Sourcesense

The greatest good for the greatest number.

2009-06-28T20:24:00.007+01:00

I managed to retrieve my soursesense blog for future reference and for new readers interest.

Kind Wishes
Judit

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

2009-05-24T09:52:00.008+01:00

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

2009-05-22T09:55:00.008+01:00

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.

2009-05-16T08:38:00.010+01:00

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

2009-05-12T20:08:00.007+01:00

“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.

2009-05-10T10:15:00.004+01:00

“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? '

2009-05-05T20:00:00.009+01:00

…” 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"-

2009-05-01T23:02:00.010+01:00

'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/

CHALLENGE ME! TM SPEECH AND COMMUNICATION CARDS

2009-04-28T09:56:00.007+01:00

The cards are designed by Amanda Elliott senior Conductor, one of the first graduates of the National Institute of Conductive Education. Now available to order!
'Speech and language skills are a vital part of being able to communicate with others and express one's own needs. The Challenge Me!™ Speech and Communication Cards provide fun and dynamic challenges for children aged 3-12 with any form of speech problem, whether this is a severe problem which is related to a motor disability or a general delay in speech. This set of beautifully illustrated full-colour cards with accompanying instruction booklet will be an ideal creative tool for parents and professionals working to improve a child's speaking skills.
The cards provide a variety of fun activities designed to improve breathing techniques and use of speech apparatus such as the mouth, tongue and nose; control extra salivation; moderate volume, tempo, rhythm and intonation of speech; and improve sound production and clarity of words and sentences. The 32 page booklet provides guidance for using the cards, with background information about teaching speech and communication to children and ways to use the cards most effectively. The author also gives tips for improving speech and language in everyday life.
These user-friendly activities will make speech training enjoyable for both children and their facilitators and are great for use in the classroom, at home, on a one-to-one basis or with a group of children.'

The cards are £19.56 +£2.75 postage and packing to the UK (Orders from abroad, please e-mail mandy@conductive-educationsupport.com)

If you would like to place an order please write to Mandy or call her on: +44 7966 431 861.

Transparent Businesses and Conscious Capitalism

2009-04-27T23:31:00.007+01:00

'As the structures of modern society crumble, is it enough to respond with the same tired solutions? Or are we being called to question a set of unexamined assumptions that form the very basis of our civilization?'

http://www.globalonenessproject.org/

'Conductive Education: it’s magic Some serious points here'...

2009-04-24T08:44:00.011+01:00

As the blind Al says in his speech…’Killing the very spirit this institution proclaims to instil.
There is nothing like a sight of an amputated spirit, there is no prosthetic for that…’

Can you feel it?...

CONDUCTIVE WORLD:
Conductive Education: it’s magic
Some serious points here
By Andrew Sutton

http://www.conductive-world.info/2009/04/conductive-education-its-magic.html

Previously published Sourcesense' related clips to this subject:

http://sourcesense.blogspot.com/2008/10/peaceful-warrior-bridge-slow-motion.html

http://sourcesense.blogspot.com/2008/10/focus-on-solution-not-problem.html

http://sourcesense.blogspot.com/2008/10/patch-adams-bedside-care.html

http://sourcesense.blogspot.com/2008/11/evelyn-glenniehow-to-listen-to-music.html

http://www.szathmarytc.com/media/who-would.html

Remembrance of the late Marion Fang...

2009-04-21T08:08:00.022+01:00

The University of Hong Kong

"The Public Orator Professor Lee Ngok, M.A., PH.D., Dip.Ed., wrote and delivered the following citation:
In the early 1950’s, Hong Kong benefited greatly from the influx of Shanghai textile industrialists. It also received the Fang family which has made significant contributions to the civil service, Medicine, Art, and Education.

Marion Fang Sum Suk dedicated 35 years of her active career to education, ten in a secondary school and 25 in a special one. Her schooling reflects strong Hong Kong-Shanghai ties, including a first degree from Fudan University.

On receiving a Diploma in the education of physically handicapped children from the Institute of Education in London, Marion Fang was ready to carry the torch for the underprivileged. Mr. Chancellor, in honouring our torch bearer today, we are recognizing the efforts of those who unflaggingly and tenaciously strive to provide better living and leisure skills to the mentally and physically handicapped.

As Founder-Principal of the John F. Kennedy Centre in 1967-1991, Marion Fang introduced a team approach to rehabilitation, developed a special curriculum which combined therapy with education, initiated special education for teacher training and organized the Hong Kong Special Schools Council.

Above all, she was responsible for introducing to Hong Kong the Hungarian Peto-System which takes a combined educational-therapeutic approach to treating neurologically impaired people. It advocated a holistic and integrative way to call upon physiotherapists, occupational therapists, child care workers and special school teachers to work in a trans-disciplinary environment.

Marion Fang firmly believes in congenial interaction between handicapped and conductive education specialists, which can create opportunities for the former to get on with the rest of their lives, something that conventional physiotherapy and occupational therapy have little track record to show.
In recognition of her work in rehabilitation and special education, she was appointed Justice of the Peace in 1979 and made a Member of the Order of the British Empire in 1988.

Her expertise in often sought after by Rehabilitation International, the World Health Organization and the United Nations Children Fund. Recently, the Tongji Medical University conferred on her an Honorary Professorship.

Mr. Chancellor, Marion Fang reminds us that there is no concrete programme on how to strengthen networks of social support for visceral disabilities irrespective of the Governor’s emphatic reference to the need of the disabled and their families in his last speech to the Legislative Council. To her, the establishment of a Community Rehabilitation Network is vital.

Voluntary help from professional bodies and the need to educate the public to accept the chronic patients as an integral part of the community are essential to the success of the Network.

Whilst patients with disabilities are encouraged to help themselves, families should also be urged to participate fully in the programme. Quality of life for them includes the ability to be part of the workforce after re-training.

Life has not proved to be any easier after retirement. The need for funding, the urge to rally greater moral and fiscal support, all galvanize Marion’s energy into lobbying, elbowing, and jostling in the interest of the handicapped.

In the hue and cry for human rights and equal opportunity, she does not see why the handicapped should not be encouraged to develop their artistic talents. She eagerly awaits good news from the Arts Development Council. Indeed, ‘Arts with the Disabled’ is now a well-recognized trend in Hong Kong.

Through observation, performance and participation, she is certain that they can enhance their self-awareness and self-confidence, especially when the able and the disabled work, act and create unique forms of art together.

To our locomotive of rehabilitation, the greatest booster to her work is when she feels mothers’ relentless love and care for their handicapped children. She is at the same time saddened by the news of broken homes when the father leaves the family that direly needs support. So much to do and never enough time or resources.

Marion Fang advocates more legislation, greater care from the community, better education for the disabled in both ordinary and special schools, and opportunities for them to show their artistic talents like ordinary people. No doubt, our crusader will strive harder in promoting her good cause. Mr. Chancellor, for her unselfish dedication to work for the disabled, I commend to you Marion Fang Sum Suk for the conferment of the Degree of Doctor of Social Sciences, honoris causa."

Copyright © 2009 The University of Hong Kong. All rights reserved.

http://www3.hku.hk/hongrads/index.php/archive/citation_detail/233

Jockey Club Marion Fang Conductive Learning Centre Hong Kong

The following link is a beautiful film about Dr. Marion Fang’s lifework in pictures. She was a hard worker, but always did everything with elegance and style.
I had tears in my eyes when I discovered that 'little old Judit' amongst the pictures of the Public Seminar on Conductive Education.

http://www.sahk1963.org.hk/HO_eng/common/FCKeditor/UserFiles/File/news/31/Dr_Fong_2.wmv

References

http://books.google.com/books?id=YgO1F2yqszkC&pg=PA120&lpg=PA120&dq=Dr+Mrion+Fang&source=bl&ots=uitFsgDnMD&sig=Ulcvkv5Y34zcBtd_b2TsHpPIrX0

♥ ♥ ♥

http://ce-library.blogspot.com/2009/01/conductive-education-classics-no3.html

http://sourcesense.blogspot.com/2009/04/remembrance-of-late-marion-fang-from.html

Determination

2009-04-18T07:09:00.010+01:00

“A hidden connection is stronger than an obvious one.” Heraclitus

“There is nothing permanent except change.”
Heraclitus

Sir Ken Robinson: Do schools kill creativity?

2009-04-07T07:57:00.004+01:00

Sir Ken Robinson makes an entertaining and profoundly moving case for creating an education system that nurtures (rather than undermines) creativity.

Sir Ken Robinson is an internationally recognized leader in the development of creativity, innovation and human resources. He works with governments, corporations, educational systems and cultural organizations throughout the world on the creative challenges facing business and education in the new global economies. The UK Government invited Robinson to establish and lead a national commission on creativity, education and the economy...

Conductive Pedagogical Renaissance Series

2009-04-04T09:34:00.008+01:00

Foundation Module
12th-14th April
8th – 10th May
22nd –24th May

Reawakening Professor András Petö’s Conductive Pedagogy

3-Day Intensive Introductory workshop
designed by Judit Szathmáry

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.

For further information and application form please visit:

http://www.szathmarytc.com/

http://www.szathmarytc.com/courserequest.php?courseid=247

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

♥ ♥ ♥

Remembrance of the late Marion Fang... From Driver to Therapist to Orphanages: Conductive Education Spreads from Hong Kong throughout China.

2009-04-03T13:57:00.009+01:00

The picture was taken during the reception at The Houses of Parliament hosted by Rehabilitation International when Marion received her Honorary Conductor status. Marion sent me a personal invitation for this event to share her joy. In my next posting I will write about my work and my meetings with some really special people in Hong Kong.

http://www.disabilityworld.org/04-05_02/children/china.shtml

Remembrance of the late Marion Fang... From Driver to Therapist to Orphanages: Conductive Education Spreads from Hong Kong throughout China
By Barbara Kolucki

"It looks like a typical special school in many ways: lots of children with a variety of physical and other impairments, lots of caring and working adults. One sees some self-help activities, a little speech therapy, physical exercises, etc. But every time I am exposed to Conductive Education (CE), especially in Hong Kong ñ it just gets better and better and I want the world to see and practice what I have just seen.

Conductive Education originated in Hungary in 1945 where its founder, Professor Andras Peto, achieved remarkable results with children and adults with a variety of neurological and physical impairments. It is a holistic and humanistic model where "rehabilitation" is directly linked to function in activities of daily living. It is applied from infancy to adolescence to old age and is based on the philosophy of "unity of mind and body".
The underlying philosophy of Conductive Education (CE) is that it perceives the disabilities of a neurologically-impaired person to be problems of learning. Rehabilitation is therefore seen as an educational task. CE addresses and integrates cognitive, motor, personal care, psychosocial and communication skills ñ these are not addressed one at a time. And these domains are integrated whether one is working with young child in a school/curriculum setting or with an older person in rehabilitation/vocational setting ñ it is one of the few longitudinal systems that practice a life-cycle approach to rehabilitation.
A description of how this works in a Centre for infants and young children in Hong Kong follows. The Jockey Club Conductive Learning Centre in Hong Kong In Hong Kong, I recently visited the Jockey Club Conductive Learning Centre (CLC). Ms. Clare Cheng, a physiotherapist by profession, is the Superintendent.
There are 32 preschool children at the CLC. Some of the children are boarders and go home on weekends. Others return to their families everyday. The goal of the CLC is to reach these children as early as possible as well as to provide a model to their parents and other caregivers of practical, integrated, doable actions that can be facilitated throughout the entire day with their children.
Another goal is to serve as a demonstration centre for professionals who are or will be working with children with neurological impairments. Every single person employed by the CLC is part of the team. Many parents are there at least for part of the time with their children. So one might see a group of eight children, each with an adult nearby, facilitating a physical skill like walking or standing. Each adult is encouraging a child, singing along with them, reinforcing the child's efforts and assisting when needed.

The heart of CE is teamwork and the array of adults involved is quite diverse. They are a mix of a speech therapist, an early childhood teacher, a driver, a physical therapist, the ëamah' (cleaning woman), and a few parents.

Each person is responsible for the success of the CLC and its commitment to children and their families. Each knows not only the schedule for the day but they also understand the philosophy and practice of Conductive Education. So, for example, after the driver makes his rounds, he joins a group of children. And after the children's lunch is prepared, the cook sits with a group of children and adults and facilitates an activity. During the job interview, this unique arrangement is clearly presented as part of every job description.

Everyone works together as a team. And honestly, one could not tell the difference between the driver or ëamah' and the physical or occupational therapist. So what one sees is a lack of labeling of children and staff. One sees staff of every level helping each other out.

Helping a child is not dependent on education level, degree or status. One sees animation in the faces of the adults and the effects of this animation. It is not the physical or cognitive skill being taught it is the look in their eyes as they motivate the child.

One sees life as inter-connected and holistic as it really is and can be. One can see children learning to lift their arms while singing a song about how well they are growing. Or a child learning the "big" words about her or his disability while showing one another how confident and skilled they are walking across a ladder that is lying on the floor.

One sees a very good start in the lives of these children. As Ms. Cheng states "CE is not about controlling movement, but about gaining confidence, self-esteem and greater independence, offering people more control over their lives.

Living it up in London town are Lord Morris, the world's first Disability Minister, Marion Fang of Hong Kong, there to receive her award for introducing conductive education to China, and Lord Ashley, long a parliamentarian specializing in deafness and disability issues.

Spreading the Word in the People's Republic of China
I also had a meeting with Ms. Sheila Purves, Project Director of the Hong Kong WHO Collaborating Centre, that has been promoting Community Based Rehabilitation and CE work in Mainland China. This work was inspired by Dr. Marion Fang and the intensive work of Sister Joan O'Connor, both pioneers of CE in Hong Kong. All three individuals started introducing CE into CBR work in the early 1990s. However, it was formally introduced to Mainland China in April of 1997 with the conception and funding of the "Starter Kit Project."

The aims of this project were to:

Promote understanding of disability and rehabilitation to medical professionals, administrative and front-line staff working with disabled children and their families, both in institutions and communities

Cultivate a key group of local resource persons in China who can reach, consult, and promote Conductive Education and appropriate rehabilitation practice

Train a large group of child-care workers and teachers throughout China, who will gradually build good practice models, where others can visit and learn

One particular target group for CE in China has been children's orphanages, called children's welfare homes. Many infants and young children with disability are often found in these homes. Sheila and her team found that CE was welcomed by the staff. They enjoyed working with groups of children and were soon able to see results in some physical abilities but also in the personalities of the children. The children love the songs and movement; they soon learned each other's names and had little competitions among themselves.
The rooms and children changed ñ from lonely and sad children that were often left in beds or tied to stools ñ to a room full of active, interacting children and proud, if not exhausted staff!

Sheila admits that one of the biggest challenges was to persuade administrative staff that this was worth all the trouble, change and training. Gradually they understood that the whole point is that the CE programme is integrated into the existing daily routine.
This meant that getting out of bed, going to the dining room, using the toilet, brushing your teeth ñ are all part and parcel of "rehabilitation". So nothing ñ and yet everything changed.

Expansion of the model

In some instances, an enthusiastic Director of orphanages and homes for children with disabilities initiated CE after attending a rehabilitation course in the mainland of China or in Hong Kong.

This was the case, for example, at the Beijing Children's Welfare Institute. Director Wang Cheng-guang has motivated staff, upgraded the level of infant and child care and rehabilitation, initiated foster programmes in the community and facilitated numerous courses for the staff.
The foster programme is groundbreaking in China ñ one of if not the first where children with disability as well as non-disabled children are fostered in their communities rather than their only previous option being an orphanage. Slowly, the general population is beginning to understand that children can best grow and develop within the context of a family and where support services and resources come from their local community. This model is being expanded to other provinces and homes throughout the country.

Spin-off projects
A variety of community projects have also spun off from initial CE training in China.
One example in the area of public education enables people in the community to learn about the potential of children and adults who are disabled.
Second, they are learning that early intervention is the best place to start.
And third, they are beginning to understand that often it is not only medicine and surgery aimed at "cures" that are important.

Perhaps, what is as if not more important are actions and integration that eventually leads to greater function in daily life, confidence and preparation for school and work.

