Locations of Site Visitors László Szögeczki's CE blog: 2011

Tuesday 14 June 2011

Thank You

There was published a paper on Cyber CE a couple of weeks ago:

www.e-conduction.org/depository/Lacipaper[1].pdf


I expressed my thanks on Facebook for all of those who took part in it on the day of publishing. I wish to repeat my thanks here again since Facebook comments are gone by now.

Many thanks to the Legacy Rainbow House www.thelegacy-rainbowhouse.com to be interested in and make the project available. Thank you for LEE PREECE, conductor, for his interest and and active participation (leading the ce session from New York) in the Cyber experience. Thank you for the children tolerating an "out of routine session" and being so smart during the project. Many thanks for the classroom assistants: Megan Browne, Lucy Betherton, Moira Cannon to facilitate the project and children.

Thanks for being interested and help on site for Becky Wilkinson, conductor.

Many thanks for lecturing and being interested for Jules McDonald, leading conductor.


It was a great pleasure to work with you all. Thank You!

Tuesday 7 June 2011

Challenge Me!

Szinte mar alig van idom s energiam kovetni a konduktiv pedagogiai iranyzatu bejegyzeseket ebben a felgyorsult, felszaporodott blog es facebook vilagban. Ez persze jo, mert elszigeteltsegunk ismet kapott egy sanszot az elettol, hogy nyithassunk a vilag fele es persze, hogy a vilag eszre vehessen bennunket. Vegre megjelent maga a Peto Intezet is a kozossegi oldalon es szamtalan jo es kevesbe jo irodik le mindenfele a vilagon a kondukciorol. Mint uttoro magyar konduktor blog iro sajnalom - de nem banom - hogy szemelyes eletem ugy alakult, hogy sokkal kevesebbet tudok megjelenni blogomban ezidottajt, de remelem, hogy ez a sok-sok, egyebkent nem mas temaval eltoltott ido hatvanyozottan terul meg kesobb konduktiv pedagogiai szempontbol is.


Ajanlo:


Kb. harom evvel ezelott a kezembe kerult Angliaban egy kartyacsomag, amely a Challenge Me nevet viseli. Amikor vegigneztem a kartyalapokat az tunt fel azonnal, hogy a rajzolt kepeken a gyerekek konduktiv pedagogiabol ismert feladtakot mutatnak be, valamint felreerthetetlenul a konduktiv pedagogia altal alkalmazott eszkozok lathatoak rajta. Kesobb, amikor az ismerteto kis fuzetet is vegigolvastam, tisztabb lett a kep. Ez a fuzetecske, amely 47 oldalas, tulajdonkeppen egy rovid koduktiv pedagogiai ismerteto: szamtalan informacio szerezheto meg belole. A szerzo, Amanda Elliott, maga is gyakorlott konduktorkent mutatkozik be benne es az is kiderul, hogy mely konduktiv pedagogiai intezmeny segitette a Mobility Activity Cards elkesziteset. A londoni Jessica Kingsley Publishers altal 2006-ban napvilagot latott kartyacsomagot kovette egy masik, amely a Challenge Me! Speech and Communication Cards nevet viseli es amely az elso kiadvannyal megegyezoen 3-12 eves gyerekeknek keszult feladatokat tartalmaz. E masodik csomag 2009-ben jelent meg. Mindket csomagot hasznosan tudom alkalmazni konduktiv munkam soran, igy szertettel ajanlom mindazoknak, akik meg nem hallottak rola. Az ara egy kicsit borsos...

Tovabbi informaciok a kiadonal,

http://www.jkp.com/catalogue/book/9781843104971
http://www.jkp.com/catalogue/book/9781843109464

Monday 30 May 2011

Contemporary thinking

Neuroplasticity: Learning Physically Changes the Brain

How lessons and experiences can shape and grow your students' brains over time.
by Sara Bernard

