Sum­mer inter­na­tion­al camp

Dates: June 25 — July 6, 2025
Main leaders: Daria Opelat, Yulia Plotnikova

Summer international campInter­na­tion­al Sum­mer Camp “For­mula of Unity 2025” was held in Gar­bolovo (Len­in­grad­sky region) from June, 25th to July, 6th. Our camp team was glad to wel­come par­ti­cipants from Cameroon, Rus­sia and Bulgaria.

 

The theme of the camp was obser­va­tion of soci­ety and its structure.

To imple­ment this idea, the teach­ers developed a mod­el role-play­ing game that took up the first half of the camp. Dur­ing this game, the par­ti­cipants took the pos­i­tion of observ­ers of soci­ety, explor­ing such phe­nom­ena as kind­ness, effi­ciency and mani­fest­a­tion. The par­ti­cipants explored them­selves, how they make decisions, how they inter­act with each oth­er, what emo­tions and feel­ings arise in the pro­cess, what res­ults they ulti­mately achieve. The bright finale of the first part was the event «Good and Evil». In the format of immers­ive theat­er, the stu­dents were able to immerse them­selves in the top­ic of the camp as much as possible.

The second part of the camp focused on mov­ing from the game to real life. Par­ti­cipants applied the know­ledge they gained in the first half to bet­ter under­stand the world around them. The social engin­eer­ing work­shop was par­tic­u­larly pro­duct­ive, as stu­dents developed sev­er­al socially sig­ni­fic­ant pro­jects aimed at improv­ing life in their cities.

The edu­ca­tion­al com­pon­ent of our camp included five classes: math­em­at­ics, music, psy­cho­logy, pro­gram­ming, and social engin­eer­ing. Par­ti­cipants remained in one chosen group through­out the camp. Let’s give the floor to the class teach­ers to learn about the les­son con­tent firsthand.

 

Math­em­at­ics, Koz­in­ski DanilSummer international camp

List of top­ics covered in the classes:

  1. Intro­duc­tion to Logic. What is Logic? Sub­ject of Logic, its objects of study. Defin­i­tion of a Proposition/​Statement. Neg­a­tion, Con­junc­tion, Dis­junc­tion. Statement(propositional) form and truth table. Law of Iden­tity. Law of Non-Contradiction。Law of Excluded Middle. Double Neg­at­ive Prop­erty. De Morgan’s Laws. Tau­to­logy and Contradiction.
  2. Implic­a­tion, Equi­val­ence. Argu­ment. Logic­al form of an argu­ment. Rules of Infer­ence. Emphas­is on Proof by Contradiction.
  3. Ele­ment­ary Set The­ory: Uni­on, Inter­sec­tion, Mem­ber­ship. Briefly on Pre­dic­ate Logic. Pre­dic­ates. Uni­ver­sal Quan­ti­fi­er and Exist­en­tial Quan­ti­fi­er. Neg­a­tion of State­ments with Quantifiers.
  4. Test on Logic. Intro­duc­tion to Num­ber The­ory. Indic­a­tion of the work­ing set (num­ber set). Divi­sion with Remainder. Unique­ness theorem
  5. Fun­da­ment­al The­or­em of Arith­met­ic (without proof). Defin­i­tion of Con­gru­ence Mod­ulo n. Prop­er­ties of Congruences.
  6. Prop­er­ties of Con­gru­ences Mod­ulo n (con­tin­ued). Divis­ib­il­ity Rules. Greatest Com­mon Divisor (GCD). Prop­er­ties. Defin­i­tion of Rel­at­ively Prime Num­bers. Bézout’s Iden­tity, corollary.

How the classes were conducted:

Gen­er­ally, classes were split into two parts: a lec­ture and a prac­tic­al seg­ment. Whenev­er pos­sible, I assigned stu­dents to prove a prop­erty on their own and then present it to the oth­ers. Dur­ing the prac­tic­al ses­sion, I gave stu­dents exer­cises that were related to the lec­ture con­tent. The final ses­sion included a test, which was replaced with an oral exam using ques­tion cards for two stu­dents who reques­ted it.

