WEBVTT
00:00:00.000 --> 00:00:09.679
Rukes Stella is a portugalist where Janne Stalameli and Jussepa Kastabolainen to talk about the themes of our book Rukres Stanala: How we have misunderstood football.
00:00:10.080 --> 00:00:17.280
We explored the beautiful game, complex relationships between humans and their environment and the nature of skill in football.
00:00:17.679 --> 00:00:18.960
Welkom to debate.
00:00:25.039 --> 00:00:33.280
Last week, and related to skill learning in football and more broadly in human life, we introduced the concept of enskillment.
00:00:33.600 --> 00:00:40.000
Enskillment is the proces through which a person becomes skillful by engaging with their environment.
00:00:40.479 --> 00:00:54.479
So, rather than acquiring skill as knowledge storät in the mind, enskillment describes how skill grows through practice attention and participation in a living world of people, materials and situations.
00:00:54.960 --> 00:01:02.240
If you have not listened to that episode yet, it is worth starting there because today we continue from that foundation.
00:01:02.479 --> 00:01:09.280
In this episode we continue with the end skillment and we move towards themes of learning and teaching.
00:01:09.519 --> 00:01:26.560
A traditional view of teaching is often something like this: the coach or teacher explains what should be done, gives the learner the correct information and then assumes that once this information is in the learner's head, the learner will be able to perform the action and become more skillful.
00:01:26.799 --> 00:01:39.040
Yes, Janny, for example, classical example in football a coach might explain the inside foot pass like this: open the foot, place the supporting foot next to the ball, swing the leg through, and so on.
00:01:39.200 --> 00:01:44.719
And in this way of thinking, teaching becomes a process of transferring knowledge from coach to player.
00:01:44.879 --> 00:01:51.280
The coach gives the information, the player stores it, and then skill appears through correct execution.
00:01:51.519 --> 00:01:54.799
But in enskillment, teaching and learning are understood differently.
00:01:54.959 --> 00:02:07.760
From this perspective, the beginner becomes more skillful by learning to open and refine their attention toward features of the world around them and by learning to place themselves in relation to those features.
00:02:08.080 --> 00:02:19.120
So if we take the example of a master and apprentice, the apprentice is placed in a practical situation and encouraged to attend to things such as what does this feel like?
00:02:19.360 --> 00:02:20.800
What does this look like?
00:02:21.039 --> 00:02:22.400
What does this sound like?
00:02:22.639 --> 00:02:28.800
The learner is helped to direct attention toward the aspects of the environment that matter for skillful action.
00:02:28.960 --> 00:02:36.479
And in this way the learner gradually learns to see, hear and feel in ways that are vital for any skilled performer.
00:02:36.719 --> 00:02:42.080
This connects directly to James Gibson's idea that learning is the education of attention.
00:02:42.319 --> 00:02:49.360
In other words, learning is about guiding attention, helping a person become more sensitive to the information that matters.
00:02:49.759 --> 00:02:54.479
We can also approach teaching and learning through the roots of the words themselves.
00:02:54.719 --> 00:03:06.800
Tim Ingold, who we talked about already in the earlier episode, points out that the root of the word education can be traced to the Latin ex ducere, which means to lead out.
00:03:07.120 --> 00:03:11.280
Teaching then can be understood as leading someone out into the world.
00:03:11.520 --> 00:03:20.400
And Ingold also reflects on the word attention, which can be linked to ad tendere, to stretch or reach towards something.
00:03:20.639 --> 00:03:32.080
So the learner is led outward into the world and in that process begins to reach toward it, to attend it and to become more sensitive to the information it contains.
00:03:32.400 --> 00:03:38.080
And in that process, the teacher can help the learner to stretch outward and become attuned.
00:03:38.319 --> 00:03:52.000
So when we are in the world, in a specific world, for example, trying to learn football, we try things, we search, we explore, we investigate, and through that process we gradually become more sensitive to the important things.
00:03:52.319 --> 00:03:54.240
That is how enskillment happens.
00:03:54.560 --> 00:03:58.960
It is similar in some ways to learning in a hunter or gatherer world.
00:03:59.199 --> 00:04:04.719
It happens inside the world itself and it is inseparable from doing and from place.
00:04:05.199 --> 00:04:12.000
So what is learned is not explicit knowledge stored in memory and transmitted from teacher to learner.