"There are a few broad principles that we can state come out of neuroscience," says Kurt Fischer, education professor and director of the Mind, Brain, and Education Program at Harvard University. Number one? "The brain is remarkably plastic," Fischer explains. "Even in middle or old age, it's still adapting very actively to its environment." Translation: All those little brains in your classroom are physically growing and changing every time they learn something. And there are ways to keep that happening.
Despite the fact that the concept of neuroplasticity is broad, vague, and hardly new (the theory was born in the mid-1800s and was heavily researched throughout the 1990s), it is one of the most reliable and fundamental discoveries about the brain that we have to date. Intelligence is not fixed, it turns out, nor planted firmly in our brains from birth. Rather, it's forming and developing throughout our lives.
Your Brain on Learning
According to neurologist and educator Judy Willis (and suggested by a research-rich chapter in the second edition of Developmental Psychopathology, among many other publications), neuroplasticity is defined as the selective organizing of connections between neurons in our brains.
This means that when people repeatedly practice an activity or access a memory, their neural networks -- groups of neurons that fire together, creating electrochemical pathways -- shape themselves according to that activity or memory. When people stop practicing new things, the brain will eventually eliminate, or "prune," the connecting cells that formed the pathways. Like in a system of freeways connecting various cities, the more cars going to certain destination, the wider the road that carries them needs to be. The fewer cars traveling that way, however, the fewer lanes are needed.
Neuroscientists have been chorusing "cells that fire together, wire together" since the late 1990s, meaning that if you perform a task or recall some information that causes different neurons to fire in concert, it strengthens the connections between those cells. Over time, these connections become thick, hardy road maps that link various parts of the brain -- and stimulating one neuron in the sequence is more likely to trigger the next one to fire. Thus, says Willis, "Practice makes permanent. The more times the network is stimulated, the stronger and more efficient it becomes."
Changing Brains in the Classroom
It turns out that if you tell students about this, it can have an effect on their brains too. Researchers Lisa Blackwell of Columbia University, along with Kali Trzesniewski and Carol Dweck of Stanford University, published a study in the journal Child Development in 2007 that found that both morale and grade points took a leap when students understood the idea that intelligence is malleable. Not only did those students who already believed this do better in school, but when researchers actively taught the idea to a group of students, they performed significantly better than their peers in a control group. Willis also found this to be true in her middle school classroom. Her students were more motivated to study, she says, when they knew that they were all fully physically capable of building knowledge and changing their brains.
Here are a few tips for making your classroom friendly to malleable brains: Practice, practice, practice. Repeating an activity, retrieving a memory, and reviewing material in a variety of ways helps build thicker, stronger, more hard-wired connections in the brain.
Put information in context. Recognizing that learning is, essentially, the formation of new or stronger neural connections, it makes sense to prioritize activities that help students tap into already-existing pathways (for instance, by integrating academic subjects or creating class projects relevant to their lives). In other words, nix the rote memorization. "Whenever new material is presented in such a way that students see relationships" between concepts, writes Willis, "they generate greater brain cell activity and achieve more successful long-term memory storage and retrieval."
Let students know that this is how the brain works. Breaking through those neuro-mythological barriers that paint intelligence as predetermined may ease students' minds and encourage them to use their brains. Willis notes, "Especially for students who believe they are 'not smart,' the realization that they can literally change their brains through study and review is empowering."

See: www.edutopia.org
http://www.edutopia.org/neuroscience-brain-based-learning-neuroplasticity

Thursday 31 March 2011

Szabo Zsuzsa

Andrew Sutton facebook bejegyzesenek koszonhetoen


ma este todomasomra jutott Szabo Zsuzsa Fokusz RTL riport musora. Hat igen, a kulfoldi elet eltavolit bennunket olyan dolgoktol, amihez korabban komolyabban is kozunk volt. Ez ertendo termeszetesen minden szinten; hetkoznapi elet, baratok, munka, kultura, stb. Zsuzsa riportmusora komplex erzelmeket kavart fel bennem. Termeszetesen, mivel ez a blog csakis a konduktiv pedagogiara osszpontosit, nem szandekozom masegyebrol szolni, de megjegyzem sokkal melyebb kulturalis gondolotaim tamadtak, mint amirol a kovetkezokben olvasni fogtok.