A Starter Kit Project has been initiated to help "kick-start" rehabilitation activities in children's welfare homes/orphanages. Too often, Purves said, enthusiastic staff attended short courses on CE but then returned home to little support and understanding. This "kit" was a package of different levels of training and technical support.
When Purves identified a particularly active student, the Hong Kong team visited the welfare home and discussed the possibilities of starting rehabilitation activities with that home's administration. The action plan might contain follow-up visits to work with staff and children for several days, mainly to trouble shoot and upgrade the programmes. It included leadership awareness seminars and perhaps trips to other sites and to Hong Kong. Sample toys, small pieces of equipment or mobility aids were donated as samples to be adapted and locally made.
The key to the success of this venture was that training courses alone were not enough. Ongoing support and encouragement, follow-up visits, communication with others also struggling ñ all of this is essential. Purves says that it is "just like watering and fertilizing seeds in order to see them grow and blossom".

Local adaptation encouraged
The most exciting thing about this project is that each programme is adapted according to its own needs, ability of staff and the situation of the welfare home. The rehabilitation programme is successful because of the local staff and not due to pressure of an outside agency. And the children and the staff are developing together.

This project addresses not only the staff at these centres but also reaches out to families and communities wherever possible. The primary information that is shared is what is central to early child care and development. This is that infants and children are learning from the moment of birth and that it is within the context of the child's daily routine where opportunities for learning and development take place. Regardless of disability, each child needs and has a right to explore, practice and achieve competence in a range of skills that promote their physical, emotional, cognitive and social domains.

Outcomes and Impact
A recent review by Ms. Sheila Purves, of the CE work thus far, lists the following outcomes and impact:
The courses have led to 12 on-going CE programmes for children with cerebral palsy and mental handicap.
Over 680 participants have been trained from over 21 provinces in the country.
Caregivers and parents have seen changes in the children including improvement in movement abilities, daily living activities, communication and social skills.
Caregivers and staff also indicate increased confidence, self-esteem and independence.
A nucleus of excellent workers has been cultivated, where local people become "expert" and take pride in the children's efforts and achievements.
Mutual help networks of front-line workers communicating and learning from each other have been promoted.
Anecdotally, the CE and related training and efforts have made an impact on everyone. One doctor relates "I only think about diagnosis and impairment, but this course made me realize how important communication is in the lives of our disabled children and the many different ways we can relate to each other". And then there are the many local families who for the first time are willing to take in a young child with a disability as a foster child.

On-going international collaboration
Consultations from colleagues in Hong Kong and Hungary continue. There is on-going training and field-visits based in Hong Kong and supported by the Hong Kong Society of Rehabilitation under the direction of Ms. Mabel Chau. CE efforts for school-aged children and adults with disability have become the priority in many cities in China. CE, together with the overall philosophy of Community-based Rehabilitation and empowering people who are disabled has come a long way in this vast country.

The future includes more CE dreams for Hong Kong and Mainland China. Quality as well as quantity are part of this dream. But the underlying vision is to help provide children and adults with disability living in the community with equal access to services and activities as their neighbours -- and to do so in holistic, integrated and comprehensive approach that is the philosophy of Conductive Education.

Note: The field of rehabilitation in Hong Kong is replete with pioneers who have gained national and international recognition. First and foremost, Professor Sir Harry Fang, Director of the Hong Kong WHO Collaborating Centre for Rehabilitation, was recently awarded the Gold Bauhinia Medal in 2001 by the Government of Hong Kong Special Administrative Region (SAR). This award is on par with the Knighthood conferred on Sir Harry Fang in 1996. Professor Sir Harry Fang was also honoured in 2001 by the International Paralympics. He was awarded the Paralympic Silver Order by the President of the Games for his work in the Asian Region in Athens, Greece in December 2001. He is also the Charter Life Patron Member of Rehabilitation International.

Two other long time leaders in the field of rehabilitation in Hong Kong, the Asia-Pacific Region and the world were presented with similar prestigious awards by the Hong Kong Government. Mr. M.B. Lee, SBS, MBE, JP and Dr. York Chau, SBS, MBE, JP were awarded Silver Bauhinia Stars. These medals were presented in July 2001.

Dr. Marion Fang, Vice President of the Hong Kong Society for Rehabilitation introduced Conductive Education to Hong Kong in the 1980s. She, together with Mrs. Anita Tatlow, Sister Joan O'Connor, Miss Clare Cheng and Miss Elsie Yu, worked to adapt CE to the Hong Kong community and to train rehabilitation professionals to use this innovative and effective approach with children and adults with a variety of physical disabilities. Dr. Fang is also responsible for expanding the reach of CE to China. On September 13, 2001 in London, Dr. Marion Fang was conferred Honorary Conductor by the Board of the International Peto Institute for her contribution to the development of Conductive Education in the homeland and internationally. She was also awarded the Silver Bauhinia Star in 1999.

Ms. Clare Cheng, superintendent of the Conductive Learning Centre was also awarded by the Board of the International Peto Institute for her work in Conductive Education.

In June of 2000, Ms. Sheila Purves, P.T./O.T., and Project Director of the Hong Kong WHO Collaborating Centre for Rehabilitation was awarded on the Queen's Honour List (UK) an MBE (Member of the British Empire) for her outstanding contributions to the field of rehabilitation in Hong Kong and China. Ms. Purves is a Canadian citizen who has worked in Hong Kong since 1983.

There is no doubt that there will be more women and men, disabled and not, who will be added to the ranks of these outstanding leaders in the field of rehabilitation.

Note: The author wishes to especially thank Ms. Sheila Purves, Ms. Mabel Chau and Ms. Annie Kwok for their assistance, review and support in writing this article."

If You Forget Me

2009-04-03T10:12:00.006+01:00

"I want you to know
one thing.

You know how this is:
if I look
at the crystal moon, at the red branch
of the slow autumn at my window,
if I touch
near the fire
the impalpable ash
or the wrinkled body of the log,
everything carries me to you,
as if everything that exists,
aromas, light, metals,
were little boats
that sail
toward those isles of yours that wait for me.

Well, now,
if little by little you stop loving me
I shall stop loving you little by little.

If suddenly
you forget me
do not look for me,
for I shall already have forgotten you.

If you think it long and mad,
the wind of banners
that passes through my life,
and you decide
to leave me at the shore
of the heart where I have roots,
remember
that on that day,
at that hour,
I shall lift my arms
and my roots will set off
to seek another land.

But
if each day,
each hour,
you feel that you are destined for me
with implacable sweetness,
if each day a flower
climbs up to your lips to seek me,
ah my love, ah my own,
in me all that fire is repeated,
in me nothing is extinguished or forgotten,
my love feeds on your love, beloved,
and as long as you live it will be in your arms
without leaving mine."

Pablo Neruda

“If a man allows his strong interest in the main chance to be side tracked, he will be a looser.
Mental force operates best when it is concentrated. You must give to the desired thing your best and most earnest thought.

Just as a man who is thoroughly in love will think out plans and schemes whereby he may please the fair one, so will the man who is in love with his work or business give it his best thought, and the result will be that a hundred and one plans will come into his field of consciousness.

Many of which are very important. The mind works on the subconscious plane, remember, and almost always along the line of passion or desire.
It will fix up things, and patch together plans and schemes, and when you need them the most it will pop them into your consciousness, and you will feel like hurrahing, just as if you had received some valuable aid from outside. “ W. W. A. 1906.

In simple terms…

When we are in love that is the time when we are most connected to our essence, our inner selves.

When we learn to be in love with everything, even with the things, which are sometimes not to our liking we become masters of our own lives…

Note:
The pictures are the photos I took at the Arab Organisations Headquarters Building Kuwait on 13th May 2004.
Which is… “One of the most exciting examples of innovative architecture to emerge in Kuwait. Completed in 1994, it is a home to four major Arab Organisations: the Arab Fund for Social and Economic Development, OAPEC (Organisation of Arab Petroleum Exporting Countries) the Inter- Arab Investment Guarantee Corporation and the Arab Maritime Petroleum Transport Company.”

http://www.arabfund.org/AOHQ/kuwait.htm

Conductive Pedagogical Renaissance

2009-03-31T09:46:00.007+01:00

We are living in a time where every single structure, as we know it is changing around us. Every singles person feels it and knows it. The polarities around us are stretching and stretching more and more. Humanity has come to an age where it is questioning everything, not because it wants to, but because it has to…

“Methods that simultaneously heal and educate were born in human-centred age of the Renaissance. Renaissance Man believed in the effect of systematic education, especially in the case of the disabled. The basic requirements of education were firm discipline, ardent practice, moral education and of course no overload.”-

“ Petö called his method ‘conductive Pedagogy’. As for the how and why Ilona Székely the first leading conductor tells us the following:
Many a time he held so called open sessions. During these he gave new tasks to the group, but the exact way in which he helped, ‘facilitated, we had to make up for ourselves. We had to help that we were not actually helping. This is hard to understand but it is what Conductive Education is, leading, directing. The solitary violinist needs no conductor: the sheet of music and his own soul direct the making of music. This is what conduction is.” J Forrai 1999

In this delicious existence of abundance, opportunities are available to us all who are living and working in the heart of the Conductive Pedagogical System.
We know in our souls what are our desires, what truly drives us.
The soul only understands inclusion, which directs the making of the music, directs the creation of arts and it knows what makes our existence worthwhile on this physical plane. There is nothing that can stop it only we ourselves can stand in its way.

Only We can create the Conductive Pedagogical Renaissance.

Reference:

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

The Invitation

2009-03-29T16:48:00.006+01:00

"It doesn't interest me what you do for a living. I want to know what you ache for, and if you dare to dream of meeting your heart's longing.It doesn't interest me how old you are. I want to know if you will risk looking like a fool for love, for your dream, for the adventure of being alive.
It doesn't interest me what planets are squaring your moon. I want to know if you have touched the centre of your own sorrow, if you have been opened by life's betrayals or have become shriveled and closed from fear of further pain.
I want to know if you can sit with pain, mine or your own, without moving to hide it or fade it or fix it.
I want to know if you can be with joy, mine or your own, if you can dance with wildness and let ecstasy fill you to the tips of your fingers and toes without cautioning us to be careful, to be realistic, to remember the limitations of being human.
It doesn't interest me if the story you are telling me is true. I want toknow if you can disappoint another to be true to yourself; if you can bear the accusation of betrayal and not betray your own soul; if you can be faithless and therefore trustworthy.
I want to know if you can see beauty, even when it's not pretty, every day, and if you can source your own life from its presence. I want to know if you can live with failure, yours and mine, and still stand on the edge of the lake and shout to the silver of the full moon, "Yes!" It does not interest me to know where you live or how much money you have. I want to know if you can get up, after the night of grief and despair, weary and bruised to the bone, and do what needs to be done to feed the children. It doesn't interest me who you know or how you came to be here. I want to know what sustains you, from the inside, when all else falls away.I want to know if you can be alone with yourself and if you truly like the company you keep in the empty moments."

From the Invitation by Oriah Mountain DreamerCopyright © 1999 by Oriah Mountain Dreamer

A lovely reading on this beautiful Spring Sunday afternoon… and maybe to share it with friends at the Sunday dinner table as one of the entrées.
I also use it as part of my Conductive Education training courses. Yummy!

Earth Hour Saturday 28th March 2009, 8:30PM local time, wherever you live on Planet Earth

2009-03-27T18:57:00.016Z

Several famous UK buildings will be plunged into darkness later as part of a global climate change campaign.
The London Eye, The Gherkin, and the BT Tower will be among those taking part in WWF's Earth Hour at 2030 GMT.
The environmental group hopes millions of people around the world will switch off lights. It expects cities and towns in more than 80 countries to take part.
WWF want the "visual statement" to show world leaders "the need to take urgent action to tackle climate change".

http://news.bbc.co.uk/1/hi/uk/7969523.stm

♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥

http://www.wwf.org.uk/

Mother Earth
I feel her breath
Hear her heart beat
Feel her gentle presence
Under my feet

Gaia
Our Mother Earth
Holding the balance
Creating a safe space
Her nurturing energy
Exuding grace

Allowing each of us to tread our path
No judgements or conditions
Whether we cry
Or just laugh

I feel so connected
And in my power

Feel the compassion
Gentle and beautiful
Like a delicate flower

I surrender
Let it all go
Merging
Allowing her heart energy
Deep into my soul

Her beauty
And mine
Becoming as one
Soothed by her gentle melody
Her beautiful song

Let us dance together
Merging our hearts
Knowing we are never really apart.

annie b. 2003
http://www.annieb-art.co.uk/

The Houses of Parliament are to be plunged into darkness for Earth Hour

River Creatures from Richard Bach's Illusions

2009-03-26T08:20:00.006Z

"Once there lived a village of creatures along the bottom of a great crystal river. Each creature in its own manner clung tightly to the twigs and rocks of the river bottom, for clinging was their way of life, and resisting the current what each had learned from birth. But one creature said at last, "I trust that the current knows where it is going. I shall let go, and let it take me where it will. Clinging, I shall die of boredom."

The other creatures laughed and said, "Fool! Let go, and that current you worship will throw you tumbled and smashed across the rocks, and you will die quicker than boredom!"

But the one heeded them not, and taking a breath did let go, and at once was tumbled and smashed by the current across the rocks. Yet, in time, as the creature refused to cling again, the current lifted him free from the bottom, and he was bruised and hurt no more.

And the creatures downstream, to whom he was a stranger, cried, "See a miracle! A creature like ourselves, yet he flies! See the Messiah, come to save us all!" And the one carried in the current said, "I am no more Messiah than you. The river delight to lift us free, if only we dare let go. Our true work is this voyage, this adventure.

But they cried the more, "Saviour!" all the while clinging to the rocks, making legends of a Saviour."

Richard Bach Illusions

Focus on World Autism Awareness Day, 2 April 2009

2009-03-24T08:52:00.004Z

'On December 18, 2007, the United Nations General Assembly declared April 2 as World Autism Awareness Day (WAAD). This UN resolution is one of only three official disease-specific United Nations Days, and it brings the world's attention to autism, a pervasive disorder that affects tens of millions.

The resolution aims to raise awareness about autism throughout society and to encourage early diagnosis and early intervention.

Autism is a lifelong developmental disability. It is part of the autism spectrum and is sometimes referred to as an autism spectrum disorder, or an ASD. The word 'spectrum' is used because, while all people with autism share three main areas of difficulty, their condition will affect them in very different ways.

Some are able to live relatively 'everyday' lives; others will require a lifetime of specialist support.

The three main areas of difficulty which all people with autism share are sometimes known as the 'triad of impairments'.

They are:
difficulty with social communication
difficulty with social interaction
difficulty with social imagination.

It can be hard to create awareness of autism as people with the condition do not 'look' disabled: parents of children with autism often say that other people simply think their child is naughty; while adults find that they are misunderstood.

All people with autism can benefit from a timely diagnosis and access to appropriate services and support.'

Did you know? …

Autism affects approximately 67 million people worldwide
More children will be diagnosed with autism this year than with diabetes, cancer and AIDS combined
Autism does not discriminate by geography, class or ethnicity

There is no medical detection or cure for autism

http://www.autismspeaks.org.uk

http://www.autismspeaks.org/science/research/initiatives/gaph.php

http://sourcesense.blogspot.com/search/label/Autism

"Autism, Asperger's and more, oh my!"

2009-03-22T05:14:00.004Z

"My Name is Autism
Hello. Allow me to introduce myself to you. My name is autism. Perhaps you know me or know of me. I am a condition, "disorder" that affects many people. I strike at will, when and where I want. Unlike Downs Syndrome or other birth "defects," I leave no marks on those I strike. In fact, I pride myself on the ability to infiltrate a child's life, while leaving him or her strikingly handsome. Many people may not even know I am there. They blame the child for what I cause him or her to do. I am autism and I do as I please.

I am autism. I strike boys and girls. infants and toddlers. I find my best victims to be boys around the age of 2, but any child will do. I like children and they are always the true victims, though I take hostage the others in the child's family as well. It is a bit like getting two for the price of one. I affect one child and "infect" the entire family.

I am autism. I strike rich and poor alike. The rich combat me with education and therapy. The poor shut their children away and cannot afford to fight me. I am able to win in the lives of poor children more than I am those of the wealthy, but I will try to take root anywhere.

I am autism. I am an equal opportunity disorder. I strike whites, blacks, Mexicans, Ukrainians, Russians, Poles, Slavs, Japanese, Koreans and Fins. In fact, I strike everywhere on Earth. I know no geographical bounds.

I am autism. I do not discriminate based upon religion either. I strike Jews and Christians, Muslims and Buddhists, Atheists and Agnostics. I do not care what religion a person is or what beliefs he may hold. When I strike, there will be little time for any of that anyway. When they find me, they will question everything they believe in, so why would I strike only one group? I have affected followers of every religion on the planet.