00:04:12.159 --> 00:04:19.279
Rather, it's gradually deepening, embodied attentiveness that is closely tied to the environment.
00:04:19.519 --> 00:04:25.040
So a person learns to become sensitive to a world, for example the football world.
00:04:25.199 --> 00:04:37.120
If we bring this into football practice and focus for a moment on training design, then the important question is not simply what exercise we do, but also how the coach acts within that exercise.
00:04:37.360 --> 00:04:42.240
And to be clear, this does not mean that players are just left completely free to do anything.
00:04:42.720 --> 00:04:45.600
That's not the point that it's kind of everything is free.
00:04:45.839 --> 00:04:48.079
But the point is that the whole situation matters.
00:04:48.240 --> 00:05:00.160
What kind of practices we design, how the coach acts during them, and also in a wider sense, what possibilities players have to try different things and gain different kinds of football experiences.
00:05:00.399 --> 00:05:09.519
And this brings us to an important question for coaches and teachers: what is the best way to guide a learner on the way towards something new?
00:05:09.759 --> 00:05:13.279
And the answer depends on how we understand human behavior and learning.
00:05:13.439 --> 00:05:22.160
Traditionally, when the learner is treated as an isolated individual, the questions become like this: What can I change inside the learner?
00:05:22.399 --> 00:05:26.800
Or how can I help the learner bring out the potential in a performance situation?
00:05:27.040 --> 00:05:34.000
But in an ecological approach where behavior and learning emerge in the learner environment system, the questions become different.
00:05:34.240 --> 00:05:37.680
How can I build an environment that supports learning?
00:05:37.920 --> 00:05:43.519
Or how can I help the learner come into a more skillful relation with the environment?
00:05:43.759 --> 00:05:46.800
There is also an important point here about mistakes.
00:05:47.120 --> 00:05:58.639
In older approaches, mistakes were often something to be avoided, and the goal was to move as quickly as possible toward the correct execution and the perfect execution, and there was only one.
00:05:58.879 --> 00:06:06.959
But when we speak about searching, exploring and experiencing, then mistakes become an important and valuable part of the process.
00:06:07.199 --> 00:06:12.000
In ecological dynamics, mistakes are not feared in that similar way.
00:06:12.240 --> 00:06:19.600
Of course, we want to help the learner find effective solutions in game situations, but the mistake itself is not dangerous.
00:06:19.759 --> 00:06:24.240
Often it is part of the learner beginning to search in a new way.
00:06:24.480 --> 00:06:27.199
Then comes another important coaching question.
00:06:27.360 --> 00:06:30.879
How strongly should we guide players towards something?
00:06:31.120 --> 00:06:38.160
Should coaching always be on the freer side, or can it also at the times be quite strict and restrictive?
00:06:38.399 --> 00:06:43.680
So, this is probably something that even people working in ecological dynamics would debate.
00:06:44.079 --> 00:06:49.759
Our view is that the coach has access to a fairly broad range of methods.
00:06:49.920 --> 00:06:56.480
Sometimes the situation can be more open with less direct feedback and more freedom for the players to explore.
00:06:56.800 --> 00:07:02.560
But sometimes it can also be more constraints with clearer guidance and tighter limits.
00:07:02.720 --> 00:07:06.399
So we think all of these can have a place in coaching, right, Jani?
00:07:06.639 --> 00:07:07.279
Yeah, exactly.
00:07:08.000 --> 00:07:17.120
The purpose should be to help players move towards something meaningful and important, not simply to make them repeat a movement perfectly over and over again.
00:07:17.360 --> 00:07:24.480
There may be situations where a player or a group has developed a very strong tendency to do something that is not helpful.
00:07:24.720 --> 00:07:36.399
In that case, it can make sense to constrain that tendency so that they do not keep returning to the same unhelpful behavior but begin to search for something else that might help them function better.
00:07:36.639 --> 00:07:38.480
Of course, the key is the balance.
00:07:38.720 --> 00:07:43.120
And that balance may be in a different place for every player in every group.
00:07:43.439 --> 00:07:51.920
That too is part of the art of coaching: finding the best means for that particular situation and helping the player or team move forward.
00:07:52.160 --> 00:07:56.639
And this brings us to another idea connected to skillment, learning and teaching.
00:07:56.879 --> 00:07:58.319
Walking along with.
