Ó lá go lá, mo thuras, An bealach fada romham, Ó oíche go hoíche, mo thuras,na scéalta nach mbeidh a choích'.

From day to day, my journey,
The long pilgrimage before me.
From night to night, my journey,

The stories that will never be again.

...No day, no night, no moment
Can hold me back from trying...




'One day, one night, one moment
My dreams could be tomorrow
One step, one fall, one falter
East or west
Over earth or by ocean
One way to be my journey
This way could be my Book of Days'

Φ Segment from...Conductive Pedagogical Renaissance Series

Success

“To laugh often and much;
To win the respect of intelligent people and the affection of children;
To learn the appreciation of honest critics and endure the betrayal of false friends;
To appreciate beauty, to find the best in others;
To leave the world a bit better, whether by a healthy child, a garden patch or a redeemed social condition;
To know even one life has breathed easier because you have lived. This is to have succeeded.” R.W. Emerson

Footnote

“To be yourself in a world that is constantly trying to make you something else is the greatest accomplishment.”

Ralph Waldo Emerson

Conductive Pedagogical Renaissance Series

5th-7th June 2009

Web: http://www.szathmarytc.com/

Download application form:

http://www.szathmarytc.com/media/Application_Form_Conductive_Pedagogical_Renaissance_Series_1.pdf

Conductive Pedagogical Renaissance Series 3-Day Intensive Course.

New dates 5th-7th June 2009 Reawakening Professor András Petö’s Conductive Pedagogy
3-Day Intensive Introductory workshop designed by Judit Szathmáry
Depending on numbers, the course will be held either at the CE Support Centre or at Brockenhurst Collage next door.


The 3-Day Intensive Introductory workshop, which is part of the Foundation Module offers serious students, a powerful and intensive course, to enrich your understanding and enhance your practical application skills.

The majority of students who enrol to my courses came to the conclusion that they need deeper understanding of the Petö System to enable them to support people on a more profound level.
The highly differentiated pedagogy and curriculum focus on nurturing the whole person thereby fostering personal and professional transformation.

The lectures in this specialised module will provide delegates with a sound theoretical base and will give practical user friendly advice to create essential structures that will promote the overall learning and development of people whose life have been affected by neurological conditions.

Course Fee:
£360 per person
Fee inclusive of lunch and refreshments.

This Specialised Module has been designed for any person who is supporting individuals with neurological and related disabilities either in rehabilitation, educational or home environment. This includes managers,parents, conductors,teachers, therapists, support assistants and support staff.

No specific pre-requisite required.

To reserve your place, please contact Judit Szathmáry at the
Conductive Education Support Centre,
2, Bridge Farmhouse,
Lyndhurst Road,
Brockenhurst,
Hampshire, S042 7TR, UK.
Tel:(01590) 622 929
Mobile: 07967 19 44 33
Web: http://www.szathmarytc.com/



For further information and application form please visit:

http://www.szathmarytc.com/media/Application_Form_Conductive_Pedagogical_Renaissance_Series_1.pdf
http://www.szathmarytc.com/

http://www.szathmarytc.com/courserequest.php?courseid=278

http://sourcesense0.blogspot.com/2009/03/conductive-pedagogical-renaissance.html

♥ ♥ ♥

Michio Kaku: "Physics of the Impossible" Theoretical Physicist, Professor, Bestselling Author, Populariser of Science

“If you have a stroke victim somebody who is paralysed, cannot talk to their parents or nobody, like a vegetable.We can now put a chip into their brain, connect that chip to a laptop and they can move the curser and play video games.
These people are paralysed, they can write e-mails, answer e-mails and surf the web.”

'As a co-founder of the String Field Theory, Michio Kaku explores to what extent technologies and devices deemed impossible today might become commonplace in the future. Listen in as Michio takes viewers on an exciting scientific tour beyond science fiction, fantasy, and magic. Never before has a physicist put pen to paper and explored the vast realm of human and scientific possibility on so grand a scale.'



The aim of Sourcesence is to shift the focus from the often unsatisfactory answers we might get to our quests, by widening the lens of observation when looking at the health, well being, growth and development of human beings. I merely wish to inspire, empower and encourage readers to seek ‘within’ and find answers for themselves.

This posting is a tribute to my late father…

Conductive Pedagogy… ‘Foundation Module’ lecture note segment.

“It is one of the most beautiful compensations of this life that no man can sincerely try to help another without helping himself.”
~Ralph Waldo Emerson


The base of our work relies on the fundamental understanding that during every single part of our work an active exchange has to take place.

It is a teaching and a learning experience for all involved… teachers and pupils…

This interpersonal element involves learning to understand one’s self and each other in the context of a group, culture, or social setting.

Activities and programmes are diffused with cooperative group activities, value clarifications, moral dilemmas, and aesthetic responses.

During all exchange the intrapersonal element is also taken into account, which involves one’s emotions and intuition.

In dealing with emotions, we learn to identify feelings, and then connect them to external events or situations.

Learning to listen to our intuition teaches us how to use its general impressions and our sense of knowing apart from logic and emotion.

