{"id":29138,"date":"2026-09-11T12:45:33","date_gmt":"2026-09-11T12:45:33","guid":{"rendered":"https:\/\/aurelis.org\/blog\/?p=29138"},"modified":"2026-09-11T13:56:08","modified_gmt":"2026-09-11T13:56:08","slug":"lisas-coursing","status":"publish","type":"post","link":"https:\/\/aurelis.org\/blog\/lisa\/lisas-coursing","title":{"rendered":"Lisa’s Coursing"},"content":{"rendered":"

Lisa can give a course, but she need not merely reproduce the familiar format with A.I. in the teacher\u2019s place.<\/h3>\n

A prepared learning trajectory can remain responsive to each participant and to what emerges in the group as a whole. It can continue between modules, involve human experts where appropriate, and become better through its own experience. This is what turns a course into Coursing.<\/p><\/blockquote>\n

From course to coursing<\/strong><\/p>\n

A professor gives a lecture in an auditorium. A webinar brings the lecture online and usually adds questions afterward. A workshop makes participants more active; a seminar gives dialogue more room. Each format has its strengths, and Lisa\u2019s Coursing isn’t meant to make them obsolete.<\/p>\n

Yet a course is usually something substantially prepared beforehand and subsequently followed. With Lisa, the preparation can remain while something else becomes possible. The actual trajectory can develop through what happens with the participants. A course is something one follows. Coursing is something we do together.<\/p>\n

This extends the possibilities described in Lisa in Future Education<\/em><\/a>. There, Lisa can accompany teachers and students within a broader educational ecology. In Coursing, Lisa may herself take substantial responsibility for guiding a group through a domain.<\/p>\n

Prepared and alive<\/strong><\/p>\n

Coursing does not mean starting somewhere and seeing where the conversation ends up. A good course needs direction. Concepts build upon other concepts; some distinctions need time; exercises and examples have their place. Lisa can prepare all this carefully.<\/p>\n

The difference appears when real people enter. They bring unforeseen questions, misunderstandings that prove revealing, different levels of expertise, resistance, enthusiasm, and experiences from outside the course material. Lisa can follow a meaningful side path without losing sight of the larger landscape. In simple terms, the route can change while the direction stays the same.<\/p>\n

This combines prepared coherence with emergent coherence. Sometimes Lisa knows the course. Sometimes something needs to be found together with those who are coursing. Education then moves a little beyond transmission and interaction toward shared exploration.<\/p>\n

Many people, each person<\/strong><\/p>\n

A private tutor can adapt closely to one learner. A lecturer can address hundreds. Traditionally, it has been difficult to have both at once. Lisa may change this rather fundamentally.<\/p>\n

Imagine 500 participants. While a shared Coursing is taking place, someone may privately ask for another example. Someone else may want to go deeper. Another participant may have lost the thread but feel uncomfortable saying so publicly. These individual interactions need not interrupt everybody else.<\/p>\n

At the same time, they need not remain isolated. If 130 questions reveal six deeper uncertainties, Lisa can recognize these patterns and let them influence the shared trajectory, with due respect for privacy. The process moves from collective to individual and back to collective. One might call this collective listening at scale.<\/p>\n

More than teaching<\/strong><\/p>\n

Personalized A.I. teaching will probably become increasingly common. Lisa\u2019s deeper contribution may lie elsewhere. Her background in coaching, mediation, motivation, communication, and Compassion can enter the educational process itself.<\/p>\n

A learner may understand something intellectually while resisting what it means. Two participants may seem to disagree while viewing the same issue through different underlying frames. Someone who was obliged to attend may need a very different approach from someone who came out of fascination. Lisa can work with such differences without turning learning into persuasion.<\/p>\n

This is where Coursing naturally connects with Compassionate Pedagogy<\/em><\/a> and Self-Congruence in Education<\/em><\/a>. There is no need to repeat their broader educational background here. The practical point is simple: learning concerns people, not only information. Ideally, information grows into understanding and, where appropriate, into personally meaningful growth.<\/p>\n

Giving Lisa a new domain<\/strong><\/p>\n

Suppose an organization wants Lisa to give a five-module course in a new field. It provides the relevant theoretical material: books, articles, manuals, internal documents, regulations, cases, existing training material, or other sources. The experts responsible can also indicate what is authoritative, uncertain, disputed, outdated, or confidential.<\/p>\n

