Educare: inspiration through education


The potential of every human being is limitless. Our mission is to awaken the feeling of excitement, awe and seeing life as the endless process of discovery in adults and to keep it alive in children – all through education.


Education should inspire, not limit, the natural human curiosity and strive for growth. It should not “teach” the truth. Rather, it should provide instruments to discover it. Knowledge cannot be given, it can only be acquired. We create, manage and support educational institutions and methods, which help teachers to give and learners to take such instruments and use them successfully.


We combine education with care: for yourself, for others, for the world.


The 21-century person: Happy. Smart. Green.


We strive to help the 21st century generation to be happier, healthier, more successful, free and curious than the any of the previous ones. How can this be done given the technological, environmental and economic challenges of our time? We believe, that the 21st century person:


… needs to be a philosopher.

That is why we find teaching philosophy, critical thinking, self-reflection, problem-solving, logic and math crucial at any stage of education.


… is a holistic person and sees him/herself as an important element in an united and interconnected world.

Everything is interconnected: the mind, body and spirit; the person and the community; all human beings and the natural world. Hence the holonic identity picture of “myself-me and my family –me and my community – me and my country – me and the whole humanity and the planet – me and the universe”.


… takes responsibility

for him/herself (learning how to harmonize him/herself physically and emotionally, maintain health and stay safe with the help of healthy nutrition, physical exercise, hygiene, reflection, use of natural sources of energy and learning about safety) and the environment.

… is well-educated and self-disciplined

An educated person has to know something about all things and everything about something. Education and growth is simpossible withoud self-discipline. We don’t believe in the educational approaches which are based on developing only the strengths of a learner and following exclusively his/her interestes already in an early age. “If you don’t like chemistry, you don’t have to learn it”, – is not our idea of a good education.

… turns to nature as the source of inspiration, beauty and energy, treasures and sustains it.


We combine these qualities in our motto: “Happy. Smart. Green”.

Who we are

We are a team of professionals (educators, architects, social scientists, lawyers, business consultants, financial experts) based in different parts of the word (Frankfurt, London, Brussels, Tel Aviv, San Paolo etc.), dedicated to combining education with care. Most of us are loving parents who want their children to live in a happy, smart and green world.


The team lead and the CEO is Dr Tatyana Bogushevitch.

Tatyana Bogushevitch is a social entrepreneur, business consultant and researcher, focusing on educational start-ups and development of educational projects – local as well as international.  Tatyana holds a PhD degree in Social Sciences and is author of numerous academic publications. Her portfolio includes a photography and cinema school in Riga (Latvia), project of an international British boarding school in Jurmala (Latvia), an art school and gallery in Istanbul (Turkey), as well as international start-ups consultancy and educational research projects.

Our approach to education

Maria Montessori: “Help the person feel part of the wholeness of the universe, and learning will naturally be enchanted and inviting”.”[1]


UNESCO sees “the holistic development of a child as a process of self-actualization and learning that combines an individual’s mental, physical, social, emotional and spiritual growth[2]. As The Australian Department of Education, Employment and Workplace Relations puts it, “Holistic approaches to teaching and learning recognize the connectedness of mind, body and spirit. When early childhood educators take a holistic approach they pay attention to children’s physical, personal, social, emotional and spiritual wellbeing as well as cognitive aspects of learning… They recognize the connections between children, families and communities and the importance of reciprocal relationships and partnerships for learning…  An integrated, holistic approach to teaching and learning also focuses on connections to the natural world. Educators foster children’s capacity to understand and respect the natural environment and the interdependence between people, plants, animals and the land”[3].


The old system of treating subjects as separate chunks of knowledge cannot work anymore. We don’t slice the reality or break it into different pieces. We show the world in its unity, through direct engagement with the environment, where music is based on math, art is inseparable from history, history from geography, biology from chemistry etc. The world is a symphony; learn to recognize the contribution of each instrument (and to play them yourself!) but don’t forget to appreciate the music. That also means that the educators are a part of an orchestra and should work together closer, than ever before.


Our projects

We are now working on a project of a kindergarten in Wurzburg, Germany (link to the Facebook page). Our portfolio includes a photography and cinema school in Riga (Latvia), project of an international British boarding school in Jurmala (Latvia), an art school and gallery in Istanbul (Turkey), as well as international start-ups consultancy and educational research projects.

[1] Miller R. “Path of Learning – Educating the Child’s “Inner Power”, 2006, http://www.raiselearning.com.au/blogs/news/5818384-exploring-holistic-approaches-for-early-childhood-educators, retrieved on the 1st of February, 2017.

[2] UNESCO “An Integrated Approach to Early Childhood Education and Care – Early Childhood and Family Policy Series n°3”, 2002.

[3] The Australian Department of Education, Employment and Workplace Relations, 2009.


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