 

Social engin­eer­ing, Alexey DoilnitsynSummer international camp

Our classes were focused on learn­ing how to influ­ence the world around us by build­ing com­munit­ies and estab­lish­ing grass­roots ini­ti­at­ives. Lead­er­ship train­ing was based on trans­act ana­lys­is and mod­ern cha­risma the­or­ies. Our stu­dents observed the vari­ous stages of our group dynam­ics and did their best to apply the­ory to the group’s real-world needs. Con­stant self-reflec­tion on their role with­in the group allowed stu­dents to under­stand their indi­vidu­al styles of lead­er­ship and devel­op their com­mu­nic­a­tion skills.

Summer international campDur­ing our classes we observed a wide vari­ety of inform­al com­munit­ies with com­pletely dif­fer­ent life­styles, dis­cuss­ing the pros and cons of their approaches. We explored their his­tory, achieve­ments, and the price of their choices. This work included watch­ing doc­u­ment­ar­ies and presentations.We also applied club evol­u­tion the­or­ies to dis­cuss their devel­op­ment. Learn­ing from these examples, we explored how to estab­lish your own social pro­ject or run a suc­cess­ful social club. At the end of the camp stu­dents came up with an idea of a group pro­ject which they are going to start in the upcom­ing autumn. The pro­ject is ded­ic­ated to street safety in Cameroon and focuses on organ­iz­ing loc­al com­munity night patrols in muni­cip­al neighborhoods.

 

Music, Anny DidenkoSummer international camp

The main goal of the music course with­in the frame­work of the sum­mer school was the com­pre­hens­ive devel­op­ment of the music­al abil­it­ies of the par­ti­cipants, includ­ing both deep­en­ing indi­vidu­al skills and mas­ter­ing the prin­ciples of joint creativity.

Thus, the pro­file work con­sisted of the fol­low­ing stages:

  1. The­or­et­ic­al block.

Classes were held in lec­ture and dis­cus­sion formats in order to identi­fy the level of the­or­et­ic­al know­ledge of the par­ti­cipants and cla­ri­fy a uni­fied Eng­lish-lan­guage ter­min­o­logy for use in fur­ther training.

2. Prac­tic­al block.

Giv­en the diverse the­or­et­ic­al back­grounds of the par­ti­cipants, the work was focused on con­sol­id­at­ing exist­ing know­ledge and skills, and apply­ing them in col­lab­or­at­ive work formats. The group included par­ti­cipants with exper­i­ence in chor­al singing, play­ing the viol­in, gui­tar, and ukulele. They were provided with the neces­sary instru­ments, as well as key­board, wind, and per­cus­sion music­al instru­ments. The classes included the fol­low­ing activities:

  1. A dis­cus­sion of the dis­tinct fea­tures of dif­fer­ent coun­tries’ music­al cultures.
  2. Ana­lys­is (struc­ture, means of expres­sion) of music­al pieces pro­posed by the teach­er and participants.
  3. Sight-read­ing of music­al pieces (mainly vocal).
  4. The use of orches­tra­tion and arrange­ment to add instru­ment­al parts, played by par­ti­cipants, to vocal pieces.
  5. Indi­vidu­al and group impro­visa­tion ses­sions aimed at devel­op­ing the abil­ity to listen to part­ners and cre­ate a single artist­ic statement.

Summer international campDue to the per­form­ance of mainly vocal pieces, most classes were held in the format of chor­al rehears­als with an emphas­is on voice pre­par­a­tion and ensemble tun­ing, which evoked a sig­ni­fic­ant response and interest from the par­ti­cipants. Skill devel­op­ment was rein­forced by per­form­ances at camp-wide events.

  1. Group pro­ject.

The final stage of the course was a col­lab­or­at­ive pro­ject: record­ing a piece of music chosen by the par­ti­cipants. Dur­ing the pre­par­a­tion for the record­ing, par­ti­cipants applied the skills they had developed through­out the prac­tic­al block. They also gained valu­able exper­i­ence work­ing with pro­fes­sion­al audio record­ing equip­ment and soft­ware. This col­lab­or­at­ive pro­ject served as tan­gible evid­ence of the group’s progress.

Des­pite some dif­fi­culties in dis­cuss­ing the­or­et­ic­al con­cepts, par­ti­cipants were highly pro­act­ive and offered many of their own ideas dur­ing the prac­tic­al part of the course. By the time of the joint pro­ject, the group had learned to under­stand each oth­er and respect their cul­tur­al and per­son­al dif­fer­ences. They also suc­cess­fully involved even the most reserved and inex­per­i­enced mem­bers in the process.