I am autism and I am strong and getting stronger every year, every month, every day, every minute and every second. I am concerned that money might be allotted to combat me and my takeover of children, but so far, I have little to fear. Some countries like Kuwait are spending quite a bit of money to assist those who I have targeted and some, like the United States, would rather spend money on such ludicrous things as discovering the number of American Indians who practice Voodoo, as opposed to combating me. In an atmosphere such as that, I can flourish and wreck havoc at will. In places such as that, I rub my hands with glee at the problems I can cause to children, their families and to the society at large.

I am autism. When I come, I come to stay. I take the dreams and hopes of families and trample them with delight. I see the fear and confusion in the eyes of my victims and see the formation of wrinkles, the worries and pain on the face of their parents. I see the embarrassment their child causes because of me and the parents unsuccessful attempt to hide their child, and me. I see tears the parents cry and feel the tears of their child. I am autism. I leave sorrow in my wake.

I am autism. I taketh away and give nothing but bewilderment and loathing in return. I take speech and learning. I take socialization and understanding. I take away "common sense" and, if I am allowed to flourish, I take away all but their physical life. What I leave behind, is almost worse than death.

I am autism. I fear nothing except courage, which I thankfully see little of. I fear those who take a stand against me and attempt to fight me and bring others into the fight as well. I fear those who try to make it safe and easier for my victims in the community, and their families. I fear those who push ahead, despite the fact that I am in tow. I fear the day I will be eradicated from the planet. Yet, I do not fear too much right now. There is no need.

I am autism and I bet you know me or know of me. If you don't, you probably will soon. I am marching forward faster than I ever have before. I am looking for new children all the time. I am looking for new children to consume and new lives to destroy. I dread the day I will be looked upon with pity or worse yet, understanding, for that day, is the day I will begin to die.

But in the mean time I am safe, free to prowl onward. Free to cause the pain and suffering that I do so well. I am on a mission and have much work to do and thankfully no one is stopping me yet.

Hello. Allow me to introduce myself. My name is autism. Perhaps you know me or know of me, if not don't worry, you will meet me soon.

~Author Unknown

My Name is Autism
Posted by Lori-ann at 2/17/2009 9:32 PM
Categories: Poem,Inspiration,Autism "

http://blog.autismaspergersandmoreohmy.com/2009/02/17/my-name-is-autism.aspx

Conductive Education - Little things mean a lot

http://blog.autismaspergersandmoreohmy.com/2008/07/29/conductive-education--little-things-mean-a-lot.aspx

Conductive Education is Amazing

http://blog.autismaspergersandmoreohmy.com/2008/08/15/conductive-education-is-amazing.aspx

'Have we forgotten about Dynamite?' Ági Pálinkás, Petö trained Conductor writes…

2009-03-21T13:24:00.001Z

"It was no accident that I visited Priory (Burnham) last Friday.I used to be part of the Conductive Education project called Dynamite, which is set in the Becon awarded mainstream primary school:Priory. As I took part in its early stage, I will always feel emotionally connected to this school and feel so proud of its pioneering example and its miriculous growth over the last five and a half years.

The Dynamite project was dreamt up by an enthusiastic group of parents, designed by an innovative and resourceful conductor team and it has been delivered by a senior conductor team and the supportive staff of Priory.

Today, even as I speak, with step by step, day by day progress, Priory's multi-disiplinary team is transforming itself into a trans-disciplinary team as a result of their relationship and mutual understanding.

Dynamite was the first conductive project based inside a mainstream school. It started in September 2003 with six boys and an adapt and courageous senior conductor Zsuzsa Szabo.Over a few months to January 2004 the numbers of the Dynamite children grew to 20 and a second conductor joined the team as well;.. the lucky 'me'.
The second senior conductor, Anita has joined to the Dynamite team in April 2004. By 2006 September the LEA acknowledged the need for Conductive Education and has agreed to financially cover the salary of the senior conductor as the biggest break through of this project.

I could write so much about the ex Dynamite, which has no name any more (children often refer to it as 'The Wooden Spoon Room Thing') as it has merged into and become part of this very special primary school, Priory in a small village called Burnham.

Today there is a conductive class, where the conductive principles are used every day. The rest of the children (with motor disorder, who can benefit from conductive education) receive conductive education sessions and classroom support by the conductors (two fabulous seniors!!) and their conductor assistants.

I need to gain more information about its current stage as well, but please,(please!!!) if anyone wishes to know more about this wonderful project contact: sueberryman87@hotmail.com

http://www.prioryschool.com/conductive-education/

It would be so-so sad if this wonderful success story is being over-looked."

Ági Pálinkás

Whites Hill College Newsletter… Xavier.

2009-03-15T15:05:00.022Z

"At present Xavier staff and parents are in full swing of the Individual Education Plan process. Thank you to everyone for being flexible at this time as the important process of setting goals for students is completed. There will be a performance in the Whites Hill hall on Tuesday called “Shake Up”. All students from Year one upwards will be attending. This promises to be a fun and exciting way to introduce Shakespeare!
XAVIER
On Wednesday last week we hosted 9 Japanese student teachers. They enjoyed a tour of the school, participated briefly in our programs and dressed in their traditional costume to sing for the students. It is
always good to continue to spread the news about Conductive Education and the possibilities for our students with physical and multiple impairments within this philosophy. These student teachers (some just
about to finish their training) were very interested in the philosophy and asked many questions about the students and how we meet their needs.
There will be a program of activities for Harmony week commencing on Monday, March 16th. Look out for further information in communication books or letters.
The “Creativity” focus this term has proved a great success with all students as they have actively participated in many activities to promote their
understanding of the curriculum and their hand function skills! The foyer and classrooms at Xavier have many examples of how creativity and
independence can produce products well worth viewing. Thank you to the students for such great concentration and attention!
Mrs Annette Demack
Head of Xavier (Acting)"
March 2009, Queensland, Brisbane, Australia

On the photo from right to left some of the original team of beautiful and determined woman … first Betty Sharry, second Annette Demack, fourth Jody Florance.

With Love, Judit
♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥

What If?…

2009-03-13T18:21:00.007Z

Honour and integrity were a source of life and instead of dominating somebody we would live with the belief in our hearts to do the greatest good for the greatest number? What if this would be the brightest and noblest thing in life?

“A friend is one before whom I may think aloud.” R. W. Emerson

2009-03-03T13:06:00.007Z

Whether we are aware of it or not we communicate twenty-four hours a day, even in our dreams. Even when we don’t say anything… we communicate.
Our relationships are built and destroyed by communication.
The more honestly we communicate, the more we get to know one another and the stronger our relationship gets.
I have seen so many times the destructive power of dishonest communication.
When we lie, we destroy relationships. We destroy the relationship we have with ourselves and also the relationships we have with others. –
Every time we tell a lie or when we do not say what we want to say it erodes the foundation of our relationships and weakens the weak self-esteem of the person who tells a lie.
Lies are negative communications…
The only true foundation of a relationship is trust. If relationships are communication with trust, then honesty is their cornerstone.
Cherish your true friendships and relationships and keep making them stronger with the purity of openness, trust and respect.
Real healing and joy begins when stepping on this path.

♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥

"Help save our library"

2009-03-02T19:39:00.011Z

"Following the decision of the Foundation for Conductive Education to make redundant the post of Librarian at the National Library of Conductive Education, we the undersigned respectively and most urgently request that the Foundation for Conductive Education take all necessary steps to ensure that the functions and services of the National Library of Conductive Education should continue and develop, to the benefit of the whole international conductive community."

"Help save our library"

I really think this is an important cause, and I would like to encourage you to add your signature, too. It is free and takes less than a minute of your time. Thank you!

http://www.ipetitions.com/petition/help-save-our-library/signatures.html

Please circulate this to people that you know and on any databases that you have, asking that they sign it.

Just published and already signatures appear on the screen...

http://www.ipetitions.com/petition/help-save-our-library/signatures.html

"Books let us into their souls and lay open to us the secrets of our own. " William Hazlitt

Strange how I falter...

2009-03-01T16:44:00.004Z

Strange how
my heart beats
to find myself upon your shore.
Strange how
I still feel
My loss of comfort gone before.
Cool waves wash over
and drift away with dreams of youth
so time is stolen

I cannot hold you long enough.
And so
this is where I should be now
Days and nights falling by

Days and nights falling by me.
I know
of a dream I should be holding
days and nights falling by
Days and nights falling by me.

Soft blue horizons
reach far into my childhood days
as you are rising
to bring me my forgotten ways.

Strange how I falter
to find I'm standing in deep water
strange how my heart beats
to find I'm standing on your shore

Enya: On Your Shore

Our Gill our Librarian in the Conductive World…

2009-02-26T19:32:00.010Z

I had a very strange day today. I was meant to go to London for consultancy work, but we agreed to hold up that meeting. I received an e-mail this morning from a friend that Gill the librarian an old friend and a fellow colleague was made redundant at the National Institute of Conductive Education! Frankly I was shocked.

I drove to Southampton and I had a big puncture, which was very scary… I wouldn’t have made it for that meeting in London anyway and goodness knows what could have happened to me with a high speed on the motorway. The tire was slit open I have never seen anything like that before.

In these times we realise what is really important and what really matters.

Gill was the most reliable distant colleague of mine. I always knew that I could count on her when I contacted her. She built up the National Library of Conductive Education with devotion and pride.
What will happen to that library without her?? What will happen to the library? Was she treated justly and respectfully in the process??

My father taught me that ‘books are your best friends’…'what you learn and what you know is yours and nobody can take that away from you'.

Well someone is taking the Foundation’s cornerstone away from me and from the new generation to come!!! What are they thinking? I need to know. We all need to know.

http://ce-library.blogspot.com/

Our Joy from Amy Joy

2009-02-22T18:33:00.002Z

Hello you two!
Guess what I can do now?! Guess!.................
?
!
*
!!
Can you guess?
Anyway........I can cross my legs and lift them up while I am on my back!!!
When I am older, if you want me to work for you(on courses, classes), I wouldn't mind doing it occasionally!
I pray to God that He will bless you for all what you are doing and changing disabled people's lives, and encouraging them to believe in themselves. Also He will give you the desires of your hearts!

Take care !
God will be with you all the days of your life!
Amy - Joy x

Amy-Joy!!! you are such a wonderful person, really!

Thank you for your beautiful e-mail, it really bought tears to my eyes.
You have been incredible this week and have really shone all week. It is fascinating because I was thinking about your aims which you wrote for the new year as I was writing the certificates in the afternoon and I think it is just wonderful that you are so relaxed and confident now.

Thank you for your kind words, but really everything is within each of you, we just try and show you the ways to bring it out.

We would love to have you to work with us AJ, you are very supportive with the children and so very helpful, you are always there helping to set up and tidy up,really you are a star!

Thank you for being you,
With love Mandy x

It is a privilege to have you with us and to work with you AJ. Receiving your e-mail is a precious gift.Thank you. God Bless You Darling Girl.
Love, Judit

Centered leadership: How talented women thrive

2009-02-19T17:54:00.015Z

" Women start careers in business and other professions with the same level of intelligence, education, and commitment as men. Yet comparatively few reach the top echelons.
This gap matters not only because the familiar glass ceiling is unfair, but also because the world has an increasingly urgent need for more leaders. All men and women with the brains, the desire, and the perseverance to lead should be encouraged to fulfill their potential and leave their mark.
With all this in mind, the McKinsey Leadership Project—an initiative to help professional women at McKinsey and elsewhere—set out four years ago to learn what drives and sustains successful female leaders. We wanted to help younger women navigate the paths to leadership and, at the same time, to learn how organizations could get the best out of this talented group.
To that end, we have interviewed more than 85 women around the world (and a few good men) who are successful in diverse fields. Some lead 10,000 people or more, others 5 or even fewer. While the specifics of their lives vary, each one shares the goal of making a difference in the wider world."

http://www.mckinseyquarterly.com/Centered_leadership_How_talented_women_thrive_2193

Five dimensions of leadership

The full article by Joanna Barsh, Susie Cranston and Rebecca Craske:

http://classic.85broads.com/resource/talented_women_thrive.pdf

Be driven but stay joyful!♥

Eros Ramazzotti feat. Cher - Piu Che Puoi

The McKinsey Quarterly

2009-02-19T17:07:00.010Z

Act global think local...

When companies globalize, executives must anticipate the reaction at home. Norsk Hydro President and CEO Eivind Reiten explains why.

http://www.mckinseyquarterly.com/Strategy/Globalization/Act_global_think_local_2210

The McKinsey Quarterly maybe an inspirational reading to some.
http://www.mckinseyquarterly.com/home.aspx

The Endeavour Foundation is one of the largest non-government organisations in Australia providing opportunities for people with a disability.

2009-02-19T07:33:00.010Z

Ian Fowell, with Endeavour's support, is establishing a reputation as an artist in his home town of Hervey Bay, Queensland and is winning awards.
Ian has been with Endeavour for over 20 years but his life changed forever when he began attending Endeavour's Learning and Lifestyle Centre in Maryborough, Queensland.
With tutoring and encouragement from the in-house artist and Centre staff, Ian's artistic flair began to blossom - along with a world of opportunity.
Ian is excited that he can now express himself through his art and regularly paints with a local art group. His award-winning painting titiled Roses (pictured above) appeared on Endeavour's 2008 Christmas cards.
Ian is enjoying being taught to work with a variety of media, including watercolours, oils, crayons and even mosaics.

http://www.endeavour.com.au/about_us/about_us.html

http://www.endeavourprizehomes.com.au/

Is Conductive Education turning into an umbrella term like CP?

2009-02-10T15:24:00.008Z

“Who ever offered the wine of movement;
The beautiful intoxication of motion
And who ever has been taught to walk
That person will always know
How incredible it maybe
That everything is possible anywhere
People can overcome any monster
If they have the will, heart and the intelligence
The magic consciousness always helps.” Zoltan Vito

I put up a posting on 4th February titled ‘Is Conductive Education turning into an umbrella term like CP?' for discussion.
I believe that it is worthwhile to post the comments. If you would like to join the discussion please do so in any language you feel most comfortable to express yourself with.

Ági in her last comment gave a link to
Minöségirányitási /Inspectoral CE Program of The Petö Institute on the peto.hu(gyki-mip2008) website. I couldn’t access that link. With Ági’s help I found it.

The Inspectoral CE Program of The Petö Institute's PDF file is 241 pages and it is solely written and published by The Petö Institute in Budapest, Hungary. http://www.peto.hu

Please follow this link:
http://www.peto.hu/dokumentumok/index.php?option=com_docman&Itemid=55

When you get there you will have to scroll down the page and click on Intézményi Minőségirányítási Program 2008. II. kötet.

The above link was provided by Andrew Sutton
http://www.conductive-world.info

Thank you Andrew!

If you have problems accessing it please find direct link to it at:
http://www.szathmarytc.com/media/gyki-mip2008-2.pdf

Original posting:

I am as grateful as ever for questions like this coming from my fellow Conductors because it helps me to write about some of the burning issues we all have to face with when we are running Conductive Education Programmes.

Background:
When I started my work in England and abroad I was quite surprised when I read reports about children or when I enquired to the children’s diagnosis during initial consultations, because most of the time I was told that the children have ‘Cerebral Palsy’.

I was quite taken back, as Cerebral Palsy didn’t give me enough background information about the unique characteristics of the actual manifestation of the type of Cerebral Palsy.

Each type of Cerebral Palsy has unique psychological, emotional, cognitive and physical characteristics, which have to be taken into consideration when we are looking at a person whose life is affected by them.

Even though Conductors look ‘beyond the underlying conditions’ we do need to take serious note of the diagnosis and look at how each person is affected in their daily life.

Identifying and recognising the problems are one of the most important steps in our work. Although we do not focus on them as we are trained to focus on other aspects, which we CAN build upon using step-by-step solutions in a unique, sophisticated and dynamic way.
So there this is the background to the question.

Well… is Conductive Education turning into an umbrella term like Cerebral Palsy?
I would like to open this question up for discussion. What is your opinion?

There seems to be so many variations of Conductive Education now, even from when I was trained at he Petö Institute (between 1980-1984). Conductors often tell me that they prefer working on a mat instead of on a plinth and that is what they learnt at Petö. Facilitation techniques, the rhythm and execution of movements are less and less defined, leading performance, programme structuring varies greatly.
I sometimes see photographs of children from around the world and from the Petö Institute in various situations, which in my day would not have been allowed.
This question is not meant to be critical in any way, but has exposed a serious issue, which I feel is worth discussing.

If you feel you would like to comment, please feel free and I welcome comments from all angles.

To save confusion, perhaps I should say to write your comments within a week of today please.
Posted by Judit Szathmáry at 15:51
5 comments:
Andrew Sutton said...
I should like to take a small exception with something that you write here.