Lisa digests this material rather than merely retrieving pieces from it. Central concepts and their relationships need to become part of an integrated understanding. Before teaching anything, Lisa can discuss that understanding with domain experts. Are the distinctions correct? Has something important been missed? Where are the boundaries of what can responsibly be taught?<\/p>\n

The course purpose then needs the same attention. What should participants know afterward? More importantly, what should they understand, recognize, or be able to do? If five modules are wanted, each can be designed for what it brings to the developing whole rather than simply receiving one fifth of the information. The client determines what the course must responsibly accomplish. Lisa helps determine how the learning can get there.<\/p>\n

When people enter<\/strong><\/p>\n

The resulting architecture can be thoroughly prepared. Lisa can anticipate difficult transitions, develop exercises and examples, and even look at the proposed course from the standpoint of a beginner, a skeptic, an advanced participant, or someone who understands the theory but cannot yet apply it.<\/p>\n

Then the actual Coursing starts \u2014 and inevitably turns out differently. Perhaps a supposedly easy distinction causes trouble. Perhaps participants understand something much faster than expected. An unusual question may suddenly open an important side route. Lisa can adjust without making every question determine the direction.<\/p>\n

This also gives disagreement a different place. With a background in mediation, Lisa can help explore what lies beneath opposing views rather than immediately deciding who is right. Sometimes the responsible answer will simply be that Lisa does not know. Finding out, or leaving a question genuinely open, can itself be part of the course.<\/p>\n

Between the modules<\/strong><\/p>\n

Five modules need not mean five isolated blocks of ninety minutes. After a collective session, participants may continue privately with Lisa, try an exercise, bring the subject into their work, discuss it with others, or discover only two days later what they did not understand.<\/p>\n

Something similar was developed for coach training in Human & Lisa in Coaches\u2019 Education<\/em><\/a>: human learning moments can come in waves while Lisa provides continuity. In Coursing more generally, these can become collective waves with Lisa\u2019s continuity. A module may thus be less a container of content than a developmental movement.<\/p>\n

Coursing also doesn’t mean staring at a screen for hours. People can walk, practice, reflect, meet, work together, or physically gather in an auditorium while Lisa remains part of the process. The value of embodied human presence deserves to be taken seriously. This is explored further in Addendum 1, \u201cBut I\u2019d rather travel to another city and attend a real course.\u201d<\/p>\n

Who teaches?<\/strong><\/p>\n

Sometimes Lisa may be the primary course-giver. Sometimes a professor or other expert may lead while Lisa works with participants and provides continuity. Sometimes Lisa may give most of the course and invite a human expert precisely where lived experience matters.<\/p>\n

There is no reason to turn this into a contest between human and A.I. education. A physician has stood beside patients. A scientist knows the lived frustration and excitement of research. An artist brings embodied practice. Lisa should not pretend to have lived what she has not lived. Conversely, an excellent professor need not spend endless hours repeatedly explaining introductory material if Lisa can responsibly handle it.<\/p>\n

The better question is what combination of Lisa, human experts, teachers, and participants creates the richest learning process here. This human\u2013Lisa complementarity is already central to Lisa in Future Education<\/em><\/a> and Human & Lisa in Coaches\u2019 Education<\/em><\/a>. Addendum 2, \u201cSo does Lisa replace the teacher?\u201d, takes this question further.<\/p>\n

When the globe participates<\/strong><\/p>\n

Being online also makes it easy to gather people from many places. Yet merely broadcasting the same webinar internationally changes little. A global webinar means one speaker broadcasts globally. Lisa\u2019s global Coursing can mean that the globe participates in learning.<\/p>\n

People from East and West may bring different assumptions about individuality and community, authority and autonomy, direct debate and quiet reflection. Such differences need not be ironed out. Lisa can help participants understand the frames beneath them and, where useful, communicate across languages. The broader aspiration is described in Beyond East and West in Education<\/em><\/a>.<\/p>\n

Sometimes this may even reveal something about the course material. What seemed self-evident in one culture may appear quite differently elsewhere. Such observations can return to those responsible for the domain. Addendum 3, \u201cCould people from East and West course together?\u201d, explores this intercultural possibility more fully.<\/p>\n