 

Psy­cho­logy, Car­o­lina A. SamarinaSummer international camp

Des­pite the fact that the les­sons were entirely in Eng­lish, which is not the nat­ive lan­guage for the par­ti­cipants, they passed the class suc­cess­fully. Vari­ous inter­act­ive teach­ing meth­ods, visu­al aids and oth­er aux­il­i­ary tools were used. When it was dif­fi­cult for someone to under­stand a cer­tain top­ic, oth­ers helped by explain­ing the mater­i­al in their own words, which in turn was use­ful in order to retain more inform­a­tion. In order to track the learn­ing of the mater­i­al, the pro­gram was built on the basis of a con­cent­ric mod­el, which made it pos­sible to intro­duce new con­cepts organ­ic­ally dur­ing each les­son and use them more con­fid­ently without over­load­ing the chil­dren with a lot of unfa­mil­i­ar information.

The dif­fi­culty of teach­ing psy­cho­logy at inter­na­tion­al camps is rooted in the fol­low­ing issues:

- His­tor­ic­ally, the Rus­si­an school of psy­cho­logy has had a strik­ingly dif­fer­ent struc­ture com­pared to its for­eign coun­ter­parts. This requires the adapt­a­tion of key con­cepts or the cre­ation of new ter­min­o­logy to aid in the under­stand­ing of more com­plex ideas. Com­par­ing the approaches and clas­si­fic­a­tions used by psy­cho­lo­gists in dif­fer­ent coun­tries was a fre­quent way to illus­trate vari­ous points of view.

- Psy­cho­logy deals with abstract, intan­gible pro­cesses, often requir­ing com­plex vocab­u­lary. This lim­its the top­ics that can be effect­ively taught to chil­dren learn­ing in a for­eign language.

In order to solve these prob­lems, it was decided to use top­ics that over­lap with those already avail­able in «house­hold» psy­cho­logy. We also decided to select the mater­i­al based on the par­ti­cipants’ sci­entif­ic interests. The goal was to apply the know­ledge in real-life situ­ations and con­duct our own research, while inter­act­ing with oth­er study groups of the camp.

In the middle of the camp we organ­ized a class exchange with the lead­er­ship class in order to expand the under­stand­ing of related sci­ences and ana­lyze the soci­olo­gic­al aspect of the struc­ture of soci­ety using psy­cho­logy, espe­cially the know­ledge about human beha­vi­or and its causes.

Summer international campDur­ing classes the fol­low­ing themes were dis­cussed: intro­duc­tion to gen­er­al psy­cho­logy (the rela­tion­ship of psy­cho­logy with philo­sophy and oth­er sci­ences, the his­tory of psy­cho­logy), the main approaches used in psy­cho­logy and their founders,  struc­ture of the psyche con­cepts and its defence mech­an­isms, types of men­tal pro­cesses (with­in the frame­work of this top­ic, the emo­tion­al-voli­tion­al sphere, char­ac­ter, per­son­al­ity and its accents were dis­cussed the most), psy­cho­dia­gnostics, com­par­at­ive char­ac­ter­ist­ics of clin­ic­al psy­cho­logy and psy­chi­atry, art ther­apy and oth­er areas of psychotherapy.

The study group had a friendly and trust­ing atmo­sphere. As a teach­er, I am very proud of my stu­dents. I believe that each one of them has done a great and import­ant job not only in the edu­ca­tion­al pro­cess but also in their per­son­al growth. Each of the par­ti­cipants set indi­vidu­al goals for them­selves, which, in my opin­ion, have been achieved. Ini­tially, the stu­dents had dif­fer­ent Eng­lish levels, dif­fer­ent levels of know­ledge about the class top­ics, and adap­ted to the camp format at their own pace, but the most import­ant goal of the pro­file was achieved — to motiv­ate stu­dents to con­tin­ue study­ing psy­cho­logy fur­ther on their own and to use the acquired know­ledge in real life.

 

Pro­gram­ming, Bor­is KharitonovSummer international camp

The class had two dis­tinct tracks: begin­ners and advanced.