00:07:58.720 --> 00:08:04.000
Many thinkers from different fields have spoken about this one form or another.
00:08:04.319 --> 00:08:12.480
Ingold has written about going along together, and the philosopher Jan Marschelein has also reflected on related ideas.
00:08:12.800 --> 00:08:17.839
In football, this could mean metaphorically that the coach walks together with the players.
00:08:18.160 --> 00:08:25.920
So teaching and coaching become a form of moving with players through the world where all of us are, in a sense, on the path of end skillment.
00:08:26.319 --> 00:08:31.199
The coach helps players on that path to notice certain forms of information.
00:08:31.519 --> 00:08:39.120
Again, structured specific information that can help them become more skillful, and the coach can work with players in many different ways.
00:08:39.440 --> 00:08:50.639
Sometimes the coach may stay more on the edge, observing from the outside in exercises for example, and other times the coach may step inside the activity and be more directly involved.
00:08:50.879 --> 00:08:55.919
Traditionally, the coach has often been placed outside the team or outside the exercise.
00:08:56.240 --> 00:09:02.480
The coach plans the practice, delivers it and observes it from the outside as the one who implements the plan.
00:09:02.879 --> 00:09:07.360
But when we sift the perspective, this can also lead to different methods.
00:09:07.600 --> 00:09:19.440
So the planning becomes more agile, the coach moves with the process, says what kinda challenges and successes emerge and adjusts the plan accordingly, not chaotically but responsively.
00:09:19.759 --> 00:09:24.399
There is a history of a coach who has coached on both football and ice hockey in Finland.
00:09:25.120 --> 00:09:35.360
He described how he had previously positioned himself more outside the training area, where he could observe the ejercile more objectively and see the so called bigger picture.
00:09:35.840 --> 00:09:40.000
Mutta then moment he began to experiment with something different.
00:09:40.399 --> 00:09:46.399
In football he stepped inside the practices, either playing or guiding from within the activity.
00:09:46.799 --> 00:09:52.960
In ice hockey he even entered the drills in full equipment, again either playing or coaching from inside.
00:10:07.360 --> 00:10:11.039
But he also felt that he came much closer to the players' world.
00:10:11.279 --> 00:10:15.360
He experienced the practices and the players' actions differently than before.
00:10:15.600 --> 00:10:21.039
The sessions became livelier both for him and for the whole practice process.
00:10:21.279 --> 00:10:24.799
In that sense he was walking with the players inside the activity.
00:10:25.200 --> 00:10:26.960
This also raises another question.
00:10:27.120 --> 00:10:37.919
What about a situation where a coach enters a normal game in training, plays in a particular position and asks a player in that position to follow closely what the coach does.
00:10:38.159 --> 00:10:39.360
Could that have value?
00:10:39.600 --> 00:10:41.360
We think it certainly could.
00:10:41.600 --> 00:10:49.279
Imagine for example an experienced former top center back working as a youth coach and playing together with a young center back during training.
00:10:49.440 --> 00:11:04.799
The younger player might learn a huge amount just from seeing in real time how the coach positions themselves in relation to the ball, how they orient toward opponents, how they organize the line, how they communicate, how they move and so on.
00:11:05.120 --> 00:11:08.240
That kind of shared activity can be super rich.
00:11:08.399 --> 00:11:11.919
And from there we can widen the thought even further.
00:11:12.159 --> 00:11:17.519
Could clubs create more opportunities for players of different ages and genders to train together?
00:11:17.759 --> 00:11:21.759
Could younger players learn from older players in direct shared practice?
00:11:22.000 --> 00:11:24.720
Could boys learn from girls and vice versa.
00:11:25.120 --> 00:11:28.559
And this is not only about younger players learning from older players.
00:11:28.799 --> 00:11:31.279
Older players can also learn from the younger ones.
00:11:31.440 --> 00:11:33.039
The learning goes both ways.
00:11:33.200 --> 00:11:39.120
Everyone learns because everyone has been exposed to somewhat different words and different forms of information.
00:11:39.600 --> 00:11:48.720
So perhaps one conclusion here is that we have not yet really explored the full possibilities of what enskillment could mean in practice.
00:11:48.879 --> 00:11:51.360
So there is still a lot to experiment with.
00:11:51.519 --> 00:11:56.080
We could challenge the clubs, the associations as well to try more.