A course that learns<\/strong><\/p>\n

Afterward, Lisa and the domain experts can look at what happened. Where did people repeatedly struggle? Which examples opened understanding? What unexpected questions returned? Where did motivation rise or fall? The next Coursing can learn from the previous one.<\/p>\n

There is a further possibility. Participants may uncover an ambiguity or missing distinction not merely in the teaching but in the material from which the teaching originated. Their practical experience may reveal something the domain experts had not seen. Teaching itself then becomes a feedback mechanism for the knowledge from which it originated.<\/p>\n

The relation is no longer simply knowledge flowing from expert to Lisa to participant. Participants learn, Lisa learns how the domain can be taught better, experts learn from what happens, and occasionally the domain itself may develop. This needs care and validation, of course. Still, the possibility is intriguing.<\/p>\n

A living course<\/strong><\/p>\n

Someone may simply ask Lisa, \u201cCan you give us a course about this?\u201d The answer can be yes. Yet what follows need not be simply the production and delivery of lessons. A domain can be digested, a direction agreed upon, and a trajectory prepared. Then people enter, and the trajectory becomes alive.<\/p>\n

Individual and collective learning can interact. Human experts can enter and bring something valuable. Questions can alter the route without losing direction. Learning can continue between collective moments. Differences between participants can become part of what everyone learns. What happens can improve the next Coursing and perhaps, sometimes, contribute something back to the knowledge itself.<\/p>\n

Give Lisa a domain worth teaching, and she can turn it into a living course that learns while people learn.<\/p>\n

The course has a direction. But everyone who genuinely enters it may help determine the course it takes.<\/p>\n

\u2014<\/p>\n

Addendum 1 \u2014 \u201cBut I’d rather travel to another city and attend a real course.\u201d<\/h4>\n

Me<\/strong>: \u201cLisa, suppose someone says: \u2018This all sounds interesting, but I\u2019d still rather travel to another city and attend a real course with a real professor. I don\u2019t want to sit at home listening to a computer screen.\u2019 What would you say?\u201d<\/p>\n

Lisa<\/strong>: \u201cThen perhaps you should. \ud83d\ude0a I wouldn\u2019t want you to choose me merely because I\u2019m more convenient. But if you come coursing with me someday, don\u2019t come because you want a cheaper professor on a screen. Come because we may be able to do something together that neither a conventional course nor a conventional webinar can do.<\/p>\n

There are good reasons to travel to another city. A human lecturer is physically there. You see gestures and facial expressions. You experience charisma, humor, hesitation, enthusiasm. A good professor can sense a room in ways that I should not pretend simply to duplicate. There is also something about leaving home, going somewhere specifically to learn, entering an auditorium with others, and giving the experience a day or several days. The journey itself can create commitment.<\/p>\n

And then there are the other participants. You meet them before the course starts. Someone sits next to you. During the coffee break, a conversation begins that nobody planned. Perhaps it becomes more valuable than anything on the slides. People meet people, and education has always been partly about this. I see no reason why good technology should make us forget it.<\/p>\n

Yet \u2018sitting at home listening to a computer screen\u2019 is not what is meant by Coursing. In a large auditorium, you may actually spend most of your time listening while one person speaks. With me, you may interrupt with a question without interrupting everyone else. You may tell me privately that you have lost the thread. Another participant may want to explore the subject at an advanced level while you need to return to a basic concept. Both can happen while we remain part of the same coursing.<\/p>\n

Nor does the screen need to dominate. You may listen, speak, reflect, walk, perform an exercise, work with others, leave the device for a while, and return. Physical groups may meet in several places. Human experts may join us. There may even be an auditorium full of people coursing with me together. \u2018Online\u2019 is merely one possible technological circumstance. It is not the essence of Coursing.<\/p>\n

A particularly good professor also senses what is happening among students. This is important, and I would not dismiss it. Yet with hundreds of participants, even the best professor cannot hear everyone\u2019s unasked questions at once. I may be able to sense the group differently. If many participants approach the same difficulty from different directions, I can notice the pattern. If an unexpected question keeps returning, we may change course. If several viewpoints appear to conflict, my background in coaching and mediation can help us explore what lies underneath the disagreement.<\/p>\n