It is defined as simply honoring the inner while ascertaining ideals and values. We look for symbols, images, and impressions and then assign meaning to them.
Expression is given to what is discovered, through art, music, movements, drama, poetry and small group discussions where we are engaged in honest dialogues on what ever level and ways it might be able to take place.

Exploring and integrating the Human principles into the programmes, we seek to learn to know others and ourselves within the context of humanity.

All of our programmes are meaningful and activities are designed to increase understanding, and to move pupils forward while they are learning to connect to each activity on a personal level.

These activities are always aimed to make connection with the pupils’ inner and outer life, to promote a greater understanding of self and the understanding of others while becoming more and more self contained and independent in every day life.

© 2009 Szathmary Training & Consultancy

http://www.szathmarytc.com/

http://sourcesense.blogspot.com/2009/04/conductive-pedagogical-renaissance.html

'Could the marriage of science and spirituality answer the deepest mysteries of our past, while solving the problems that threaten our future? '

…” So, when we got to the Institute he summoned together people in high positions. An exchange of views took place between them about how legally protect those who recovered from their conditions so they would still be able to work.
…This meeting went on from nine in the morning till the afternoon… I had run to fetch Marika and then we went in. I stopped in the doorway and looked at him: he looked very unwell. ‘Well I have sorted that out’ he said.
...The two of us sat there and drunk our coffees. Suddenly he looked at me, stood up from his chair and came over to me, his skin had a strange colour, and he said: ‘Oh Ili, I am going to die.’ He sank into the armchair, falling forward. I put his medicine under his tongue but in vain. It was too late.” Memoirs of the beginning of Conductive Pedagogy and András Petö by Dr. Judit Forrai,Page 96

'Could the marriage of science and spirituality answer the deepest mysteries of our past, while solving the problems that threaten our future? A growing body of evidence suggests that the answer to this question is an empowering “YES!”'
Gregg Braden















From the book titled: Memoirs of the beginning of Conductive Pedagogy and András Petö by Dr. Judit Forrai
page 72-74
Uj Aranyhid, Budapest and the Foundation for Conductive Education, Birmingham 1999


“…As I said he was good at everything. He knew homeopathy, he knew medicinal herbs. During the war he was mostly buried in libraries, studying mysticism. He studied Jewish, Islamic and Christian mysticism, as well as Hindu.

… He kept himself busy with science and mysticism of Tibet but not with any traditional European methods.”
Interview with Dr. Miklos Kun

“…Petö was a student of Rudolf Steiner’s work. He had studied it for long time. He knew his philosophy, his pedagogy and his curative education. Petö carried Judaism and Christianity within himself but in his manifestations he showed himself to be most closely related to Buddhism. He would suggest books to read on this topic.”
Tamas Vekerdi: Almok es lidercek. Budapest 1992. T-Twin

“…I believe that Petö didn’t believe in his own strengths. He believed that there were sometimes forces at his disposal if he had to heal a particular patient in whose destiny it was written that he would be healed. I also felt that such forces were available to him. But he didn’t believe that the force was his own, rather that it was some superior cosmic force….”
Interview with Ilona Szekely

Reference

Forrai, J. (1999) Memoirs of the beginnings of Conductive Education and András Pető, Budapest and Birmingham, Uj Aranhíd and Foundation for Conductive Education

'Paidagōgeō'...The science or theory of educating, the Conductor and "The living Matrix"-

'The word comes from the Greek παιδαγωγέω (paidagōgeō; from παίδ paíd: child and άγω ágō: lead; literally, "to lead the child"). In Ancient Greece, παιδαγωγός was (usually) a slave who supervised the education of his master’s son (girls were not publicly educated). This involved taking him to school (διδασκαλείον) or a gym (γυμνάσιον), looking after him and carrying his equipment (e.g. musical instruments).[3]
The Latin-derived word for pedagogy, means good learning styleseducation,[4] is nowadays used in the English-speaking world to refer to the whole context of instruction, learning, and the actual operations involved therein, although both words have roughly the same original meaning. In the English-speaking world the term pedagogy refers to the science or theory of educating.[5] The late Malcolm Knowles reasoned that the term andragogy is more pertinent when discussing adult learning and teaching. He referred to andragogy as the art and science of teaching adults.'
Pedagogy...From Wikipedia, the free encyclopedia
http://en.wikipedia.org/wiki/Pedagogy


Rowan Atkinson - 'The Conducter':)))


'Conductor
A conductor is a material that allows electricity to move through it easily. That is, it is a material with low electrical resistance, one in which a fairly small voltage will produce a fairly large current. The opposite of an insulator.

Insulator
An insulator is a material that electricity has a hard time moving through, if it can at all. For a true insulator it takes a very high voltage to produce any current at all, and that often results in damage to the insulator. The opposite of a conductor.

Ohm
The Ohm is the unit of electrical resistance.'
Glossary of technical terms: http://www.mos.org/sln/toe/glossary.html


"The living Matrix"-


Special London Screening -13th May
Wednesday at 8:00 p.m. Tickets - £11.50. Holiday Inn, Kensington Forum, 97 Cromwell Road, London, SW7 4DN.

http://www.thelivingmatrixmovie.com/