00:11:56.320 --> 00:12:04.799
Let different age groups train together more often, let girls and boys train together more, create richer and more varied learning environments.
00:12:05.039 --> 00:12:09.600
We might then begin to see very interesting kinds of learning and development emerge.
00:12:09.919 --> 00:12:11.360
And that is enough for today.
00:00:00.000 --> 00:00:09.679
Rukes Stella is a portugalist where Janne Stalameli and Jussepa Kastabolainen to talk about the themes of our book Rukres Stanala: How we have misunderstood football.
00:00:10.080 --> 00:00:17.280
We explored the beautiful game, complex relationships between humans and their environment and the nature of skill in football.
00:00:17.679 --> 00:00:18.960
Welkom to debate.
00:00:25.039 --> 00:00:33.280
Last week, and related to skill learning in football and more broadly in human life, we introduced the concept of enskillment.
00:00:33.600 --> 00:00:40.000
Enskillment is the proces through which a person becomes skillful by engaging with their environment.
00:00:40.479 --> 00:00:54.479
So, rather than acquiring skill as knowledge storät in the mind, enskillment describes how skill grows through practice attention and participation in a living world of people, materials and situations.
00:00:54.960 --> 00:01:02.240
If you have not listened to that episode yet, it is worth starting there because today we continue from that foundation.
00:01:02.479 --> 00:01:09.280
In this episode we continue with the end skillment and we move towards themes of learning and teaching.
00:01:09.519 --> 00:01:26.560
A traditional view of teaching is often something like this: the coach or teacher explains what should be done, gives the learner the correct information and then assumes that once this information is in the learner's head, the learner will be able to perform the action and become more skillful.
00:01:26.799 --> 00:01:39.040
Yes, Janny, for example, classical example in football a coach might explain the inside foot pass like this: open the foot, place the supporting foot next to the ball, swing the leg through, and so on.
00:01:39.200 --> 00:01:44.719
And in this way of thinking, teaching becomes a process of transferring knowledge from coach to player.
00:01:44.879 --> 00:01:51.280
The coach gives the information, the player stores it, and then skill appears through correct execution.
00:01:51.519 --> 00:01:54.799
But in enskillment, teaching and learning are understood differently.
00:01:54.959 --> 00:02:07.760
From this perspective, the beginner becomes more skillful by learning to open and refine their attention toward features of the world around them and by learning to place themselves in relation to those features.
00:02:08.080 --> 00:02:19.120
So if we take the example of a master and apprentice, the apprentice is placed in a practical situation and encouraged to attend to things such as what does this feel like?
00:02:19.360 --> 00:02:20.800
What does this look like?
00:02:21.039 --> 00:02:22.400
What does this sound like?
00:02:22.639 --> 00:02:28.800
The learner is helped to direct attention toward the aspects of the environment that matter for skillful action.
00:02:28.960 --> 00:02:36.479
And in this way the learner gradually learns to see, hear and feel in ways that are vital for any skilled performer.
00:02:36.719 --> 00:02:42.080
This connects directly to James Gibson's idea that learning is the education of attention.
00:02:42.319 --> 00:02:49.360
In other words, learning is about guiding attention, helping a person become more sensitive to the information that matters.
00:02:49.759 --> 00:02:54.479
We can also approach teaching and learning through the roots of the words themselves.
00:02:54.719 --> 00:03:06.800
Tim Ingold, who we talked about already in the earlier episode, points out that the root of the word education can be traced to the Latin ex ducere, which means to lead out.
00:03:07.120 --> 00:03:11.280
Teaching then can be understood as leading someone out into the world.
00:03:11.520 --> 00:03:20.400
And Ingold also reflects on the word attention, which can be linked to ad tendere, to stretch or reach towards something.
00:03:20.639 --> 00:03:32.080
So the learner is led outward into the world and in that process begins to reach toward it, to attend it and to become more sensitive to the information it contains.
00:03:32.400 --> 00:03:38.080
And in that process, the teacher can help the learner to stretch outward and become attuned.
00:03:38.319 --> 00:03:52.000
So when we are in the world, in a specific world, for example, trying to learn football, we try things, we search, we explore, we investigate, and through that process we gradually become more sensitive to the important things.
00:03:52.319 --> 00:03:54.240
That is how enskillment happens.