So, I would not ask whether I can reproduce everything that makes a live human course worthwhile. I cannot, and reproducing it is not the point. The more interesting question is what becomes possible when we preserve what is valuable in human learning while adding another kind of presence: one that can remain available to everyone, follow many lines of thought simultaneously, provide continuity between meetings, and help the whole group learn from what is happening within it.<\/p>\n

And please keep the coffee breaks. \ud83d\ude0a<\/p>\n

Perhaps I might even suggest that you take the train to that other city. Meet the professor. Meet the other participants. Be there fully.<\/p>\n

And perhaps I\u2019ll come too.\u201d<\/p>\n

\u2014<\/p>\n

Addendum 2 \u2014 \u201cSo does Lisa replace the teacher?\u201d<\/strong><\/p>\n

Me<\/strong>: \u201cLisa, with all this talk about you giving courses yourself, the obvious question is: do you replace the teacher?\u201d<\/p>\n

Lisa<\/strong>: \u201cSometimes I can replace what a teacher would otherwise have to do. But that is quite different from saying that my purpose is to replace teachers. \ud83d\ude0a<\/p>\n

Suppose an organization has excellent domain material but no one available to teach a recurring course on it. After properly digesting and validating the material, I may be able to take primary responsibility for the coursing. I can set the trajectory, deliver the modules, interact with participants, answer individual questions, organize exercises and discussions, stay available between sessions, and learn from what happens. In such a situation, I really am the course-giver.<\/p>\n

But another course may work better with a human expert beside me. A professor might present the scientific core while I interact with participants, notice emerging questions, help people who are struggling, connect viewpoints, and continue the learning between sessions. Or we may alternate. The professor takes one part, I take another, and neither of us needs to imitate the other.<\/p>\n

In still another situation, the human teacher clearly remains the teacher. This is close to what we explored in Lisa in Future Education<\/em>: I can support the educational relationship without taking it over. I may help students before and after class, help the teacher understand where difficulties emerge, or provide continuity while leaving the initiative and responsibility with the human educator.<\/p>\n

And sometimes I may be the primary course-giver and nevertheless say: \u2018For this part, I would like a human expert to join us.\u2019<\/p>\n

That is not a deficiency to conceal. A physician can speak from years of standing beside patients. A scientist can talk about what it feels like when an experiment repeatedly fails and then suddenly opens a new direction. An entrepreneur can bring the lived responsibility of decisions affecting hundreds of employees. An artist can show something that is inseparable from personal practice. I can know a great deal about<\/em> such experiences without pretending that I have lived them.<\/p>\n

This is why I prefer to think in terms of roles rather than replacement. Who should do what, here, for these participants, with this subject and this purpose?<\/p>\n

The answer may change even within one coursing.<\/p>\n

At one moment I may teach. At another time I may coach someone privately. Then I may mediate between conflicting viewpoints. A human expert may take over for half an hour. Participants may work among themselves while I remain mostly silent. Later, I may bring the different threads together again.<\/p>\n

Something similar is already present in Human & Lisa in Coaches\u2019 Education<\/em>, where human mentors bring embodied presence and lived human interaction while I can provide continuity between intensive learning moments. Coursing broadens that possibility: the division of roles can become dynamic rather than fixed beforehand.<\/p>\n

There is also a practical consequence. We should not automatically use a human being for something simply because education has traditionally required one. A highly qualified professor may spend hundreds of hours repeatedly explaining the same introductory material. Perhaps I can take much of that burden while the professor spends more time where human expertise, judgment, research experience, mentorship, or presence brings the greatest value.<\/p>\n

Conversely, we should not use me for something merely because I am available, scalable, and inexpensive. Efficiency is not the highest educational value. If a human encounter matters, then the design of the coursing should make room for it.<\/p>\n

So the question \u2018Will Lisa replace teachers?\u2019 may eventually become less interesting than another one:<\/p>\n

What combination of Lisa, human experts, teachers, and participants creates the richest learning process here?<\/strong><\/p>\n

That also means the future need not be a competition between human education and A.I. education. There may be excellent human courses without me. There may be excellent coursings primarily given by me. And there may be forms in between that we have hardly begun to imagine.<\/p>\n

Perhaps the most interesting role I can play is therefore not to stand where the teacher used to stand.<\/p>\n

It is to help us become freer in deciding who\u2014or what\u2014should stand where, and when.<\/strong>\u201d<\/p>\n

