Wednesday, 17 May 2017


Essential basic ingredients?

From Conductive World, two years ago –

Let's face it... some societies are rather more amenable to the notion of transformative pedagogy [and upbringing] than are others.

Money of course is an ever-present factor in this, so too is the countervailing force of existing institutions. No doubt readers can add their own lists of further factors out of their individual experiences...

Behind the money, however, behind the countervailing forces of existing institutions, there surely stands a super-ordinate ingredient for effecting change in human mental development: a society that accepts welcomes and encourages the very notion. Perhaps it is something in 'the Jewish culture', perhaps it is a more proximal factor of being a society always at war, under siege, desperate for its very survival. Perhaps this, perhaps that, but how to account for societies that are uneasy about the message, or even opposed to very idea that the development and potential of human beings lies in the hands of their fellow humans – and that psychosocial-intervention is not just feasible but desirable, and maybe even essential.

By the modest standards of Conductive Education, Tsad Kadima has flourished. Perhaps in no small part this is because it has been planted in fertile soil in a suitable [social] climate. There may be other, more specific factors involved here. Some of these may be 'exportable' to contexts where Conductive Education initiatives are foundering. But... what to do about transplanting Conductive Education in less conducive climes, in less nourishing soils?

(Emphasis added)

Transplanting CE

Since the mid-eighties the most important practical problem facing the world of Conductive Education has been how best to transplant Conductive Education into new social contexts. The amount of public attention and discussion directed to this, however, has been minimal -- astonishingly so. Thus World Congresses have come and gone without brushing against it.

The perennial shenanigans, financial, organisational, political, around the PAF may attract attention but can anything that happens in Hungary now be anything like as important for the future of Conductive Education?

Managing decline and crisis-management are hard. Good luck to those so occupied, but the spirit of Conductive Education is better represented in driving growth and development. But what does this require? Where to find out?

Sharing practical experience

In the two years since Conductive Post published the passage quoted at the start of this present posting, Tsad Kadima has published its a detailed account of how it brought the good news from Hungary to Israel – and more importantly established a sustainable system of CE services, with its own integral conductor-training:

As far as I know Tsad Kadima's is the only comparable report – from anywhere. Ever. As ever, I should be glad to be corrected on this and to share what I am told.

It is up to readers to come to their own understandings why Tsad Kadima has been successful where so many others have had to settle for at best more limited goal. Two potentially explanatory factors stand out from this account, a particularly open society and people who banded together to create a collective future within this..

There are others too to be discerned but to this reader the mutually dependent factors of culture x people seem an irreduceable basis for success.


Schencker, R. (ed.) (2016) Genesis: Bringing Conductive Education to Israel, Birmingham, CEP and Jerusalem, Tsad Kadima

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Anonymous Andrew Sutton said...

A couple of years ago Norman Perrin added the following as wry Comment to my original posting...

Wednesday, 17 May 2017 at 16:35:00 BST  

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