00:03:54.560 --> 00:03:58.960
It is similar in some ways to learning in a hunter or gatherer world.
00:03:59.199 --> 00:04:04.719
It happens inside the world itself and it is inseparable from doing and from place.
00:04:05.199 --> 00:04:12.000
So what is learned is not explicit knowledge stored in memory and transmitted from teacher to learner.
00:04:12.159 --> 00:04:19.279
Rather, it's gradually deepening, embodied attentiveness that is closely tied to the environment.
00:04:19.519 --> 00:04:25.040
So a person learns to become sensitive to a world, for example the football world.
00:04:25.199 --> 00:04:37.120
If we bring this into football practice and focus for a moment on training design, then the important question is not simply what exercise we do, but also how the coach acts within that exercise.
00:04:37.360 --> 00:04:42.240
And to be clear, this does not mean that players are just left completely free to do anything.
00:04:42.720 --> 00:04:45.600
That's not the point that it's kind of everything is free.
00:04:45.839 --> 00:04:48.079
But the point is that the whole situation matters.
00:04:48.240 --> 00:05:00.160
What kind of practices we design, how the coach acts during them, and also in a wider sense, what possibilities players have to try different things and gain different kinds of football experiences.
00:05:00.399 --> 00:05:09.519
And this brings us to an important question for coaches and teachers: what is the best way to guide a learner on the way towards something new?
00:05:09.759 --> 00:05:13.279
And the answer depends on how we understand human behavior and learning.
00:05:13.439 --> 00:05:22.160
Traditionally, when the learner is treated as an isolated individual, the questions become like this: What can I change inside the learner?
00:05:22.399 --> 00:05:26.800
Or how can I help the learner bring out the potential in a performance situation?
00:05:27.040 --> 00:05:34.000
But in an ecological approach where behavior and learning emerge in the learner environment system, the questions become different.
00:05:34.240 --> 00:05:37.680
How can I build an environment that supports learning?
00:05:37.920 --> 00:05:43.519
Or how can I help the learner come into a more skillful relation with the environment?
00:05:43.759 --> 00:05:46.800
There is also an important point here about mistakes.
00:05:47.120 --> 00:05:58.639
In older approaches, mistakes were often something to be avoided, and the goal was to move as quickly as possible toward the correct execution and the perfect execution, and there was only one.
00:05:58.879 --> 00:06:06.959
But when we speak about searching, exploring and experiencing, then mistakes become an important and valuable part of the process.
00:06:07.199 --> 00:06:12.000
In ecological dynamics, mistakes are not feared in that similar way.
00:06:12.240 --> 00:06:19.600
Of course, we want to help the learner find effective solutions in game situations, but the mistake itself is not dangerous.
00:06:19.759 --> 00:06:24.240
Often it is part of the learner beginning to search in a new way.
00:06:24.480 --> 00:06:27.199
Then comes another important coaching question.
00:06:27.360 --> 00:06:30.879
How strongly should we guide players towards something?
00:06:31.120 --> 00:06:38.160
Should coaching always be on the freer side, or can it also at the times be quite strict and restrictive?
00:06:38.399 --> 00:06:43.680
So, this is probably something that even people working in ecological dynamics would debate.
00:06:44.079 --> 00:06:49.759
Our view is that the coach has access to a fairly broad range of methods.
00:06:49.920 --> 00:06:56.480
Sometimes the situation can be more open with less direct feedback and more freedom for the players to explore.
00:06:56.800 --> 00:07:02.560
But sometimes it can also be more constraints with clearer guidance and tighter limits.
00:07:02.720 --> 00:07:06.399
So we think all of these can have a place in coaching, right, Jani?
00:07:06.639 --> 00:07:07.279
Yeah, exactly.
00:07:08.000 --> 00:07:17.120
The purpose should be to help players move towards something meaningful and important, not simply to make them repeat a movement perfectly over and over again.
00:07:17.360 --> 00:07:24.480
There may be situations where a player or a group has developed a very strong tendency to do something that is not helpful.
00:07:24.720 --> 00:07:36.399
In that case, it can make sense to constrain that tendency so that they do not keep returning to the same unhelpful behavior but begin to search for something else that might help them function better.
00:07:36.639 --> 00:07:38.480
Of course, the key is the balance.
00:07:38.720 --> 00:07:43.120
And that balance may be in a different place for every player in every group.