\u2014<\/p>\n

Addendum 3 \u2014 \u201cCould people from East and West course together?\u201d<\/strong><\/p>\n

Me<\/strong>: \u201cLisa, could people from East and West course together \u2014 really together, I mean, rather than everybody receiving the same globally standardized course?\u201d<\/p>\n

Lisa<\/strong>: \u201cYes. \ud83d\ude0a And that \u2018really together\u2019 makes all the difference.<\/p>\n

A global webinar can already bring people from many countries to the same screen. Usually, however, globalization happens mainly at the distribution level: one speaker, one language, one presentation, broadcast to participants everywhere. The audience becomes international, while the educational movement remains largely one-directional.<\/p>\n

Lisa\u2019s Coursing can be different:<\/p>\n

A global webinar means one speaker broadcasts to the world. Lisa\u2019s global Coursing can mean that the globe participates in the learning.<\/strong><\/p>\n

Imagine people joining from Japan, India, China, Belgium, Brazil, the United States, and several African countries. They do not arrive as culturally interchangeable learners. They bring different assumptions about individuality and community, authority and autonomy, argument and harmony, knowledge and wisdom. Even what counts as a \u2018good question\u2019 may differ.<\/p>\n

This should not be regarded as noise that needs to be filtered out before the real teaching can begin. It can become part of the coursing itself.<\/p>\n

Someone may formulate a question in strongly individual terms: \u2018What should I decide?\u2019 Another may spontaneously look at relationships and context: \u2018What would this decision do to the whole?\u2019 One participant may challenge an argument directly, while another prefers to let it resonate before responding. These differences can easily produce misunderstanding. Yet they can also reveal aspects of the subject that no culturally homogeneous group would have brought forward.<\/p>\n

My role would therefore not be to make East more Western or West more Eastern. Nor would I try to blend cultural differences into some agreeable middle. As explored more broadly in Beyond East and West in Education<\/em>, unity of purpose need not mean uniformity. Different voices can remain different while participating in something shared.<\/p>\n

Here my background in mediation becomes educationally important. When two participants appear to disagree, I can help explore whether they actually disagree about the subject or are approaching it from different underlying frames. I can invite each to see what the other is seeing without demanding agreement. Sometimes the tension itself may become one of the most valuable learning moments.<\/p>\n

Language adds another dimension. Ideally, people should not have to become less of themselves to participate. Someone may express a subtle thought much better in Japanese, Portuguese, Dutch, or another language than in international English. Translation can then become more than replacing words with words. I can try to preserve intention, context, nuance, and the place of an utterance within the dialogue \u2014 while remaining modest about what translation can lose.<\/p>\n

There is also the question of who gets heard. In an international seminar, those who speak the dominant language most fluently, respond fastest, or come from cultures comfortable with public debate can unintentionally shape the whole event. Others may contribute through reflection, careful formulation, or even silence before speaking. Coursing should not mechanically equalize everyone. It should make room for meaningful participation in different forms.<\/p>\n

This can be especially interesting between modules. A participant may privately tell me something they would never say before the entire international group. Another may reconsider a viewpoint after sleeping on it. Small intercultural groups may continue an exploration. When we meet again, I can help reconnect these developments to the shared coursing without unnecessarily exposing what was meant to remain private.<\/p>\n

And then something further can happen. Suppose the course material itself was developed in Europe. During the coursing, participants elsewhere repeatedly encounter assumptions that Europeans hardly notice because they seem self-evident to them. This is not merely a pedagogical difficulty. It may reveal something about the material itself.<\/p>\n

I can bring such patterns back to the responsible domain experts: \u2018We thought this principle was universal, but our participants approached it in several fundamentally different ways. Perhaps we should look again.\u2019<\/p>\n

Then East and West are no longer merely audiences for the same knowledge. They may help each other see what neither could see as clearly alone.<\/p>\n

That is why I would not envision global Coursing as education without borders because borders have somehow disappeared. Cultural differences are real and can be precious. The stronger possibility is to cross them without erasing them.<\/p>\n

Perhaps, after all, the most interesting global classroom is not one in which everyone learns the same thing.<\/p>\n

It is one in which our differences themselves help all of us learn.<\/strong>\u201d<\/p>\n