Szabo Zsuzsa esete unikum, hiszen konduktor, aki a konduktiv pedagogia nyoman "csodat" muvel, el meg. DE, nem csak o maga, hanem az ot korulvevo "tarsasag" es kozos tevekenyseg-rendszeruk is csodaszamba megy. Ezek az emberek egy letuno vilag csodat veghezvinni kepes utolso elotti humanistai - egyebkent konduktorok. A nyugati vilagban el- es meg nem ismert, a volt szocialista orszagok teruleten devalvalodott kollektivizmus letezesenek es erejenek, meg nem tamadhatatlan letenek biztos evidenciaja. Az a kollektiv gondviseles, ami a filmben kidomborodik Zsuzsa iranyaba, a kondukcio egyik alaptezise (kimondva vagy kimondatlanul: tulsagosan is "szocialisztikus"). A kulonosen izgalmas emberi, tarsadalmi, erkolcsi magatartas-egyuttes ebben az, hogy egyeni erdekeken felulalallo empatikus magatartasat latunk, ami a valoban kihaloban van vilagszerte. Epp ezert, a riport szamomra sokkal kozelebbi kollektiv kapcsolatokrol szol, mint amiben "szerencsem" van elni ma. Egy elkepzelt erkolcs, amibe en meg belenottem otthon Magyarorszagon, itt Angliaban ma bizonyosan nem letezo vonasa a hetkoznapi letnek. A kollektivizmus mint erkolcsi magatartas megkoveteli a magasfoku egyeni felelosseget; "minden ember felelos azoknak a kozossegeknek a sorsaert, amelyeknek tagja, nemcsak csalad, nemzet, de vegso soron az egesz tarsadalom (de legalabb, korulvevo tarsadalom) sorsaert is. Ez a fajta felelossegerzes abszolut alapveto jellemzoje a konduktiv pedagogianak (tradicionalis felfogasban). Mifelenk a nyugati vilagban?

"Aki itt belepsz,hagyj fel minden remennyel..."

Wednesday 9 March 2011

May be it is history

After some weeks preparation finally everything came together and we managed to conduct CE through Skype to a group of six children. I was inspired by a Hungarian e-conference provider, Gyula Takacs, who encouraged me long ago to try such a thing. To be honest, I was quite sceptical about non-personal delivering of CE but when one of our former colleagues left from UK to USA the idea emerged again. We had life experience of e-CE this afternoon and we definitely can see more clearly about the possibilities of cyber CE. Well, the event will be analysed, and I, we will publish an assay on what we experienced and what we think about it.

Saturday 26 February 2011

"Tegnapi" hir

Megszűnhetnek a Pető Intézet ingyenes foglalkozásai.
Az intézmény igazgatója szerint elképzelhető, hogy csak Anyagi gondokkal küzd a Pető Intézet. A nemzetközi szinten elismert intézmény eddig térítésmentesen tudta gyógyítani a mozgásszervi bajokkal született gyermekeket. A támogatások csökkenése miatt azonban lehet, hogy hamarosan pénzt kell kérniük a foglalkozásokért.

Pásztorné Dr. Tass Ildikó igazgató az MR1-Kossuth Rádió Napközben című műsorában elmondta: az elmúlt négy-öt évben több száz millió forint állami támogatástól estek el. Emiatt az intézet bizonyos fejlesztési tevékenységek fenntartására be kellett, hogy vezesse a térítési díjat, ami csak részben fedezi a költségeket.

Az intézet eddig is nyújtott fizetős szolgáltatásokat, igaz azok csak a külföldi betegeket érintették. Az ebből befolyt pénz nem jelentett pluszbevételt az intézménynek, mert az állami támogatás a működési költségek mindössze hatvan százalékát fedezi.

A Pető Intézet fejlesztő foglalkozásaira azért van szükség, hogy a mozgásszervi bajokkal küzdő gyermekek később ne eltartottként éljék életüket, képesek legyenek az önellátásra, esetleg dolgozni is tudjanak.

térítési díj ellenében tudnak foglalkozni a beteg gyerekekkel.

http://www.hirado.hu/Hirek/2011/02/25/13/Ezentul_penzert_gyogyulhatnak_a_gyerekek.aspx

Thursday 17 February 2011

6th Annual CEPEG conference

Only 3 weeks to go...


Conductive Education Professional Education Group
CEPEG


Cheese and Wine at:



The Rainbow Centre
The Bradbury Building
Palmerston Drive
Fareham
PO14 1BJ



Conductive Education Professional Education Group
CEPEG


CONFERENCE PROGRAMME
12 March 2011
Novotel, Southampton


Presentations in plan:

Meeting the need of children with sensory challenges through an adapted CE programme
The PACE centre
Heather Last and Lindsay Hardy

The first 18 months: A different focus for CE
Katalin Gonczy
NICE

Introducing and developing a system of aided language stimulation using the PODD system
Rosie Clark and Gail Weir
Greenmead School

Looking at engagement in those with complex difficulties and disabilities
Katie Murray
Percy Hedley Foundation