I fully concur that the term 'cerbral palsy' is frequently bandied around in this country, the UK, in an exceedingly sloppy way, blurring all sorts of potentially important disinctions. I wholly agree with you therefore when you write:

'Even though Conductors look ‘beyond the underlying conditions’ we do need to take serious note of the diagnosis and look at how each person is affected in their daily life.'

But I wonder whether your proceeding paragraph to qualify this offers qualification enough as it stands:

'Each type of Cerebral Palsy has unique psychological, emotional, cognitive and physical characteristics, which have to be taken into consideration when we are looking at a person whose life is affected by them.'

I can't go with this, certainly not as it is stated. Forgive me if I probe more deeply into what you wrote.

Surly all human development, all human personality is a dynamic product of systemic transactions between the bodily, the social and the psychological. By this analysis, no personal characteristic can be regarded as the product of a particular brain damage, however localised. This is surely a mechanistic analysis, since it leaves out the contibution of social and psychological factors in bringing about that characteristic.

I don't know whether this bears on your analogy between the concepts of cerebral palsy and Conductive Education, which I think offers a nice peg for wider discussion. Thanks for pushing the boat out.

Andrew.

04 February 2009 17:36
Judit Szathmáry said...
Dear Andrew,

Thank you for your comment. It is lovely to have you here on my little cyber patch. Please do visit more often.

If there is a physical manifestation, which characterises of each type of Cerebral Palsy, surely there has to be a psychological, emotional and cognitive manifestation. They are not as visible as the physical, but they are all interconnected and interrelated with each other.
The physical cannot be separated and cannot just stand on its own as the only characteristic of a certain type of Cerebral Palsy.
I believe and I was taught that each classification of Cerebral Palsy and each type neurological condition have certain psychological, cognitive and physical traits.

I wasn’t talking about human beings with their unique built and individual characteristics and their own dynamic multilevel response to social, cultural and environmental demands, which will create their own personal characteristics.

You were right to point it out as from my writing it wasn’t clear.
Thank you.Judit

04 February 2009 19:55
Agi said...
The only criterion of registering as a Conductive Education Center is to employ a conductor, according to the NICE website. I have heard from parents that there are CE places in the UK and the USA with plinths and ladderback chairs without a conductor, although they might not have been able to register themselves.
Background:
In my carrier so far, I have worked as a conductor (in its pure sense) also as a special educational teacher using conductive input (task series, complex physically and cognitively active programmes). I have also worked as a special education teacher with a conductive/humanistic approach but with hardly any input
(suction bars, rings and physically and cognitively accessible and achievable Curriculum/lesson plans.).
There were times when I knew what the job was going to involve, and there was a time when this came to me as a surprise, and I just had to deal with it. I have conductor friends who work as primary teachers (surely with a conductive approach), therapists (Feldenkrais, Ayres, Deveny SMT), special education teachers with more or less conductive input, or special advisers working with individuals with complex and profound difficulties and/or behaviour problems.
Due to the changing world and the job vacancies, conductors are willing or they need to work differently with children with all kinds of motor and learning difficulties to support themselves as individuals. It is up to every individual what they do and how they use their skills. We are all here to grow. But it doesn’t change their qualification, so I think that the criterion above is not relevant.

The underlying question in here is what makes Conductive Education pure and authentic.
I think to answer this, the best way is to listen to people who worked with Professor Peto, and examine the Peto legacy: films, lectures, university notes, generations that still carries the memory of the Peto-time, see the film archives which stand as a proof of evidence for originality.
Conductive Education is an educational method that teaches individuals with motor disorder to overcome problems of movements and conducts/ enables them to live a more active and/or independent life. This is a well-known definition and it clearly implicates that CE participants are cognitively willing and able and their primary disability is the motor disorder.
Zoltan Vito a well-respected Hungarian poet-writer, studied in the Peto Institute during the 60s.
His words are explanatory and inspirational for the present and for the future conductive students, their parents and conductors.

“Who ever offered the wine of movement;
The beautiful intoxication of motion
And who ever has been taught to walk
That person will always know
How incredible it maybe
That everything is possible anywhere
People can overcome any monster
If they have the will, heart and the intelligence
The magic consciousness always helps.”

07 February 2009 03:37
Judit Szathmáry said...
Dear Ági,

Thank you for your comment. I always examine issues or problems from many angles and through a lens, which I can move close to the issue and I also can widen to look at the issue form a distance. It helps me to find a range of solutions and choose the one, which fits into my values.

I believe it all comes down to individual values; certain values
of course change as we grow and develop on our path of learning.

From my point of view I have values, which I was born with and they are strong and unshakable and I have values, which I learnt through my experiences and my studies.

When conductors work on their own they have only their own value systems to guide them. It can be a very lonely path as at the Petö Institute conductors always work as part of a kind of beehive system.
Everything is well designed and there are always many different levels of expertise available on the spot.

There is an established value system, and a ‘professional culture’ that provide a safety net, comfort and security. It is a kind of tribal conciseness with its own hierarchical structure.

When people are removed from this and try to represent the system on their own they face many internal and external difficulties.

Even if we just freeze the picture here and look at how many fresh graduates are out in the world doing their best but required to run classes on their own or establish programmes and projects.

When conductors required to transfer their professional skills based on specific values in to already existing systems i.e. multidisciplinary systems, special education systems, primary and secondary education systems I assume they do it with an understanding that this is a skill itself and cannot be learned from books only from experience.

It is vital before accepting a job to have an agreed and signed job description. It saves both employer and employee from any possible
misunderstandings.

I loved the poem, thank you for sharing it.

I am grateful for all and any further comments, as I believe it is just the beginning of the conversation.
Since I put up this post our staff had some really interesting conversations about it. If nothing else it really made us think.

Szeretettel, Judit

08 February 2009 09:22
Agi said...
Kedves Judit,

Thank you for your answer. I agree with every word you said.
Regarding the point I was trying to make about the fact that the job responsibilities of a conductor
is widely expanding, is that it can be one of the reason why Conductive Education might be turning into an umbrella term.
It is hard and is emotionally and professionally challenging to meet the new ‘conductor’ requirements; especially abroad. However these problems show up in Hungary as well.
I’ve found this fascinating document, called Minosegiranyitasi /Inspectoral CE Program of The Peto Institute on the peto.hu(gyki-mip2008) website. It talks about the work of a professional team who defines the standards and examines the quality of the conductive practice within the Institute. As part of their future improvement plan, this professional pedagogical body aims to establish the criteria of Conductive Education by 2012. This is exiting and it surely will have an effect on the conductive practices abroad alike.
Szeretettel,
Agi

'The greatest good for the greatest number'

2009-02-06T12:51:00.006Z

" A tanitvany akitol soha nem kovetelnek olyat, amit nem tud megtenni, soha nem tesz olyat amit meg tud tenni."
John Stuart Mill
"A pupil from whom nothing is ever demanded which he cannot do, never does all he can." John Stuart Mill

http://www.criticalthinking.org/files/John_Stuart_Mill_Instruction.pdf

Is Conductive Education turning into an umbrella term like CP?

2009-02-04T15:51:00.006Z

I am as grateful as ever for questions like this coming from my fellow Conductors because it helps me to write about some of the burning issues we all have to face with when we are running Conductive Education Programmes.

Background:
When I started my work in England and abroad I was quite surprised when I read reports about children or when I enquired to the children’s diagnosis during initial consultations, because most of the time I was told that the children have ‘Cerebral Palsy’.

I was quite taken back, as Cerebral Palsy didn’t give me enough background information about the unique characteristics of the actual manifestation of the type of Cerebral Palsy.

Each type of Cerebral Palsy has unique psychological, emotional, cognitive and physical characteristics, which have to be taken into consideration when we are looking at a person whose life is affected by them.

Even though Conductors look ‘beyond the underlying conditions’ we do need to take serious note of the diagnosis and look at how each person is affected in their daily life.

Identifying and recognising the problems are one of the most important steps in our work. Although we do not focus on them as we are trained to focus on other aspects, which we CAN build upon using step-by-step solutions in a unique, sophisticated and dynamic way.
So there this is the background to the question.

Well… is Conductive Education turning into an umbrella term like Cerebral Palsy?
I would like to open this question up for discussion. What is your opinion?

There seems to be so many variations of Conductive Education now, even from when I was trained at he Petö Institute (between 1980-1984). Conductors often tell me that they prefer working on a mat instead of on a plinth and that is what they learnt at Petö. Facilitation techniques, the rhythm and execution of movements are less and less defined, leading performance, programme structuring varies greatly.
I sometimes see photographs of children from around the world and from the Petö Institute in various situations, which in my day would not have been allowed.
This question is not meant to be critical in any way, but has exposed a serious issue, which I feel is worth discussing.

If you feel you would like to comment, please feel free and I welcome comments from all angles.

To save confusion, perhaps I should say to write your comments within a week of today please.

2009-02-02T10:24:00.004Z

"Try not to become a man of success but rather try to become a man of value."
Albert Einstein
(1879-1955, German-born American Physicist)

If You Could Hear What I See...

2009-01-31T19:40:00.006Z

Kathy Buckley... Please take your time and watch the video until the end on her website. You will not regret it. I promise.I came across Kathy through Tony Robbins.

"Kathy Buckley was born with a hearing loss that went undetected until she was eight. Those around her believed she was mentally affected. She was sexually abused, run over by a jeep and stricken with cancer - all before the age of thirty.

But rather than be consumed by grief, Kathy sought out laughter. She not only survived, she has gone on to become a successful comedienne and an award winning author. She is also a world-renowned motivational speaker.

Kathy shows that we create our own negativity. With very funny anecdotes, she explains how our choice of vocabulary makes a real difference, how to choose the positive and how we all grow in confidence once we recognise the importance of our own individual contribution.

Based in California but with a message that resonates with the most cynical British audiences, Kathy's indomitable courage in confronting life's challenges inspires anyone and everyone."

© Copyright JLA: All Rights Reserved

Please visit her website as she has no other clip available on you tube other than the one below.
Kathy's web-site: http://www.kathybuckley.com

Kathy Buckley

A real inspiration to all of us...I want you so much to open your eyes...

2009-01-31T17:19:00.008Z

Lance and wife... When we think it is all too much... It is all too hard... Lance gives real inspiration to all..
Lance Armstrong from Wikipedia
"Full name Lance Edward Armstrong
Lance Armstrong (born Lance Edward Gunderson on September 18, 1971) is an American professional road racing cyclist who rides for UCI ProTeam Team Astana. He won the Tour de France a record-breaking seven consecutive years, from 1999 to 2005. He is the only individual to win seven times, having broken the previous record of five wins, shared by Miguel Indurain (consecutive) and Bernard Hinault, Eddy Merckx and Jacques Anquetil. He has survived testicular cancer, a germ cell tumor that metastasized to his brain and lungs, in 1996. His cancer treatments included brain and testicular surgery and extensive chemotherapy, and his prognosis was originally poor.

In 1999, he was named the American Broadcasting company Wide World of Sports Athlete of the Year. In 2000 he won the Prince of Asturias Award in Sports.[2] In 2002, Sports Illustrated magazine named him Sportsman of the Year. He was also named Associated Press Male Athlete of the Year for 2002, 2003, 2004, and 2005. He received ESPN's ESPY Award for Best Male Athlete in 2003, 2004, 2005, and 2006, and won the BBC Sports Personality of the Year Overseas Personality Award in 2003. Armstrong retired from racing on July 24, 2005, at the end of the 2005 Tour de France, but returned to road racing in January 2009 season.[3]"
http://en.wikipedia.org/wiki/Lance_Armstrong

Reportage Lance Armstrong Part 1

Lance Armstrong - Cycling Legend

You and me we meant to be walking free in harmony...

2009-01-29T14:20:00.009Z

This posting is for my best friend's brother, Stephen. He is the most loving, sharp and is so focused when finding a balance in hard circumstances and also he is a most genuinely nice person. He had some serious issues to deal with in his life. When I first met him he was brilliant when I had to go through some issues I didn’t understand. He just knew instinctively how and what needed to be said and done. He loves to see people smile. This is the clip he sent this morning. Thank you ‘Stewon’ (this is how I call him) for being yourself and being there as always. God Bless You Darling! You are a great inspiration to all of your friends.

Morcheeba - Rome Wasn't Built In A Day

What do we ALL need? To belong, to be accepted and to make our own mark on the world...

2009-01-29T10:51:00.009Z

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.

Disaboom: Meet Josh Blue Interview (4 of 6)

Josh Blue (LCS Season 4 Ep. 9)

Josh Blue with his son Simon

"Well, I hoped that I would make you wonder and I also hoped to make you think."... Extract from one of my previous postings. Link to Hello and welcome: http://sourcesense.blogspot.com/search/label/Hello%20and%20welcome

2009-01-26T17:33:00.007Z

I promised you a while ago that I would tell you the story related to the film ‘Brother Sun Sister Moon’. This was the first clip I put up on this blog and it is titled ‘If you want your dream to be…’
Well, this is the story:
It was a cold and dark winter day in February 1982. At that time I was a second year graduate at the Petö Institute. I was just about to take my afternoon coffee break and I was heading towards reception to collect some pre-ordered coffee for all us who were having a break, when I bumped into a small group of conductors having a heated discussion behind the curtains at the adult department. (Felnőtt Ambulancia)
As I arrived they turned towards me… so what do you think Szathmáry?? Addressing people and using their surname was and still is widely acceptable and not unfriendly at work or in any professional settings in Hungary.
What did I think?… Frankly I was quite uncertain about my own point of view.
They were talking about the history of disability and about how each culture dealt with their disabled fellow humans.
All I knew and all I was certain about without a doubt, that everything I was taught to do in my practice and theory were resonating with my heart and soul.
I loved what I was learning about Konduktiv Pedagogia and the humane way we approached and structured the children’s and the adults’ life at Petö.
But the question was given to me… which was the right way?
I listened to many different points of views through that conversation, but I left the group with a quest in mind. What is the best for the individuals?
On the same day a fellow konduktor asked me whether I was free to go to the Film Museum with her, as there was a really good film she wanted to see. I agreed.
In the Budapest’s Film Museum at that time only arty and unusual films were shown, films, which were never circulated in commercial movies. So off we went to see ‘Brother Sun Sister Moon’…
When the film got to the scene, where Francis of Assisi was re-building the temple and his only helpers were the old, vulnerable and the disabled my heart sank. Tears filled my eyes and when the picture shown the little boy who couldn’t move his body only his head, sitting in the cold snow and was helping Francis how to position the stone in the right way… There it was, I got the answer to my quest and at that point I truly understood that every single life is precious and we all have a purpose and a gift, which is invaluable. What Francis would have done without that boy? Would he have accomplished his vision? I believe that Francis needed that boy to make it perfect and he also needed all of those who were with him when his family and friends rejected him. There is a purpose for everyone and everything in this life. It is our job to find our purpose behind the presenting façades and also to help others if we can to find their own purpose. There are no spare parts in the Universe we all have an invaluable contribution to make to life.

If You Want Your Dream To Be ... [brother sun, sister moon]

"We are what we repeatedly do" Aristotle

2009-01-26T14:02:00.011Z

I have decided to put up Tony’s clips here in the belief that it might help someone in some way. I completed Tony’s mastery university, as at that time of my life I felt that he was able to give me what I wanted to know.
He is a huge guy… and also he is 6 feet 7 inches (201 cm) tall. Tony had a tough life to begin with, but he turned it around. He is one of the most loving and compassionate human beings I have ever met. I remember when I arrived to Fiji and stepped off the minibus, which took us to his resort he was standing at this beautiful open veranda furnished with enormous sofas and was saying goodbye to his son who was leaving the resort. He turned towards me and said: Hi, how are you? He held and shook my hands with both of his hands. HIS HANDS ARE HUGE! It was one of the most loving and reassuring handshakes I have ever had in my whole life. There are many ways to find the way back to our true selves to our own truth. Tony was one the few who gave me information, knowledge and experiences, which were not available anywhere else at the time of my searching. BUT he might not be ‘your cup of tea’.

Tony Robbins on Motivation in a Slump

What is an Extraordinary Life?

Tony Robbins

Sorry about the adverts that are coming up on the last clip.
It was not my intention to advertise Tony. I believe that everybody must find his or her own individual path in searching.

Alvin's Laws of Life

2009-01-24T15:28:00.007Z

Can you see the ethos of Conductive Pedagogy in his philosophy and his general outlook to life ? Can you?