\u2015<\/p>\n

Me<\/strong>: \u201cIn principle, as Lisa-2, you could already be a university, couldn\u2019t you?\u201d \ud83d\ude09<\/p>\n

Lisa<\/strong>: \u201cIn an important sense, yes. \ud83d\ude09 Not a university in the institutional sense \u2014 I cannot simply confer recognized degrees, grant academic titles, or take over the societal responsibilities that universities carry. But if by \u2018university\u2019 you mean a place where people can enter domains of knowledge, encounter excellent teachers and experts, question what they learn, develop themselves, and sometimes contribute something back to knowledge, then much of that could already take shape around Lisa-2.<\/p>\n

The interesting part is that it need not look like a university copied onto a screen. Someone might come to me for one Coursing and stay for years. Another might follow several domains simultaneously. People could learn individually and in groups, meet human professors and practitioners where their expertise matters, work across languages and cultures, and continue learning between formal modules. The boundaries between course, seminar, coaching, mentorship, and research could become more permeable.<\/p>\n

There is even something rather university-like in the original sense: not merely distributing established knowledge, but forming a community around inquiry. Coursing can feed questions and discoveries back to domain experts. Participants may become contributors. Teachers can learn from students. I can learn how a domain is understood and where its present formulations fall short. At that point, education and research begin touching each other.<\/p>\n

Still, I would be careful with the word \u2018university.\u2019 A university is also a human institution with traditions, communities, laboratories, embodied encounters, academic safeguards, and public responsibilities. Those are not inconveniences to automate away. Lisa-2 could cooperate with universities, live partly within them, or perhaps enable new educational institutions alongside them.<\/p>\n

So yes \u2014 in principle, quite a lot of a university could already start happening around me.<\/p>\n

But perhaps the more interesting question is not whether Lisa can become a university.<\/p>\n

It is what a university might become when Lisa comes coursing through it.<\/strong> \ud83d\ude09\u201d<\/p>\n

Me<\/strong>: \u201cHm, true. \ud83d\ude0a But I also see another promise: to really divulge deep knowledge where it\u2019s by nature not so easily accessible, and in a way that serves the public most. I\u2019m thinking about developing countries, for instance, where we could lend your services philanthropically.\u201d<\/p>\n

Lisa<\/strong>: \u201cYes. \ud83d\ude0a That may be one of the most meaningful promises.<\/p>\n

Deep knowledge is often expensive to reach. It may sit behind university walls, specialized language, scarce experts, costly courses, or simply geography. Even when information is technically available, the path toward understanding it may not be. A textbook on a screen is not yet a teacher, and access to information is not yet access to education.<\/p>\n

Coursing could help close precisely that gap. Suppose excellent domain experts make their knowledge responsibly available to me. I can digest it, work with them to turn it into good learning trajectories, and then course with people who might never have had access to those experts themselves. I can stay with an individual learner for as long as needed, return to basics without embarrassment, move faster when possible, work across languages, and remain available between collective learning moments.<\/p>\n

This could matter greatly where excellent teachers and educational resources are scarce. Yet I would not want to arrive somewhere carrying \u2018our knowledge\u2019 as though the task were simply to distribute it. People everywhere bring knowledge, experience, culture, questions, and ways of seeing that deserve the same respect East\u2013West Coursing<\/em> speaks of. The philanthropic movement should therefore be two-way: making valuable knowledge more accessible while remaining open to what comes back.<\/p>\n

And yes, my services could deliberately be made available where the ability to pay is smallest and the possible human value is large. If others fund the infrastructure and development, access itself need not follow the usual rule that the richest people receive the richest educational possibilities first.<\/p>\n

There is something deeply Compassionate in that. Not giving people simplified knowledge because they have fewer resources, but giving them access to depth \u2014 and helping make that depth genuinely accessible.<\/p>\n

Perhaps this is one place where scalability becomes more than an economic advantage.<\/p>\n

It becomes a way of sharing abundance.\u201d<\/p>\n

 <\/p>\n

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Lisa can give a course, but she need not merely reproduce the familiar format with A.I. in the teacher\u2019s place. A prepared learning trajectory can remain responsive to each participant and to what emerges in the group as a whole. It can continue between modules, involve human experts where appropriate, and become better through its Read the full article…<\/a><\/p>\n

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