Goal planning – is there a place for it within CE?
Theresa Kinnersley
NICE

Swimming in Conductive Education
DVD
Judith Blake
Craig-y-Parc School

The potential impact of the current national educational strategies on CE settings.
Ruth Zimmerman
Horton Lodge School


Outreach Service
Workshop (max 20)

Beata Turi Kusel

Effective partnerships and meeting needs
Sarah Ffoulkes Roberts and Rachel Sebastino
Dame Vera Lynn School for Parents

Who am I?
Perceptions of professional identity
Liz Southall
NICE

In meeting the needs of the neurologically impaired individual, a multi-professional team is a requirement not an option
Patrick Salter
SCCM

Carol Johnson,
Manual Handling Advisor
Carol Johnson

A presentation from Rutland House School

Qualitative research on CE adult services
Laszlo Szogeczki
Independent Conductive Education Services

Transitions in practice
Thorsten Gegenwarth
Therapeinstitute Keil


Dyspraxia and CE.
The earlier the better.
Annamaria Berger
Megan Baker House


Research agenda and ICF for CE
Melanie Brown
NICE

Handwriting without tears.
PACE

Running An Inclusive Nursery
with a Conductive Ethos
Jules McDonalds
Becky Wilkinson
Laszlo Szogeczki
Legacy Rainbow House

Saturday 12 February 2011

Hand & Arm Spasticity Surgeon

During our CE professional carrier we often expected to share our “conductive “opinion on surgical solution of different physical difficulties. Parents are asking our view on specific operation possibilities when something seems to be stuck or developing very slow. This is understandable. During my student years in the early 90’s at the Peto Institute, Budapest, there was no such a module, training where we could study the main ideas of CP related surgical methods. I learnt however that some of the experienced conductors knew about such solutions and they were really confident to suggest… also, we saw many children who have already had different operations or were going to have one. Top of that, I learnt that Dr. Tibor Vizkeleti, a Hungarian orthopaedic surgeon had a great professional relationship with the Institute. I understood that surgery was a medical way of approaching physical problems and as such it was not the main focus of the training of CE but we all missed that bit…or maybe we did not realize when we were there but soon after leaving the alma mater it become obvious to me personally that a little knowledge of that subject could have helped my everyday life as a conductor. Since, I learnt through experience a lot and I developed my own idea of many types of surgeries as I work with children and adults on an everyday basis but it took some good years to do so. I have learnt that different countries have different general thinking of approaches and those could be very different. Just recently, Susie M. was asking if we could suggest anything on Dorsal Tenotomy. This fact made me to think that it could be so great to share “results” in terms of seeing those through conductors’ eyes…
Just only some days later one of our kids’ mother was asking if we knew Waseem Rias Saeed’s Hand & Arm spasticity surgical method - actually we, I did not.
So, I thought to share this (see below) maybe some others can say something about it or learn about it and use it.

The following text is from his www.waseemsaed.com website.

Hand & Arm Spasticity

Hand and arm spasticity develops as a result of damage to that part of the brain that controls the limb. This may be apparent at or shortly after birth as in cerebral palsy, or be the devastating consequence of a severe head injury, brain mass or stroke. Despite these conditions being common, the provision of integrated surgical care for these patients has not been widely available. It was disturbing to me that many patients had been actively discouraged from surgical intervention or told, frequently by specialists, that there was none. Many of these patients suffered and continue to suffer from avoidable disability throughout their lives. The United Kingdom did not have a dedicated treatment centre for the surgical treatment of spasticity in the upper limb despite an increasing and weighty body of evidence supporting its benefits. This was in contrast to established units in the USA, Europe and Australia. I had gained experience in the treatment of such patients in Louisville in the United States and had made an in depth survey of the current literature on surgical techniques and the results of these techniques. My conclusions were that certain surgical techniques had been shown clearly to be beneficial in these patients. In 2000 I set up a multidisciplinary team with senior occupational and physiotherapists to treat patients afflicted with spasticity of the arms. This is called the CP Clinic although all causes of upper limb spasticity are treated. Colleagues in paediatric and adult neurology, rehabilitation medicine and paediatric orthopaedics to are also available to provide an overall strategy of care.