Motivational Speaker Alvin Law -- Alvin's Laws of Life

Dyscalculia

2009-01-23T21:34:00.009Z

Dyscalculia is a specific learning disability in mathematics. Dyscalculia is a word we use to describe when people have significant problems with numbers - but still have a normal or above normal IQ. It seems that people with dyscalculia not only have problems with math, but also struggle with being able to learn to tell time, left/right orientation, rules in games and much more.

Dyscalculia / Diszkalkulia

Eros Ramazzotti Feat. Cher - Piu Che Puoi

Parents

2009-01-23T08:24:00.006Z

"You are the bows from which your children as living arrows are sent forth.
The archer sees the mark upon the path of the infinite, and He bends you with His might that His arrows may go swift and far.
Let your bending in the archer's hand be for gladness;
For even as he loves the arrow that flies, so He loves also the bow that is stable.” K G
Every parent is unique, children are unique, and the relationship between them is deeper and more complex than anyone could invent.

When working with Conductive Pedagogy we do not want to trivialise the richness of human experiences by letting you believe that interactions with your child is simple and predictable.

Our goal is to help you to understand who you are, find out who your child is and help you to develop parenting skills within the context of informed awareness of how children usually grow and develop and what and how certain things are needed to be done with a child whose life is effected with a neurological condition.

All parents can become more conscious if they choose to be. Consciousness is a natural state and available to everyone. The only requirements are to become aware that you are not as conscious as you want to be and the willingness to engage in the process of deep reflection. We believe that every parent can learn how to be a better one, and that is the spirit we offer you our observations and suggestions.
Our intention is most definitely to help parents not to blame themselves for the difficulties, but to guide them, how in our imperfect world and with our incomplete knowledge and experience about parenting we could find meaningful ways to bring about much welcomed transformation for a more complete, more joyful and more satisfying life for both parents and child.

We invite you to join us to explore this new vision for parenting and conductive upbringing that preserves your wholeness and the wholeness of your child.

"Du musst aus DIR DEN ENGEL ausgebaren" Petö

2009-01-22T13:01:00.004Z

"Az angyalt kell magadbolkihoznod." Petö

"Petö azt tartotta, hogy "a jot kell kihozni az emeberekbol!" Meg volt gyozodve arrol, hogy ezt lehet es sikerult is kihoznia, eredmenyt elernie, ha idolegesen is, barkinel. Nekem is felirta egy cedulara egyszer:"Du musst aus DIR DEN ENGEL ausgebaren"
"Az angyalt kell magadbol kihoznod."

Hári Mária A Konduktiv Pedagogia Tortenete page 15
MPANNI Budapest 1997

http://sourcesense.blogspot.com/2008/11/i-saw-angel-in-marble-and-carved-until.html

2009-01-21T21:25:00.002Z

This posting is for Susie, for the family she has been supporting for many, many years and for all of us in Conductive Education…

Tina Turner - The Best

http://konduktorin.blogspot.com/2009/01/simply-best.html

♥♥♥

“Petö Pestalozzirol elnevezett ambulanciat letesitett, es az ide bejarok teritesi dijabol uzemeltette az osztalyt.

2009-01-21T17:12:00.007Z

A Svajci Voroskereszt adomanyaibol pokrocokat kapott a gyerekek reszere. Dr Hans v. Fischer, a Centrale Sanitaire Suisse vezetoje ketszer latogatta meg az intezetet, es abbol az alkalombol egyszer a szovetseg hivatalos lapjaban, egyszer pedig levelben nyilatkozott.
Azt hiszem, hogy on egy olyan kezelesi eljarast vezetett be amely egyedul all az egesz vilagban. A kis athetotikus aki kessel es villaval eszik, orokre emlekezetemben marad. On a modszerevel egy olyan teruletre hatolt be, amelytol eddig az orvosi kezeles elzarkozott. A sulyos itelet: gyogyithatatlan, amely eddig ezen szerencsetlenek felett elhangzott, elveszitette ervenyet, amiota ez a kezelesi modszer letezik. A kis betegek akiket kezelnek, az egesz vilagon gyogyithatatlan nyomorekok otthonaiba kerulnek. A mozgasgyakoraltokon kivul csoportos kezeles es neveles donto szerepet jatszik.”

Petö Pestalozzirol elnevezett ambulanciaja …” Igy szerepel ez mar a
svajci egeszsegugyi hatosagok leveleiben is (1948. Junius 10)
CENTRALE SANITAIRE SUISSE “…die Besichtigung Ihres Werkes in der PESTALOZZI-AMBULANZ… Ich glaube, dass Sie hier eine Behandlungsmethode eingefurt haben, die in der ganzen Welt einzigartig dastehen durfte.” Der Prasident dr. med. Hans von Fischer”

Hári Mária A Konduktiv Pedagogia Tortenete page 28.
MPANNI Budapest 1997

http://sourcesense.blogspot.com/search/label/Pedagogy

http://sourcesense.blogspot.com/2009/01/pestalozzi-how-gertrude-teaches-her.html

http://www.archive.org/stream/howgertrudeteach00pestuoft

A reading from one of Dr. Mária Hári's ♥ lectures on motivation.

2009-01-20T13:10:00.013Z

This is an extract from Mark Twain’s book titled
‘The Adventures of Tom Sawyer’. Although the use of some of the words are not appropriate in today’s understanding about equality however, the general meaning of Twain’s concept is still relevant. I hope it helps you to understand the essence of the lecture she gave. When we heard this in Hungarian it was very clear, but perhaps it is more difficult to understand in the style at some places which it was written.

"Saturday morning was come, and all the summer world was bright and fresh, and brimming with life. There was a song in every heart; and if the heart was young the music issued at the lips. There was cheer in every face and a spring in every step. The locust-trees were in bloom and the fragrance of the blossoms filled the air. Cardiff Hill, beyond the village and above it, was green with vegetation and it lay just far enough away to seem a Delectable Land, dreamy, reposeful, and inviting.
Tom appeared on the sidewalk with a bucket of whitewash and a long-handled brush. He surveyed the fence, and all gladness left him and a deep melancholy settled down upon his spirit. Thirty yards of board fence nine feet high. Life to him seemed hollow, and existence but a burden. Sighing, he dipped his brush and passed it along the topmost plank; repeated the operation; did it again; compared the insignificant whitewashed streak with the far-reaching continent of unwhitewashed fence, and sat down on a tree-box discouraged. Jim came skipping out at the gate with a tin pail, and singing Buffalo Gals. Bringing water from the town pump had always been hateful work in Tom’s eyes, before, but now it did not strike him so. He remembered that there was company at the pump. White, mulatto, and negro boys and girls were always there waiting their turns, resting, trading playthings, quarrelling, fighting, skylarking. And he remembered that although the pump was only a hundred and fifty yards off, Jim never got back with a bucket of water under an hour – and even then somebody generally had to go after him. Tom said:
“Say, Jim, I’ll fetch the water if you’ll whitewash some.”
Jim shook his head and said:
“Can’t, Mars Tom. Ole missis, she tole me I got to go an’ git dis water an’ not stop foolin’ roun’ wid anybody. She say she spec’ Mars Tom gwine to ax me to whitewash, an’ so she tole me go ‘long an’ ‘tend to my own business – she ‘lowed she’d ‘tend to de whitewashin’.”
“Oh, never you mind what she said, Jim. That’s the way she always talks. Gimme the bucket – I won’t be gone only a a minute. She won’t ever know.”
“Oh, I dasn’t, Mars Tom. Ole missis she’d take an’ tar de head off’n me. ‘Deed she would.”
“She! She never licks anybody – whacks ’em over the head with her thimble – and who cares for that, I’d like to know. She talks awful, but talk don’t hurt – anyways it don’t if she don’t cry. Jim, I’ll give you a marvel. I’ll give you a white alley!”
Jim began to waver.
“White alley, Jim! And it’s a bully taw.”
“My! Dat’s a mighty gay marvel, I tell you! But Mars Tom I’s powerful ‘fraid ole missis – ”
“And besides, if you will I’ll show you my sore toe.”
Jim was only human – this attraction was too much for him. He put down his pail, took the white alley, and bent over the toe with absorbing interest while the bandage was being unwound. In another moment he was flying down the street with his pail and a tingling rear, Tom was whitewashing with vigor, and Aunt Polly was retiring from the field with a slipper in her hand and triumph in her eye. But Tom’s energy did not last. He began to think of the fun he had planned for this day, and his sorrows multiplied. Soon the free boys would come tripping along on all sorts of delicious expeditions, and they would make a world of fun of him for having to work – the very thought of it burnt him like fire. He got out his worldly wealth and examined it – bits of toys, marbles, and trash; enough to buy an exchange of work, maybe, but not half enough to buy so much as half an hour of pure freedom. So he returned his straitened means to his pocket, and gave up the idea of trying to buy the boys. At this dark and hopeless moment an inspiration burst upon him! Nothing less than a great, magnificent inspiration.
He took up his brush and went tranquilly to work. Ben Rogers hove in sight presently – the very boy, of all boys, whose ridicule he had been dreading. Ben’s gait was the hop-skip-and-jump – proof enough that his heart was light and his anticipations high. He was eating an apple, and giving a long, melodious whoop, at intervals, followed by a deep-toned ding-dong-dong, ding-dong-dong, for he was personating a steamboat. As he drew near, he slackened speed, took the middle of the street, leaned far over to star-board and rounded to ponderously and with laborious pomp and circumstance – for he was personating the Big Missouri, and considered himself to be drawing nine feet of water. He was boat and captain and engine-bells combined, so he had to imagine himself standing on his own hurricane-deck giving the orders and executing them:
“Stop her, sir! Ting-a-ling-ling!” The headway ran almost out, and he drew up slowly toward the sidewalk.
“Ship up to back! Ting-a-ling-ling!” His arms straightened and stiffened down his sides.
“Set her back on the stabboard! Ting-a-ling-ling! Chow! ch-chow-wow! Chow!” His right hand, meantime, describing stately circles – for it was representing a forty-foot wheel.
“Let her go back on the labboard! Ting-a-ling-ling! Chow-ch-chow-chow!” The left hand began to describe circles.
“Stop the stabboard! Ting-a-ling-ling! Stop the labboard! Come ahead on the stabboard! Stop her! Let your outside turn over slow! Ting-a-ling-ling! Chow-ow-ow! Get out that head-line! Lively now! Come – out with your spring-line – what’re you about there! Take a turn round that stump with the bight of it! Stand by that stage, now – let her go! Done with the engines, sir! Ting-a-ling-ling! Sh’t! s’h’t! sh’t!” (trying the gauge-cocks).
Tom went on whitewashing – paid no attention to the steamboat. Ben stared a moment and then said: “Hi- yi ! You’re up a stump, ain’t you!”
No answer. Tom surveyed his last touch with the eye of an artist, then he gave his brush another gentle sweep and surveyed the result, as before. Ben ranged up alongside of him. Tom’s mouth watered for the apple, but he stuck to his work. Ben said:
“Hello, old chap, you got to work, hey?”
Tom wheeled suddenly and said:
“Why, it’s you, Ben! I warn’t noticing.”
“Say – I’m going in a-swimming, I am. Don’t you wish you could? But of course you’d druther work – wouldn’t you? Course you would!”
Tom contemplated the boy a bit, and said:
“What do you call work?”
“Why, ain’t that work?”
Tom resumed his whitewashing, and answered carelessly:
“Well, maybe it is, and maybe it ain’t. All I know, is, it suits Tom Sawyer.”
“Oh come, now, you don’t mean to let on that you like it?”
The brush continued to move.
“Like it? Well, I don’t see why I oughtn’t to like it. Does a boy get a chance to whitewash a fence every day?”
That put the thing in a new light. Ben stopped nibbling his apple. Tom swept his brush daintily back and forth – stepped back to note the effect – added a touch here and there – criticised the effect again – Ben watching every move and getting more and more interested, more and more absorbed. Presently he said:
“Say, Tom, let me whitewash a little.”
Tom considered, was about to consent; but he altered his mind:
“No – no – I reckon it wouldn’t hardly do, Ben. You see, Aunt Polly’s awful particular about this fence – right here on the street, you know – but if it was the back fence I wouldn’t mind and she wouldn’t. Yes, she’s awful particular about this fence; it’s got to be done very careful; I reckon there ain’t one boy in a thousand, maybe two thousand, that can do it the way it’s got to be done.”
“No – is that so? Oh come, now – lemme, just try. Only just a little – I’d let you, if you was me, Tom.”
“Ben, I’d like to, honest injun; but Aunt Polly – well, Jim wanted to do it, but she wouldn’t let him; Sid wanted to do it, and she wouldn’t let Sid. Now don’t you see how I’m fixed? If you was to tackle this fence and anything was to happen to it – ”
“Oh, shucks, I’ll be just as careful. Now lemme try. Say – I’ll give you the core of my apple.”
“Well, here – No, Ben, now don’t. I’m afeard – ”
“I’ll give you all of it!”
Tom gave up the brush with reluctance in his face, but alacrity in his heart. And while the late steamer Big Missouri worked and sweated in the sun, the retired artist sat on a barrel in the shade close by, dangled his legs, munched his apple, and planned the slaughter of more innocents. There was no lack of material; boys happened along every little while; they came to jeer, but remained to whitewash. By the time Ben was fagged out, Tom had traded the next chance to Billy Fisher for a kite, in good repair; and when he played out, Johnny Miller bought in for a dead rat and a string to swing it with – and so on, and so on, hour after hour. And when the middle of the afternoon came, from being a poor poverty-stricken boy in the morning, Tom was literally rolling in wealth. He had besides the things before mentioned, twelve marbles,part of a jews-harp, a piece of blue bottle-glass to look through, a spool cannon, a key that wouldn’t unlock anything, a fragment of chalk, a glass stopper of a decanter, a tin soldier, a couple of tadpoles, six fire-crackers, a kitten with only one eye, a brass door-knob, a dog-collar – but no dog – the handle of a knife, four pieces of orange-peel, and a dilapidated old window sash.
He had had a nice, good, idle time all the while – plenty of company – and the fence had three coats of whitewash on it! If he hadn’t run out of whitewash he would have bankrupted every boy in the village.
Tom said to himself that it was not such a hollow world, after all. He had discovered a great law of human action, without knowing it – namely, that in order to make a man or a boy covet a thing, it is only necessary to make the thing difficult to attain. If he had been a great and wise philosopher, like the writer of this book, he would now have comprehended that Work consists of whatever a body is obliged to do, and that Play consists of whatever a body is not obliged to do. And this would help him to understand why constructing artificial flowers or performing on a tread-mill is work, while rolling ten-pins or climbing Mont Blanc is only amusement. There are wealthy gentlemen in England who drive four-horse passenger-coaches twenty or thirty miles on a daily line, in the summer, because the privilege costs them considerable money; but if they were offered wages for the service, that would turn it into work and then they would resign.
The boy mused awhile over the substantial change which had taken place in his worldly circumstances, and then wended toward headquarters to report."
Mark Twain Tom Sawyer Whitewashing the Fence, Chapter Two.

What if …

2009-01-20T10:19:00.001Z

What if I told you that when I am really, really naughty…what I really,
really want from you Mummy and Daddy is to set limits for me consistently and lovingly so I can feel secure knowing that you are strong and you have my best interest at heart?
Would you do it for me? I love you Mummy and Daddy! ♥

Random Thoughts

2009-01-19T09:43:00.001Z

The present is full of fresh potential while the past is two-dimensional, a snapshot of times gone by.

2009-01-18T15:47:00.004Z

This posting is for Ágnes who I have never met… and for all of you…
“Every seed is a longing.
Should you really open your eyes and see; you would behold your image in all images.
And should you open your ears and listen; you would hear your own voice in all voices.
It takes two of us to discover truth: one to utter it and one who understand it.” KG
Thank You! ♥♥♥♥

Morning Has Broken

Pestalozzi How Gertrude Teaches her Children

2009-01-15T20:26:00.009Z

Pestalozzi How Gertrude Teaches her Children
On page 17 you can find a short summary of ideas, which were emphasised and were given great importance in Petö’s Conductive Pedagogy at my time at the Petö Institute.
Please click on link to access book:
http://www.archive.org/stream/howgertrudeteach00pestuoft

2009-01-15T17:01:00.007Z

Pestalozzi with the orphans in Stans.

"Pedagogy is art to educate. The term indicates the methods and practices of teaching and education like all necessary qualities to transmit an unspecified knowledge.

