Tuesday, 7 January 2014

As presented in Lapland, in May 2004

A nice, summary statement of Conductive Education was published to introduce the short course presented by Idikó Kozma and Erzsébet Balogh at the University of Lapland in Northern Finland, from 6 to 8 May 2004 –

CE means –
  • the philosophy that children and adults can and will learn ways to do things that they could not do before, as long as they are taught in a way that creates in them the determination to do so;
  • a range of techniques and teaching methods appropriate to the task, including emotional bonding between teacher and learner through shared tasks, internalisation of external verbalisation, strong emphasis on rhythm and economy of restraint and physical aids; and
  • appropriate organisational arrangements to optimise the efforts and effectiveness of teacher and learner.
(Emphases in the original)

The source of this analysis is not referenced. This is not an original statement, nor one unique to Conductive Education. I myself first heard this threefold, hierarchy – philosophy, pedagogy, organisational structure – articulated by Reuven Feuerstein in The Prophet from the Wilderness, the second of the BBC's Transformers series on transformative pedagogies (1990). I utilised it widely when talking about Conductive Education over the years that followed, in talks and lectures, and in writings.

It remains of potential value today as a conceptual framework for those seeking to describe Conductive Education as a complex, dynamic whole  'a system'.

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