00:07:43.439 --> 00:07:51.920
That too is part of the art of coaching: finding the best means for that particular situation and helping the player or team move forward.
00:07:52.160 --> 00:07:56.639
And this brings us to another idea connected to skillment, learning and teaching.
00:07:56.879 --> 00:07:58.319
Walking along with.
00:07:58.720 --> 00:08:04.000
Many thinkers from different fields have spoken about this one form or another.
00:08:04.319 --> 00:08:12.480
Ingold has written about going along together, and the philosopher Jan Marschelein has also reflected on related ideas.
00:08:12.800 --> 00:08:17.839
In football, this could mean metaphorically that the coach walks together with the players.
00:08:18.160 --> 00:08:25.920
So teaching and coaching become a form of moving with players through the world where all of us are, in a sense, on the path of end skillment.
00:08:26.319 --> 00:08:31.199
The coach helps players on that path to notice certain forms of information.
00:08:31.519 --> 00:08:39.120
Again, structured specific information that can help them become more skillful, and the coach can work with players in many different ways.
00:08:39.440 --> 00:08:50.639
Sometimes the coach may stay more on the edge, observing from the outside in exercises for example, and other times the coach may step inside the activity and be more directly involved.
00:08:50.879 --> 00:08:55.919
Traditionally, the coach has often been placed outside the team or outside the exercise.
00:08:56.240 --> 00:09:02.480
The coach plans the practice, delivers it and observes it from the outside as the one who implements the plan.
00:09:02.879 --> 00:09:07.360
But when we sift the perspective, this can also lead to different methods.
00:09:07.600 --> 00:09:19.440
So the planning becomes more agile, the coach moves with the process, says what kinda challenges and successes emerge and adjusts the plan accordingly, not chaotically but responsively.
00:09:19.759 --> 00:09:24.399
There is a history of a coach who has coached on both football and ice hockey in Finland.
00:09:25.120 --> 00:09:35.360
He described how he had previously positioned himself more outside the training area, where he could observe the ejercile more objectively and see the so called bigger picture.
00:09:35.840 --> 00:09:40.000
Mutta then moment he began to experiment with something different.
00:09:40.399 --> 00:09:46.399
In football he stepped inside the practices, either playing or guiding from within the activity.
00:09:46.799 --> 00:09:52.960
In ice hockey he even entered the drills in full equipment, again either playing or coaching from inside.
00:10:07.360 --> 00:10:11.039
But he also felt that he came much closer to the players' world.
00:10:11.279 --> 00:10:15.360
He experienced the practices and the players' actions differently than before.
00:10:15.600 --> 00:10:21.039
The sessions became livelier both for him and for the whole practice process.
00:10:21.279 --> 00:10:24.799
In that sense he was walking with the players inside the activity.
00:10:25.200 --> 00:10:26.960
This also raises another question.
00:10:27.120 --> 00:10:37.919
What about a situation where a coach enters a normal game in training, plays in a particular position and asks a player in that position to follow closely what the coach does.
00:10:38.159 --> 00:10:39.360
Could that have value?
00:10:39.600 --> 00:10:41.360
We think it certainly could.
00:10:41.600 --> 00:10:49.279
Imagine for example an experienced former top center back working as a youth coach and playing together with a young center back during training.
00:10:49.440 --> 00:11:04.799
The younger player might learn a huge amount just from seeing in real time how the coach positions themselves in relation to the ball, how they orient toward opponents, how they organize the line, how they communicate, how they move and so on.
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That kind of shared activity can be super rich.
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And from there we can widen the thought even further.
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Could clubs create more opportunities for players of different ages and genders to train together?
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Could younger players learn from older players in direct shared practice?
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Could boys learn from girls and vice versa.
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And this is not only about younger players learning from older players.
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Older players can also learn from the younger ones.
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The learning goes both ways.
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Everyone learns because everyone has been exposed to somewhat different words and different forms of information.
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So perhaps one conclusion here is that we have not yet really explored the full possibilities of what enskillment could mean in practice.
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So there is still a lot to experiment with.
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We could challenge the clubs, the associations as well to try more.
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Let different age groups train together more often, let girls and boys train together more, create richer and more varied learning environments.
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We might then begin to see very interesting kinds of learning and development emerge.
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And that is enough for today.