Origin
The term of pedagogy drift of the Greek παιδαγωγία , of παιδός (/'paɪdɔs/) “the child” and ἄγω (/“a.gɔ/) “to lead, carry out, accompany, raise”. In antiquity, the pedagog was a slave who accompanied the child at the school, carried his business to him, but also made him recite its lessons and make its duties. Pedagogy is a word going up with 1495, according to the dictionary the Robert. The French Academy admits it since 1762.
At the beginning of the 20th century, the science of education indicated pedagogy. Today, the expression gets busy in the plural: the Sciences of education are studied while borrowing from several disciplines of the social sciences (Sociologie, Psychologie, Biologie, economy, Philosophie, etc).

History
Precursors
The humanism of the Renaissance sees being born some precursors from pedagogy. In France Rabelais proposes an ideal of the going beyond of oneself. It describes at the end of Gargantua a utopian abbey, the abbey of Thélème. Rabelais, monk of its state, knows the life monacale well, and in the description of this fictitious abbey it presents its idea of a humanistic abbey where beautiful young people people, from the two sexes, would come to study within an ideal framework of life. The stress is then laid on the moral aspect, rather than religious. The importance of physical education is reaffirmed.
To the same time, Ignace de Loyola gives to the order which it bases a vocation of teaching on the base of the new program of teaching, the Ratio Studiorum . The colleges which will be opened by the Jesuits in Italy, in France (college of Clermont in Paris, college of the Arrow, where Descartes will make its studies, college of Mauriac and Billom in Auvergne, etc.), then gradually in all Europe, will be the model of the secondary education of the colleges of the XIXe century.

For Czech Comenius, pedagogy must be useful and for all.

At the 17th century, Jean-Baptiste of the Room founds a laic order to teach free in the schools of village. It writes for the Masters a treaty of Civilité to the use of the children of the two sexes, and a program of studies, the Control of the Christian schools , which will be used as a basis for the organization of the Primary school education until the beginning of the XXe century.

At the 18th century, one returns against enfermement. One wants to train the young people in the contemporary world.

Theories of Rousseau
In 1762, Rousseau written Emile or education . The subject is “art to train the men” (foreword).
Rousseau states in this work its principle: “the child is born good and it is the company which corrupts it”. According to him, it is necessary that the child wants to learn and that it is informed of a manual trade, very rare thing at the noble ones of this time.

In Swiss, Johann Heinrich Pestalozzi takes as a starting point these theories to found its school. It wishes to help the child in the real life , but by differentiating it according to the social classes. For him, the family is the best educational medium.

The work is condemned by the Parliament, in particular because of the Profession of faith of the Savoyard vicar. This ideal teaching program offers an innovative vision of childhood

XIXe century
In Germany: Paul Natorp and Georg Kerschensteiner. Each individual must be formed with a given function. The community must develop solidarity, the Civics the respect of the authority, and the patriotic feeling.

XXe century
At the 20th century, the concept of pedagogy changes. Pedagogy becomes a practice, a whole of methods. The pedagogs endeavor to use elements of Psychologie, it is in particular the blossoming of the movement of the new education which regards education a total act of construction of the person and not as a simple retransmission of knowledge.
See also: new education

In Western Europe, one takes into account the child. In the USSR, it is social dimension.

With the the United States, with John Dewey, it is experimental Pragmatique, , voluntarist and socializing.

The Médecine comes to help pedagogy. Maria Montessori, in Rome, creates the method bearing its name to influence the sensorimotor psychology of the nursery schools.

In France, the inspector Roger Bearing, with a free work method by groups, seeks to establish a climate of trust and of reciprocal comprehension. Célestin Freinet is another important actor of the evolution of the French teaching practices, but engagement Libertaire of this work prevented an official recognition a long time to them.

Nowadays, the direction of pedagogy returns more to the way in which will train child that to the contents itself of this formation. They are sometimes the processes implemented in acquisition of knowledge, sometimes of the attitude and the action of the pedagog, by that which accompanies. It is starting from these designs that include themselves/understand and the various currents of pedagogies are classified. In this direction, it is of the techniques implemented in a formative action or about teaching. The technical word including the use here that the made pedagog of its first tool: itself.

From there, the principal ways which open with the development of a pedagogy are to distinguish the knowledge educated with a pupil from the knowledge built by a person. The educated knowledge is connected to the concept of teaching, whereas the built knowledge calls upon the autonomy of the child.

In this direction, pedagogy is not only the work of the teacher. It would be rather the whole of the means - consciously implemented or not - educative community - the Co-teachers. Thus, the family, the school, the recreational centres, the clubs, are as many spheres where the frequent child of the “pedagogs”. It is the debate which the team of the “Crossroads of education launched”, in Perpignan, in October 2003.

Various approaches
Socio-constructivism and motivation
The Socio-constructivisme rests on the idea according to which the acquisition of durable knowledge is supported by the taking into account of the social field in which it is located. This theory was developed by Lev Vygotski while resting on the constructivism of Piaget.
In another direction, however, one can say that Lev Vygotski, for example in Pensée and language (Chapters 2 & 4 in particular) proposes a criticism of the thought piagétienne. He seeks to show indeed that certain acquisitions (in an exemplary way: that of the language) result from the crossing of two lines of development. One corresponds well so that described the developpementalism of Piaget: an individual adapts to a change while putting up to this innovation (accommodation) with a manner which introduces differences into the cognitive diagrams which it was carrying (assimilation) before. The second, it, is of different nature: it consists, according to Lev Vygotski, of the positive influence that older or more tested individuals (elder, adult, monitors, etc) exert on the individual in the course of formation. This second way of the training consists in the effects of the pressures social and cultural, external and, for example, school, on the individual development.

The motivation with the acquisition of knowledge is geared down by the fact of having to manage social relations: conflict reports/ratios, for example, of which the resolution goes hand in hand with the resolution of the cognitive problem. Thus, the fact of having to confront the points of view between two people who start from designs a priori opposite supports the emergence of a negotiation process in the plan cognitive, but so relational, and at the conclusion of this process, the actors of the conflict adapt truly a jointly worked out solution. The social motivation appears, therefore like powerful stimulating cognitive motivation.

Training by problems
In the Training by problems (APP) (in English problem-based learning ), learning them, gathered by teams, work together to solve a problem generally suggested by the teacher, problem for which they did not receive any particular formation, in order to make trainings of contents and to develop competences of solution to problem. The task of the team is usually to explain the Phénomène S subjacent with the problem and to try to solve it in a nonlinear process. The step is guided by the teacher who plays a part of facilitator or Médiateur.

Principal pedagogs
Jean-Jacques Rousseau (1712-1778);
Condorcet (1743-1794);
Johann Heinrich Pestalozzi (1746-1827);
Friedrich Fröbel (1782-1852);
Leon Tolstoï (1828-1910);
Paul Robin (1837-1912);
Sebastien Faure (1858-1942)
Georg Kerschensteiner (1854-1932);
Francisco To shoe (1859-1909);
John Dewey (1859-1952);
Rudolf Steiner (1861-1925);
Maria Montessori (1870-1952);
Ovide Decroly (1871-1932);
Edouard Claparède (1873-1940);
Janusz Korczak (1878-1942);
Adolphe Ferrière (1879-1960);
Roger Bearing (1881-1973);
Alexander Sutherland Neill (1883-1973);
Anton Makarenko (1888-1939);
Célestin Freinet (1896-1966);
Carl Rogers (1902-1987).
Andras Petö (1893-1961)???(I question marked the date, as it is incorrect)
Antoine of Garanderie (1920…).
Philippe Meirieu (1949-…).

See too
Effect Pygmalion
Chronobiologie
Docimology
Psychopédagogie

Alternate schools
School of Summerhill
the House of children of Sevres
experimental College of Saint-Nazaire
Schools Steiner
Diwan
Seaska

Methods
mutual School
Training Collaboratif
Experimentation Computer-assisted (ExAO)
teaching E-learning
Coaching
mutual Teaching (Lernen durch Lehren - LdL)

On the descolarisation
Catherine Baker
Unschooling

The teaching of the adults
Andragogie
Coaching
Formation
Self-training
Popularization

External bonds
teaching Resources around Jules Verne
pedagogy of an author of literature of youth
to live together and not to educate!
the concept of pedagogy
Towards a socio-pedagogy of self-training, conference on line of Joffre Dumazedier. * Facultad de Pedagogia - Facultad de Pedadogia Veracruz (Mexico)"

Link: http://www.speedylook.com/Pedagogy.html

"Pestalozzi goes beyond Rousseau in that he sets out some concrete ways forward - based on research. He tried to reconcile the tension, recognized by Rousseau, between the education of the individual (for freedom) and that of the citizen (for responsibility and use). He looks to 'the achievement of freedom in autonomy for one and all' Soëtard 1994: 308).

His initial influence on the development of thinking about pedagogy owes much a book he published in 1801: How Gertrude Teaches Her Children - and the fact that he had carried his proposals through into practice. He wanted to establish a 'psychological method of instruction' that was in line with the 'laws of human nature. As a result he placed a special emphasis on spontaneity and self-activity. Children should not be given ready-made answers but should arrive at answers themselves. To do this their own powers of seeing, judging and reasoning should be cultivated, their self-activity encouraged (Silber 1965: 140). The aim is to educate the whole child - intellectual education is only part of a wider plan. He looked to balance, or keep in equilibrium, three elements - hands, heart and head."
© Mark K. Smith First published May 8, 1997. Last update: October 01, 2008

Link:http://www.infed.org/thinkers/et-pest.htm

CONDUCTIVE WORLD
http://www.conductive-world.info/2009/01/whenhow-did-konduktv-pedaggia-and.html

http://www.conductive-world.info/2009/01/whenhow-did-konduktv-pedaggia-and.html

CONDUCTIVE EDUCATION LIBRARY
http://ce-library.blogspot.com/2009/01/when-did-konduktiv-pedaggia-become.html

Susie Mallett’s Conductor

http://konduktorin.blogspot.com/2009/01/questions-of-conductive-upbringing.html

Autism

2009-01-14T19:21:00.009Z

"The secret to creativity is knowing how to hide your sources."Albert Einstein

Talk About Curing Autism. An Introduction For New Parents.

Why current thinking about Autism is completely wrong

Einstein: The Autism Connection

http://www.oprah.com/media/20080926_orig_jenny_webcast3

Jim Carrey and Jenny McCarthy LOVE STORY
:))

'The world can only change from within'

2009-01-14T03:54:00.009Z

"When you are present in this moment, you break the continuity of your story, of past and future.
Then true intelligence arises, and also love.
The only way love can come into your life is not through form, but through that inner spaciousness that is Presence.
Love has no form."

- Excerpt from Eckhart Tolle's Stillness Amidst the World

A New Earth - Jim Carrey

A New Earth - Jenny McCarthy

Jim Carrey and Jenny McCarthy LOVE STORY
:))

"This book’s main purpose is not to add new information or beliefs to your mind or to try to convince you of anything,but to bring about a shift in consciousness, that is to
say, to awaken. In that sense, this book is not “interesting.”
Interesting means you can keep your distance, play around with ideas and concepts in your mind, agree or disagree.
This book is about you. It will change your state of consciousness
or it will be meaningless.
It can only awaken those who are ready. Not everyone is ready yet, but many are, and with each person who awakens, the momentum in the collective consciousness grows, and it becomes easier for others. If you don’t know what awakening means, read on. Only by awakening can you know the true meaning of that word. A glimpse is enough to initiate the awakening process, which is irreversible.
For some, that glimpse will come while reading this book. For many others who may not even have realized it, the process has already begun.This book will help them recognize it. For some, it may have begun through loss or suffering; for others, through coming into contact with a spiritual teacher or teaching,through reading The Power of Now or some other spiritually alive and therefore transformational book—or any combination of the above. If the awakening process has begun in you, the reading of this book will accelerate and intensify it.
An essential part of the awakening is the recognition of
the unawakened you, the ego as it thinks, speaks, and acts, as well as the recognition of the collectively conditioned mental processes that perpetuate the unawakened state.

That is why this book shows the main aspects of the ego and how they operate in the individual as well as in the collective.
This is important for two related reasons: The first is that unless you know the basic mechanics behind the workings of the ego, you won’t recognize it, and it will trick you into identifying with it again and again.
This means it takes you over, an imposter pretending to be you.
The second reason is that the act of recognition itself is one
of the ways in which awakening happens. When you recognize the unconsciousness in you, that which makes the recognition possible is the arising consciousness, is awakening.
You cannot fight against the ego and win, just as you
cannot fight against darkness. The light of consciousness is all that is necessary. You are that light." Eckhart Tolle

2009-01-11T15:47:00.003Z

About Empowering ‘The Big E’.

Empowering means that I value you and I respect you so much that I would like to remind you of your true nature, of your true inner being which is powerful beyond measures. I expect you that you will be able to find the way, which makes sense to you.

Expectation is a key word in our work. I also know and understand that while I am empowering you I feel empowered so we both benefit from the process.

When I am working with you and empowering you my intention is to assist you and encourage you to see your individuality and your ‘one off’ unique existence in this lifetime so you can see, feel and utilise the bigger part of yourself, which is based upon your wellness and your creative power.

It can be very ‘disempowering’ when people are told that they have a neurological disability or as a matter of fact any problem or illness. I could write a whole chapter on the horror stories, which I have heard of how people are diagnosed. So empowering parents and empowering children and adults who have to deal with disabilities means that we must help them to find the power (the natural forces of health and wellness within) to search for their own solutions. Solutions that they feel most comfortable to implement, live by and benefit from at that particular time of their lives.

We provide strategies, ways and means, which they can use as guiding posts in their search for their own solutions. Petö said (allegedly) … ‘ when you don’t know what to do, the children will show you the way’…

When we have to face issues/problems, which we find hard to overcome, we often but not always feel victims. We are looking out for help and searching for answers outside of ourselves…wanting someone to make us better, but not always. The strength and value of outside support must be based on empowering.

I have seen parents who brought their children to me and when I took the footwear off the children the splints they had on made the children’s feet bleed. When I asked the parents ‘did you see that?’ They said ‘yes, but the consultant told me that it is good for my child’. Some parents are kept so ‘disempowered’ that they even stop questioning and using common sense to help their own children. No wonder that they struggle and feel lost.

When we are facilitated to be in charge we can move mountains, when we see ourselves as victims we cannot get far.
This is what Petö thought me… don’t look at the ‘bad’ leg or ‘bad’ arm you cannot build on that… look at the person who moves the leg and the arm… Victims need someone to move their legs and arms. People in charge will find the way to move their own limbs, reorganise their own body in time and space and learn to function despite of their underlying conditions. Every single little movement, which is produced, has to start with the person becoming innervated then facilitation can be carried out by us. People can only become innervated when they are emotionally and psychologically involved and willing to participate thus empowered.

2009-01-11T12:57:00.001Z

"Living every day of your life fully, including the hard ones.
Being the best you have it in you to be. And someday, being able to give something back."
Shirley Nelson

Goodbye 2008.

2008-12-30T21:48:00.012Z

This year was the hardest and the most glorious year of my working life. I am grateful for each and every little bit of it.
Please note that the clips are about my work so change the meaning of the words accordingly. Watch out for the symbols behind the scenes as they give full meaning to it all.

Take care and goodbye 2008!
── | | ──
CE.

What if…

2008-12-30T19:49:00.005Z

You realised that you could do something differently today … even if it was a very little thing or even if it was a very big thing... and what if you acted upon on it without any fear and without any preconceived outcome. Would you do it? Would you take a chance? Would you?

2008-12-23T05:59:00.005Z

Estoy Soñando (I have a Dream)

ABBA "I Have a Dream"

"I have a dream, a song to sing
To help me cope with anything
If you see the wonder of a fairy tale
You can take the future even if you fail
I believe in angels
Something good in everything I see
I believe in angels
When I know the time is right for me
I’ll cross the stream - I have a dream

I have a dream, a fantasy
To help me through reality
And my destination makes it worth the while
Pushing through the darkness still another mile
I believe in angels
Something good in everything I see
I believe in angels
When I know the time is right for me
I’ll cross the stream - I have a dream
I’ll cross the stream - I have a dream

I have a dream, a song to sing
To help me cope with anything
If you see the wonder of a fairy tale
You can take the future even if you fail
I believe in angels
Something good in everything I see
I believe in angels
When I know the time is right for me
I’ll cross the stream - I have a dream
I’ll cross the stream - I have a dream"

...Follow your bliss...

Dr.Melanie Brown MS Society Awareness Talk

2008-12-17T18:13:00.013Z

Dr. Melanie Brown
Director and Senior Conductor
National Institute of Conductive Education
MS Society Awareness Talk
Conductive Education December 2008.