For the begin­ner group, we cre­ated a con­test with math prob­lems and sup­port­ing the­or­et­ic­al ques­tions in Python. The work was aimed at study­ing vari­ous approaches to solv­ing prob­lems in programming.

The advanced group worked on a large pro­ject: devel­op­ing a Sudoku solv­er. While they were debug­ging, I offered feed­back on the code’s speed and effi­ciency, and the group improved their pro­ject  By the end of the class, both groups had acquired devel­op­ment skills, the first group received access to the con­test for fur­ther inde­pend­ent prob­lem solv­ing, while the second group was giv­en an assign­ment to con­tin­ue improv­ing their code.

 

The after­noon at our camp is as import­ant as the classes. It is dur­ing group and camp-wide events that par­ti­cipants immerse them­selves in the camp theme, learn how to organ­ize and con­duct events, reflect, com­mu­nic­ate effect­ively, improve soft skills, and learn more about each oth­er and themselves.

Let’s see what events filled our camp dur­ing these twelve unfor­get­table days!

Dur­ing the first day of our camp stu­dents met the camp staff and dis­covered the ter­rit­ory of the camp by play­ing dif­fer­ent games.

The second day was ded­ic­ated to the plan­ning of the camp: the par­ti­cipants talked about dif­fer­ent events which they would like to organ­ize and to par­ti­cip­ate in; they also had an oppor­tun­ity to get to know each oth­er bet­ter and to get closer through social gath­er­ings and music events

On the third day stu­dents took part in the open­ing of the camp: they chose a name for each of the groups and made a per­form­ance which rep­res­en­ted the names that they had chosen. Par­ti­cipants also took part in per­suas­ive duels and a dance com­pet­i­tion, both of which were quite intense.

On the fourth day of camp, the observ­ers learned to trust each oth­er through team-build­ing activ­it­ies. Each game required them to be united and sup­port­ive. Stu­dents became closer to each oth­er, espe­cially after trust-fall.

The fifth day of the camp was very “cozy” because the par­ti­cipants received guests in our team places, telling them about our teams. They also took part in the circle of unity and in the united even­ing light — these activ­it­ies allowed stu­dents from dif­fer­ent teams to spend more time together.

What was spe­cial about the sixth day? We should men­tion the photo-cross made by one of our event coun­cils: the tasks were neither simple nor obvi­ous, so it took the chil­dren time to com­plete them; and in the even­ing our observ­ers par­ti­cip­ated in the game “Good and Evil”, where they listened to chilling stor­ies and had to make dif­fi­cult decisions.

The sev­enth day of the camp was dif­fer­ent from the oth­ers because the par­ti­cipants vis­ited Saint-Peters­burg. While one group vis­ited the Her­mit­age Museum, the oth­er dis­covered the beauty of the city cen­ter on a stroll.

The eighth day of the camp was ded­ic­ated to feel­ings. Stu­dents watched the movie “Inside Out”, then they split up into teams led by dif­fer­ent emo­tions (Joy, Sad­ness, Fear, Dis­gust and Anger) and made short films rep­res­ent­ing each of these emotions.

On the ninth day of the camp the par­ti­cipants organ­ized a great tal­ent show, reveal­ing just how cre­at­ive our stu­dents are: they listened to songs and poems, watched dances and even sang the fam­ous song “Happy Birth­day” in sev­en languages.

The tenth day of the camp included TED Talk organ­ized by stu­dents and a big disco event from the event coun­cil. Our camp mem­bers finally had an oppor­tun­ity to relax and dance a lot.

The last day of our camp was intense and emo­tion­al: the par­ti­cipants ana­lyzed all the events that they had had; they par­ti­cip­ated in the clos­ing cere­mony and said good­bye to each oth­er dur­ing even­ing lights. The par­ti­cipants also had an oppor­tun­ity to talk to each oth­er for the last time dur­ing our final activ­ity — the farewell.

 

Part­ing is one of the sad­dest moments of our lives. That’s why the camp team is look­ing for­ward to next sum­mer and is already pre­par­ing Сamp 2026. See you next time!

 

Sum­mer inter­na­tion­al camp

In sum­mer 2025, Euler Found­a­tion is once again hold­ing an edu­ca­tion­al camp “For­mula of Unity”. School stu­dents of 14–20 y. o. from all over the world are invited to participate!…