aggressive environment and were used to fighting, then in adulthood you will believe that this is the only way to defend your interests. If you grew up in an intelligent family, you were taught that conflict with others is harmful, then as an adult, even in a state of conflict, you will pretend that nothing is happening. This also needs to be abandoned. You need to be able to fight, to compromise, to be able to cooperate and give in.

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