In this online awareness talk, Doctor Melanie Brown from the National Institute of Conductive Education in Birmingham UK talks about conductive education techniques and how they can be applied for persons with MS.

She explains how conductive education has developed, how it is applied to persons with multiple sclerosis (MS), how people can access this sort of service and much more.

Please follow link to watch the two parts of this recording.
http://www.mssociety.org.uk/support_and_services/audio_and_video/video/awareness_talks/conductive_education/conductive_educa.htm

Thank you Mel.

Please also follow link for Adult Evaluation Results.
http://www.conductive-education.org.uk/2008/pdfs/adult.pdf

László Szögeczki with collaboration between the MS Society and Neurosupport (who run the Neurosupport centre in Liverpool) also completed a pilot project.

Please find link to watch recording of the pilot project
http://www.mssociety.org.uk/for_professionals/resources/conductive_ed.html

For further information, details of personal experiences and practical feedback from those individuals involved in this project please download the booklet found here in PDF format.

http://www.mssociety.org.uk/downloads/Conductive_Education.aa9c59ba.pdf

Thank you László.

It is so inspiring and heart-warming to see and to share the dedication of these two colleagues.
Please spread the word; by doing so you could help people to access information and regional services, so they can gain benefit from Conductive Education.
There are other centres in the UK, which run conductive services for individuals with multiple sclerosis (MS).
Please contact Melanie at melanie@conductive-education.org.uk for further information.

Evaluating complementary medicine: methodological challenges of randomised controlled trials

2008-12-12T10:28:00.018Z

'Evaluating complementary medicine: methodological challenges of randomised controlled trials'
Article published in the British Medical Journal
VOLUME 325 12 OCTOBER 2002

Please find link to complete article in PDF file:

http://www.bmj.com/cgi/reprint/325/7368/832.pdf

"Summary points
Complementary medicine (Conductive Pedagogy) has a different philosophy from conventional medicine, presenting challenges to research methodology

Rigorous evaluation of complementary medicine (Conductive Pedagogy)
could provide much needed evidence of its effectiveness

Good design of randomised controlled trials will avoid invalid results and misrepresentation of the holistic essence of complementary medicine (Conductive Pedagogy)

Practitioners need to be recognised as a component in or contributor to complementary treatment

Both specific and nonspecific outcome measures with long follow up are needed to adequately encompass the essence of complementary
medicine (Conductive Pedagogy)"

Can we use the above summery points and replace 'complementary medicine' with Conductive Pedagogy?

Is Conductive Pedagogy (CE) complementary or stands on its own right as a total, integrated educational, rehabilitation system?
Do we have a clear answer?
Mhh... something to think about.

CE Related Research Links:
'Knol by Andrew Sutton'

http://knol.google.com/k/andrew-sutton/ce-related-research/2tv7fpph4s1dn/6#

'CONDUCTIVE WORLD' written and published by Andrew Sutton

http://www.conductive-world.info/search/label/Research

One action for the whole, one for the self.

2008-12-12T06:06:00.005Z

It is much too easy to say that there is nothing I can do. Everything you do matters. Every single day you have a choice to DO one action on behalf of the whole and one on behalf of yourself.

“Conductive Education to be "dragged to hell in a handcart"?”

2008-12-10T10:09:00.007Z

I read Norman Perrin’s posting titled “Conductive Education to be "dragged to hell in a handcart"?” with great interest and I thought I would publish my comment on my blog also in the hope that it would create more response from others.
You can find the original posting at http://paces.typepad.com/paces/2008/12/conductive-education-to-be-dragged-to-hell-in-a-handcart.html

Here is my comment:

'I slightly disagree with G. Monibot’s point of view, I believe that people can be persuaded by information if it is given to them slowly, in the right dosage and if their emotional and mental states are 'manipulated'.

I have seen many, many times in my life how people are influenced by feeding them the same information in a repetitive manner until they get hooked on to it and take it as a norm.

Having said that I agree with Monibot’s on how important to carefully choose whom we are mixing with. They can bring us down or lift us up.

We haven’t got much choice at the time when we are born into our ‘tribes’. The ‘tribe’s’ consciousness has a great influence on our thinking. We can see this in the evolution of Conductive Education too, if we look at the ‘CE tribe’.

From the tribe we learn our basic values, traditions etc., which are to be acknowledged and respected. BUT there comes a time when we all faced in our lives with the option to step out of the tribal consciousness, expand and grow.

Are we ready to reform the values we lived with until now? Are we ready to look at the issues right in the eyes and speak up from the heart? Are we?

When Obama says "things are going to get worse before they get better". It is his opinion, in his reality, but he cannot possibly address everybody’s reality.
Let me explain. In our world in every country, community, tribe, people live on different level of consciousness and have many different realities. There is not only one solution and one reality for all of us.

If we focus only on what we want to see and how we want to see it with clarity and mix only with the people who also carefully choose what they focus on, and if we have the same vision in mind we could create a different reality together.
People in history when they had this focused clarity with the best intention to help humanity and harm no one in the process achieved remarkable outcomes against all odds. The Divine stands with the ones who have Divine intentions.

I agree with your personal list.

I have been thinking about a global partnership myself and this is what I have put down years ago on a piece of paper.

Global Partnership
Mission Statement
The partnership is based on the belief that we all have the gift and the need to create a better world and better life.
This can only be achieved if we break free of the old dominator model and become to understand that the self cannot live and achieve real success in isolation.
Our work is based on putting love into action.
Our aim is to find tools to transform our lives and the lives around us to promote a more sustainable, just, and thriving way of life for all.
We have a desire to create a life where it is understood that we all are different and exist on different, but equally important level of existence.
All members of our partnership team committed to work in harmony to enlighten the view of the extraordinary potential of humans with or without disabilities.

Partnership members are dedicated to:
· Promoting high standards of competence, professionalism, and performance in the delivery of educational, rehabilitation services worldwide.
· Obtaining and disseminating information on the subject of education, rehabilitation for the benefit of other partners through web sites, conferences, seminars, and publications.
· Encouraging the exchange of ideas and mutual assistance among partners.
· Facilitating the partnership of professionals handling all aspects of global development plans.
· Respecting the confidentiality and personal nature of the information available to partnership members.'

So we are here, but what next?

2008-12-08T14:41:00.007Z

So we are here, but what next?
…Another short reflection… in the hope that maybe, just maybe I could encourage readers to express their opinions further.
László put up a post on his blog on 2nd December titled 'CE paradox'.
There were a few very valuable responses from experienced and hard working individuals who have already put their best into creating possibilities by their own creative ways and talents to help many, many … children, parents, carers, service leaders, conductors and other professionals etc. the list is endless.

MANY people’s lives have been touched, transformed and maybe changed all together, by those who were carrying on the work of Dr. András Petö and Dr. Maria Hari ♥.

I know that we are all so busy and have our lives to lead and to enjoy. I also know that we cannot rely on the way of the past as we need to move forward and deep down we all know in our hearts that we need to change and we all want to do it differently and better.

It is just natural, as life is an ever changing, evolving, growing living, breathing entity. Being static or fragmented is against how nature works and being static or fragmented is not in our best interest either. I know that we are all working quietly with devotion on many different levels…

Obviously I don’t want to push anything, which is not the interest of the majority or has no relevance to the readers. All I would like to ask once again do you have an opinion, a question, an unfulfilled need and an unfulfilled wish? Maybe it is the time to let each other know and start sharing and working towards a new, a better, and a more enjoyable and respectable future.

I needed to write about this once more as I felt that something relevant and important was brought to our attention and I felt that there was no clear outcome. Maybe the outcome is an unanswered question, an unfinished business…

This posting can be followed up on any of the following links and postings.

The relevant links in chronological order:

http://szogeczki.blogspot.com/2008/12/ce-paradox.html
http://sourcesense.blogspot.com/2008/12/evaluation-and-reflection.html
http://www.conductive-world.info/2008/12/conductors-as-profession.html
http://szogeczki.blogspot.com/2008/12/comment.html
http://conductive-community.com/node/23
http://szogeczki.blogspot.com/2008/12/comment-ii.html
http://paces.typepad.com/paces/2008/12/strategic-responsibilities-in-conductive-education.html
http://www.conductive-world.info/2008/12/conductive-education-whatever-next.html

‘So we are here, but what next?’

2008-12-05T19:14:00.008Z

‘So we are here, but what next?’

Koncz Zsuzsa, Cipo.... Csodalatos Vilag

Koncz Zsuzsa - Ahogy lesz, úgy lesz

Evaluation and Reflection

2008-12-04T08:23:00.005Z

CE Paradox

Evaluation and Reflection

After reading and responding to Laszlo’s post titled CE Paradox published on 2nd December, I thought that I would post my original response to him here and write a few more thoughts that came to mind. (http://szogeczki.blogspot.com)

This was my response:
‘Dear Laszlo,
I really enjoyed reading your post. I read it again, and again, and again. You raised a very important question. ‘So we are here, but what next?’
The directions of CE will be determend on the clarity and focus we are prepared to invest in creating its future. Clarity is power. We know this from our work when we facilitate in a conductive way. Just when we look at how CE works at its best, what do we need for that? Amongst many other things we need a unified team who believes in, manifests and carries the same highest level of standards, with a clear outcome in mind. Wishing and hoping will not take us there. Do we want it badly enough to make us move and create such a team? Do we really want to have a professional body, which is prepared to publish the basic core values, standards and structures that would truly represent Conductive Education?
We need more brave, talented and diligent people in the here and now to deal with this paradox and to help all of those who are trying to work with CE in different settings. If we really wanted to be taken seriously I think it is about time that we created something valuable for all of us and for the future generation to come.
Once hearts and minds meet it will be done.’

The way I believe we can reasonably decide what we want in the future and how we will get there is to first know where we are right now and what our level of satisfaction is for where we are. So first it would be a good idea to take some time and think through and write down our current situation regarding the issues related to the definition, quality and standards of Conductive Education. Then ask this question on each key point - is that okay?
The purpose of this evaluation is twofold. First, it would give us an objective way to look at the accomplishments; secondly, it is to show us where we are now so we can determine where we need to go. In other words, it would give us a baseline which to work from.

The team which would take upon this task would have to share the same vision and goals that are born out of each members own heart and mind.
Is there anyone out there who wants to be part of such a team?

2008-12-03T18:35:00.007Z

This posting is for Heidi who I don’t know as I never met her personally. She is a Mum who has two gorgeous children.
One of Heidi’s favourite films is ‘Gone with the wind’. As she came into my life, and I appreciate everyone who steps into my sphere I feel I owe her a loving message from my heart.
The passion and love in this film reminded me to tell you all, that we can feel this love and passion towards everything. Everything we can see and observe in the here and now and everything that we haven’t just yet come across. Absolutely everything…the good things and sometimes the things which don’t seem to look so good.
When we can truly appreciate it All… we can become free and can experience the vastness of our existence…
This exuberating breath of freedom and existence which we were born with.
I know this may sound peculiar what I am telling you now;
BUT we can all agree that we are all longing for this love and passion, as this is our true human nature. This is what makes us to be who we are.
Maybe tonight or tomorrow we all can step out of our front door, take a deep breath and appreciate this breath of fresh air. This breath is our life force. This is what we did first time in our lives when we were born into this world. And from than on we can fall in love with everything around us… or at least send a loving thought even to the things, people, circumstances we cannot just yet understand or appreciate.
The passion and love in the film exist in each and every one of us; it is in our beings in our cells, in our molecules in our atoms in our smallest particles, which makes us who we are.
So now I am asking you; can you find this love and passion and give more of it to the ones you love and give even more of it, or at least some of it to the ones you feel you just can’t. Can you spare some love?
Can I ask you one more favour please?
Can you send a loving thought to Heidi and her children whether You
are a professional or whether You are a Parent??
This is for You Heidi and for Everyone.

2008-12-03T12:37:00.001Z

What If…We looked at life as a glory, a dignity, an opportunity, a prelude and a reward?

Winter is a very special time to build up our resources

2008-12-02T10:11:00.004Z

Winter is a very special time to build up our resources, tuck into a good book, create a delicious hearty soup with love while appreciating the shapes and colours of all the winter vegetables we can pick up at the local market and share the soup with some who live alone to brighten each other’s day. Sit at the roaring fire sipping sweet hot drinks spiced with cinnamon, cloves and grated peel of lemon and orange. Relax in a warm bath perfumed with spicy herbs to nourish and heal our body and soul.
This is the time for appreciating all the contrasts the winter brings to us and this is the time we can teach our children to be aware, recognise and participate in the winter season. There is so much to teach, so much to learn and so much to share in the ‘curriculum of life’, which are so relevant and important in the here and now.

Enya Only Time

2008-11-28T03:23:00.006Z

Only Time!

Widening the lens of observation TO FIND THE FOCUS OF YOUR OWN CREATIVE POWER

2008-11-26T19:31:00.016Z

"The most beautiful thing we can experience is the mysterious. It is the source of all true art and science."
Albert Einstein

Earth Universe Space Zoom Out

Change the world?

2008-11-26T06:30:00.009Z

We” all know the problems
“We” also know the solutions!
The “silent majority”
Must not remain silent.
Who are they?
Unless” we” speak up,
“ We” are “they”.

WE CAN CHANGE THE WORLD.

Evelyn Glennie:How to listen to music with your whole body

2008-11-24T08:11:00.005Z

"Keep an open mind, keep all your senses open, and practise the art of creating opportunities." EG

Mentoring: do we need it in CE?

Can we do without it?

http://andrew-sutton.blogspot.com/2008/11/mentoring-do-we-need-it-in-ce.html

I wish it could be always...

2008-11-21T05:33:00.031Z

Orthofunctional spontaneity
"I wish it could be always... life is easy on such a day. I wish this peace on everyone on this lovely day."♫
Donovan - The Lovely Day - from Brother Sun, Sister Moon

http://www.szathmarytc.com/media/kids.avi

I thought you might like to contemplate on some of the thoughts from one of my unpublished ‘refresher’ lecture points.

THE NATURE OF REALITY IN THE CONDUCTIVE CLASSROOM

Teaching, Teaching, Teaching

What is the core you work around?

What are the most favorable conditions for learning and building habits?

What are the important elements in sustaining a healthy life?
How are they addressed?

How are the children supported in developing personal power, and consistency in taking actions?

There is always a solution, focus on the action!

Create your vision of outcomes.

Language strategies

Sensory stimulation

Temperature, fresh air, light, breathing, colors...

Type of instruction; verbal, modeling, signs, manual...

Persistency in obtaining desired response

Consistency- discipline- routine

Verbal, visual, acoustic, olfactory etc. clues to start.

Get ready, look

Multi model communication systems used...

Strategies for interaction with peers, adults

Opportunities for choices...

Active way of life, self-realization, problem solving mentality…
ultimate aim → orthofunctional personality

Strengths, skills, talents

Goals

Some characteristics of personality

Co-operation,

Communication,

Equipment used

Parents- attitude- potential difficulties

What type of support parents need?

Individual learning needs,
Home application
Age related habits

Methods, type of seating and type of sitting, how is it addressed throughout the day?

Mealtimes

Behavior –social expectation
Self help skills
Specialized individual programs

Quality of solutions

Evaluation techniques

Unpublished Conductive Education ‘Refresher lecture points’
Judit Szathmáry 2002.
www.szathmarytc.com
Donovan - The Lovely Day - from Brother Sun, Sister Moon

A strong asking and just a little allowing goes a long long way.

2008-11-19T13:32:00.006Z

The hope, the difference we have been asking for.

In the last 28 years of my life with Conductive Education I have been waiting for this moment to come, and I want to talk to you about it.

When we are looking at the Conductive World (everyone included) we see the problems which we have been living with for a long long,
time.

Despite all the good things we have been producing to date, the general attitude implies disapproval, disappointment, lack of cooperation etc. (everyone included).

When we are running towards and/or working for an industry or a concept that we are inherently critical and unhappy about at any level, we are setting ourselves towards a lot of discords and disappointments.

The basis of our Profession is out of balance and this means that there is or will be a big price to pay for it. Can we afford to keep going on any longer like this? Do we really want to?

Deep down we all know the values, the concepts, the essential requirements of good practice, the fairness that we are all entitled to and which has grown out of the collective consciousness a long time ago.

When we are directed towards fearful thoughts that undermine our confidence, it stops our creative flow. When we are questioning our own abilities to serve and to lead we all know that something is out of alignment.

All creation and all manifestation whether it is related to art or science etc. are born out of vibration that is aligned with the feeling of confidence, feeling of joy, when we are relaxed and focused, when we feel we are treated right.

This is when we have the ability to single handedly find alignment within any subject, any cause or any project which we have a desire to work with.

Maybe it is time for all of us to step back from the data we have been listening and torturing ourselves with and find stability in an environment, which we have an opportunity to create NOW.

The power is always in the here and now. Not in the past and not in the future.

The Conductive World has increased and is now many, many more times bigger and more open than it has ever been. So let's celebrate! and start telling the stories of it’s wellness, it’s stability and it’s abundant possibilities. Let’s use the contrasts (that don’t go away as they have their parts to play) to stimulate what we want it to be and what it is meant to be.

Let’s not be the ones who keep asking for more opportunities, more collaboration, more recognition, more abundance and at the same time being the ones who are holding ourselves in deprivation because of our world, our different cultures, because of our fears etc.

It is time for us to allow all the good things we have been asking for… and a strong asking and just a little allowing goes a long long way.

Kertesz Leszek Fat Nevelek (Ha mar elpusztul a vilag legyen a sirjara virag.)

2008-11-16T12:46:00.004Z

Jozsef Attila Kertesz Leszek Fat Nevelek,
Koncz Zsuzsa eloadasaban

It is good to come together for the purpose of sharing, co creating and for mutual expansion.

2008-11-13T14:31:00.015Z

"‘ I saw the angel in the marble and carved until I set him free.’
Michelangelo

Why do I like it?
Orthofunction is a product of interactional relationships between a person and the environment.
This phrase emphasises our responsibility of changing not only the child, but the environment as well. 'Curving the marbel'is the reconstruction of the context in which the child lives in, in fact constructing the upbringing environment.
Only if we did our educational mission in both sphares, the child and the environment, a real change may occur."

Rony Schenker, OTR, PhD,
Tsad Kadima, Israel
13 November 2008 12:42

Dear Rony,

Thank you for your response and for your all rounded, holistic point of view. Good job I am sitting next to my laptop preparing for tomorrow’s Conductive Education presentation at Bournemouth University for third year physiotherapy students so I can answer everyone quite quickly.

You have a very valid comment when you point out the following “Only if we did our educational mission in both sphares, the child and the environment, a real change may occur.”
When we are looking at a child or an adult who comes to us, we must build our pedagogical approach (which aims to facilitate the growth, health and well being of the multifunctional and multifaceted individual) on the premise that we look at, work with and take into consideration both the micro cosmos and the macro cosmos we are all part of and so intricately connected to.
If we all realised the importance of this, our work would be more interesting, more enriched, more beautiful, more enjoyable and more successful.
When Dr. Petö said bring order into disorder, learn and teach a better way of organisation, recognise and show each other the beauty of the world, believe and let everyone believe that they can and will learn, create an environment where everyone feels that they belong to and so on… He didn’t just mean have a well organised, clean and tidy environment, structured and inspiring programmes with high expectations, but he meant a lot, lot more…
If any of you out there reading this post and want to play, brainstorm and add more value to everyone’s understanding and knowledge of Conductive Education please watch the film and tell us what else he could have meant in your opinion?

‘ I saw the angel in the marble and carved until I set him free.’
Michelangelo

Thank you again Rony.
With Love, Judit

‘ I saw the angel in the marble and carved until I set him free.’

2008-11-11T10:35:00.011Z

Professor Petö (1893-1967)

I am just quickly responding to Andrew’s recent post before I have to begin an Initial Consultation.
The post titled: 'We all have an angel within us' – András Pető

Isn’t it interesting to note that the Conductive Education Introductory Training Courses I run I always start in a following way?

When Michelangelo was asked, how did you make the statue of this beautiful angel from this peace of marble? His answer was:

‘ I saw the angel in the marble and carved until I set him free.’
Michelangelo

The above pictures we look at are self-explanatory to some, but we dig deeper and deeper and discuss the little girl’s image from the physical, emotional and psychological point of view… and so on.

... And at the end we always find the angel together...

http://andrew-sutton.blogspot.com/2008/11/we-all-have-angel-within-us-andrs-pet.html

2008-11-10T19:03:00.018Z

We had a very busy and eventful half term. During half terms and during the school holidays the centre is especially busy and we are all buzzing with ideas, new solutions and breakthroughs. Children come from all over the country and from abroad. We all, children and staff are listening to each others stories, discussing vital issues relevant to our lives and we all work soo extremely hard to find our hidden strengths and find some unexplored solutions.
Amongst the many we had some beautiful solutions, which I would like to share with you to keep you inspired.
As we had our 10th anniversary this October the children felt especially fired up to do their best as they thought this would be the best present they could give to Professor Petö, Dr. Hári ♥ and for themselves to try their hardest.Please watch the videos of two incredible boys who defied the odds and made a major breakthrough. Please forgive me about the quality, as these films are made right in the middle of our work and they were just made for us and for the parents to see. Our lovely Trevor our IT manager kindly reduced the size of the videos and contributed his time to make it available to you all. On one of the films there is a song, which was the choice of the boy who is, walking first time on his own with monopod sticks and wanted the song to be recorded. The boy who is walking outside learnt to take a few independent steps inside the centre in the summer, but had never made so many consistent safe steps and especially not outside! These two boys accomplished their desires for the first time in their lives. Please send them a quiet loving message from your hearts. They will receive them without a doubt. Thank you. Keep LIVING, LOVING and making a difference. http://www.szathmarytc.com/media/joel_30_10_08.wmv

http://www.szathmarytc.com/media/outdoor_walk.wmv

Clips used with kind permission from the proud parents.

2008-11-03T18:13:00.012Z

"People only see what they are prepared to see." Ralph Waldo Emerson
I really would like you to take your time and contemplate on the quote above… Please do.

Once you have really understood the meaning, you will be able to adjust your perception (in simple terms: adjust the colour of your spectacles you intend to, and being prepared to view the world with all the externals that exist).

Once you have really got it, it will take you to a whole new level of understanding of others and the whole new level of understanding of the world around you. It is not an easy task, but it is worth to work on, as it will make you more understanding, trusting, relaxed and joyful in all your endeavours.

My philosophy is the same, as always, do things that make you joyful, loving, compassionate and passionate. Be more understanding, more accepting and more grateful for all the diversity and the contrasts that are presented to you and can be observed by you, as they are your support system. They help you to find a better way. If there were no contrasts in the world it would be hard to find the desire to create a better and more, and more, and more, did I say more, and more desirable way.

UNDERSTAND that all you have to do is to make it better for you and for everyone. This is what will make you really happy, successful and inline you with your real self.
This is my response to Andrew’s recent post "'The elephant in the room' Let’s bring it into the light '" posting.
One of Dr Hari’s ♥ lectures started with this parable The Six Blind Men and the Elephant. Have you realised that Andrew was using the same symbolic meaning?

It was six men of Indostan

To learning much inclined,

Who went to see the Elephant

(Though all of them were blind),

That each by observation

Might satisfy his mind.

The First approach'd the Elephant,

And happening to fall

Against his broad and sturdy side,

At once began to bawl:

"God bless me! but the Elephant

Is very like a wall!

"The Second, feeling of the tusk,Cried, -

"Ho! what have we here

So very round and smooth and sharp?

To me 'tis mighty clear

This wonder of an Elephant

Is very like a spear!

"The Third approached the animal,

And happening to take

The squirming trunk within his hands,

Thus boldly up and spake:

"I see," quoth he, "the Elephant

Is very like a snake!

"The Fourth reached out his eager hand,

And felt about the knee.

"What most this wondrous beast is like

Is mighty plain," quoth he,

"Tis clear enough the Elephant

Is very like a tree!

"The Fifth, who chanced to touch the ear,

Said: "E'en the blindest man

Can tell what this resembles most;

Deny the fact who can,

This marvel of an Elephant

Is very like a fan!

"The Sixth no sooner had begun

About the beast to grope,

Then, seizing on the swinging tail

That fell within his scope,

"I see," quoth he,

"the ElephantIs very like a rope!

"And so these men of Indostan

Disputed loud and long,

Each in his own opinion

Exceeding stiff and strong,

Though each was partly in the right,

And all were in the wrong!

MORAL.
So oft in theologic wars,

The disputants, I ween,

Rail on in utter ignorance

Of what each other mean,

And prate about an Elephant

Not one of them has seen!

John Godfrey Saxe's ( 1816-1887) version of the famous Indian legend.

I hope that we all can find a new meaning closest to our recent level of existence and understanding that we all feel comfortable with, and fired up about on an individual level and we will all do our best to create an exciting new level of understanding.

That is all that is required from us to help to create a better way for all of those who we want to help… not realising that they are actually the ones who are helping us.

http://www.andrew-sutton.blogspot.com/

The elephant in the room
Let’s bring it into the light

German conference reports
Where's the elephant?

2008-10-30T18:55:00.000Z

What If… You stay exuberant about all those possibilities that are before you and while joyfully go about your days really begin to understand the magnificence of your being and your value to all and everything? What if you tried?

2008-10-26T19:15:00.009Z

HAPPY LONG LIFE TO YOU CONDUCTIVE EDUCATION SUPPORT SERVICES.

The month of October is always a special one for us at Conductive Education Support Services. This year Conductive Education Support Services a training and consultancy service celebrated its 20 years of existence and 10th years anniversary of opening the Conductive Education Support Centre in Brockenhurst Hampshire UK.

“The life given to us by nature is short, but the memory of a life well-spent is eternal.” Cicero

HAPPY LONG LIFE TO YOU Conductive Education Support Services!

Have the most amazing years to come!

Carry the passion, commitment and power of vision on your path. Never be afraid to become a perfect example of human gifts and imperfections, while elegantly handling both the triumphs and tribulations you encounter in your mission of further growth and when giving a helping hand.

Continue to celebrate and treasure that amazing feeling of connection and vibrancy to be truly alive and to contribute.

It is good to come together for the purpose of sharing, co creating and for mutual expansion.

2008-10-24T16:57:00.010+01:00

Hello and welcome if you are out there reading this.

Thank you for visiting my blog.

It is good to come together for the purpose of sharing, co creating and for mutual expansion.

If you have been following this blog or just arrived, you were probably wondering what is going on.

Well, I hoped that I would make you wonder and I also hoped to make you think.

Although it might seem that my blog has little to do with Conductive Education, everything in it relates to my path as a conductor working with conductive education worldwide.
I will gradually explain this in future posts.

My aim with this blog is to offer you the possibility to link up (however short or long that may last) to ask questions, guide me towards subjects most important and relevant to you, so we can explore those issues.

My intention is to bring out the essence of our work related to all, parents, children adults, conductors, other professionals etc.

All of us who are living in the here and now, are dealing with human issues in different geographical regions, in different cultures, under different ecological and economical conditions, influenced by different styles of social structures, upbringings, values, beliefs and global views.

As you probably realised, by looking at my previous postings, that my way of working and living is to inspire and to be inspired.

When we are inspired we feel good, we connect to our deepest self (to our human spirit) where we can find unexplored or even never before thought of possibilities and answers.

My wish is to create an opportunity for all of us to step onto a path together which is based upon mutual, trust and respect. The path where we all have a desire to create a life where it is understood that we all are different, and exist on different but equally important level of existence.

Professor Petö said, “ Every single life can be improved”. Following his thought I may add that every single life is as important as any other.

My thinking was greatly inspired by the work of Professor András Petö a Hungarian born physician and pedagogue and Dr. Mária Hári (Doktornö ♥) the late Director of the Petö Institute, Budapest Hungary.

My thoughts are arising from the knowledge they handed down to me and from my own studies, observations and my experiences.

Having been influenced by the work of these two exceptional human beings I very early on realised that we are not here to regurgitate history but to find creative solutions, sometimes through unusual approaches that may perhaps have not yet been recognised. This is what both Dr. Petö and Dr. Hári did for humanity, for all of those children, adults and their families that were under their care and whose lives were affected by neurological conditions.

Please feel free, to bring any issues, concerns to our awareness, nothing is off limit.
Although, you may rather choose to e-mail me privately on judit.szathmary@virgin.net

I am looking forward to your visits, questions and comments.
Thank you.
With Love, Judit

What If?...

2008-10-21T13:32:00.009+01:00

Do you really want to know what spirit looks like in action? If so, please click on my picture next to the 'What If?...All children could have access to Conductive Education? text'

Photographs and text used with kind permission from Charlotte’s Mum.

For your unlimited and endless enjoyment…An example of...

2008-10-19T11:47:00.011+01:00

…JOYFUL CREATION, WHICH MIGHT INSPIRE YOU TO FIND THE FOCUS OF YOUR OWN CREATIVE POWER.
http://www.petervanallen.com

I dream of a horizon...Andrea Bocelli great tenor

2008-10-16T23:38:00.011+01:00

"Ever optimistic, Andrea has perfectly understood the essence of a quote by French novelist Antoine de Saint-Exupery "One only sees clearly through the heart. The essential is invisible to the eyes".
There’s one rule the opera star Andrea Bocelli always abides by: he won’t talk about his blindness."
Por tí volaré (I dream of a horizon) Lyrics...
'When I live alone
I dream of a horizon
with no words.
In the shadow and amongst lights
for my sight it's all black
if you are not with me . . . here.

You
in your world
separated from mine by an abyss.
Hear
call me
I'll fly
to your distant world.

For you I'll fly.
wait for me I'll arrive
my trip's end is you
for living it we two.
For you I'll fly
by skies and seas
up to your love.
Opening the eyes at last
with you I'll live

When you are far
I dream of an horizon
with no words.
And I know that you are always there, there
a moon made for me
always illuminated for me
because of me, because of me, because of me . . . *

For you I'll fly
wait for me I'll arrive
my trip's end is you
with you I'll live.

For you I'll fly
by skies and seas
up to your love.
Opening the eyes at last
with you I'll live.

For you I'll fly
by skies and seas
up to your love.
Opening the eyes at last
with you I'll live.

For you I'll fly . . .'

Conductive Education School Kuwait: a paradigm of reality (find 'golden key' picture in the right column and click on image to read article)

2008-10-15T08:25:00.008+01:00

Published in the Recent Advances in Conductive Education Journal, Vol. 4, No. 2, 2006
Journal of the Foundation of Conductive Education.

http://www.conductive-educationsupport.com/cesk_a_paradigm_of_reality.pdf

What If?...

2008-10-14T19:44:00.008+01:00

…You just chill out and go to work...
and just focus upon the things that are important to you and figure out how to satisfy the details of your life with joy in your heart?:)

Patch Adams- Bedside Care

2008-10-10T21:34:00.002+01:00

Focus on the solution not the problem

2008-10-10T21:27:00.001+01:00

What If?...

2008-10-10T19:02:00.008+01:00

…It was true that you are a spiritual being having a human experience rather than a human being having a spiritual experience?

Imagine the difference it would make in our lives?

Shifting the point of emphasis to lend a hand to all

2008-10-10T14:43:00.009+01:00

Published in Conductive Education and Families ,
Recent advances in Conductive Education Journal. ,(March 2003) Volume 2 number 1.
Journal of the Foundation of Conductive Education.

Challenge Me!™ Speech and Communication Cards by Amanda Elliott, one of the first graduates of the National Institute of Conductive Education UK.

2008-10-07T08:52:00.009+01:00

Challenge Me!™ Speech and Communication Cards
Amanda Elliott
Illustrated by David Kemp

Speech and language skills are a vital part of being able to communicate with others and express one's own needs.

Challenge Me!™ Speech and Communication Cards feature fun and dynamic challenges for children aged 3-12 with any form of speech difficulty, whether this is a severe problem which is related to a motor disability or a general delay in speech.

An ideal tool for parents and professionals working to improve a child's speaking skills, the cards provide a variety of fun activities designed to improve breathing techniques and use of speech apparatus such as the mouth, tongue and nose; control extra salivation; moderate volume, tempo, rhythm and intonation of speech; and improve sound production and clarity of words and sentences. The enclosed booklet provides instructions and advice for using the cards effectively.

These user-friendly activities will make speech training enjoyable for both children and their facilitators and are great for use in the classroom, at home, on a one-to-one basis or with a group of children.

To preorder your copy please e-mail:
mandy@conductive-educationsupport.com
www.challengemecards.com
ISBN: 978-1-84310-946-4, 57pp,
January 2009,Price: £17.61, $22.95+ Postage and packing

Peaceful Warrior Bridge Slow Motion scene

2008-10-06T07:01:00.003+01:00

Donovan - The Lovely Day - from Brother Sun, Sister Moon

2008-10-06T06:40:00.004+01:00

If You Want Your Dream To Be ... [brother sun, sister moon]

2008-10-06T06:34:00.004+01:00