A NEW APPROACH

My approach to patients suffering from spasticity preventing hand use – whether an infant born with cerebral palsy or an elderly stroke-victim, challenges some of the preconceived ideas that have lead to patients being denied surgical intervention over the years. I have introduced surgical modifications based on biomechanical studies that exist in the peer-reviewed, hand surgery literature and simply do not accept the (unsupported) view that the brain cannot adapt and learn new ways of using the hand into adulthood. Some of my own patients have clearly demonstrated this adaptation. It was clear to me from my work on tendons that the traditional view of immobilising patients following surgery for cerebral palsy had little scientific support. In contrast the advantages of early movement in terms of less scarring and stronger tendons was established. As a result I incorporated early movement into the post-operative protocol for the patients that I treat. This has been successful and at the time of writing is a unique post-operative protocol for this condition.I have carefully recorded all aspects of patient's’ function in a multidisciplinary clinic, using validated assessment and outcome measures prior to surgery and at intervals after surgery. In 2003, I presented my early results at the annual meeting of The Federation of European Societies for Surgery of the Hand in Lisbon – a meeting attended by hand specialists from around the world. The work was received well (appendix 2).3 years later the extended work was presented at the International Federation of Societies for Surgery of the Hand Meeting in Sidney 2007.I have started to train the next generation of hand surgeons in the techniques involved and increased awareness through presentations to primary and secondary care physicians, trainees and therapists. The work continues at currently the only unit in the UK dedicated to the treatment of upper limb spasticity in a multi-disciplinary setting. Patients are referred on a national and regional level.

Tuesday 8 February 2011

Another prove of Peto's genius

The Act of “Learning”

Scientists knew that new brain cells are able “enhance learning” – they never thought that “learning” could actually cause the birth of new brain cells… that is, until recently. In recent animal studies, researchers have found that there was a direct relationship between “learning” and the survival rate of newly-birthed brain cells.

When researchers taught certain rodents a wide-variety of cognitive tasks which involved a wide-range of brain areas – scientists found that the more the animal “learned” – the more new neurons were able to survive in the hippocampus. Scientists have made it clear that “learning” can increase the presence of new neurons in the brain.

Brain cells that are born in the hippocampus, which normally die off, are literally “rescued” by “learning” experiences. There is still plenty of research being conducted in this area and not all sources agree.

An Enriched Environment

Science has long known that living in a mentally stimulating environment vs. an impoverished environment is far better for brain development. Research has found that exposure to an enriched environment enhances neurogenesis functioning and is able to regulate emotionality.

Scientists have found that memory-based tasks were far improved in the hippocampus region of the brain when human beings are raised in a healthy, enriched environment. One study found that mice put in stimulating environments actually had larger hippocampus regions than did those living in “standard” or “poor” laboratory conditions. They discovered a direct correlation between an enriched environment and the amount of neurons produced in the brains of mice. This had a significant effect on neurogenesis!

An Exercise Regimen

Everybody knows that exercise is good for your overall health and heart, but in recent findings, powerful evidence has proven that exercise is great for your brain. Scientific experiments have discovered that mice consistently using running wheels had around 2x the amount of hippocampal neurons (brain cells) as the mice that didn’t exercise.

Another study at Colombia University found that humans who had a exercise training program were able to grow and maintain new brain cells and nerve cells in the hippocampus region of the brain. The specific area called the “dentate gyrus” is responsible for helping produce neurogeneis. Even more studies have discovered that those who exercised had 2 – 3x increases in the birth-rate of new neurons!

For more information:

The Journal of Neuroscience. 2007 Mar; 27(13): 3252-3259. Experience-Specific Functional Modification of the Dentate Gyrus through Adult Neurogenesis: A Critical Period during an Immature Stage. Tashiro A, Makino H, Gage FH.

Stanford University Research In Progress: HD & Lifestyle http://www.stanford.edu/group/hopes/rltdsci/inprogress/ae2.html

Thursday 27 January 2011

Ujra es ujra, ismet, megint lehangolo kutatasi eredmeny

Par napja szamoltam be a legfrissebb konduktiv pedagogiat vizsgalo angol kutatasi eredmeny publikalasarol. Azota Andrew Suttonnak sikerult hozzajutnia a szoveghez es blogjaban mar kozetette a lehangolo eredmenyt, miszerint a kutatocsoport nem ajanlja a Britt iskolaknak, hogy a konduktiv pedagogia rendszeret, mint strukturat alkalmazzak, vagy financialisan tamogassak a szulok eziranyu kereseit.

Azt mar lehet tudni, hogy a kutatocsoport evtizedekkel korabban publikalt eredmenyekbol deduktiv uton jutott erre az allaspontra.


Nyilvan valakinek az Egyesult Kiralysagban reagalnia kellene; ertekelni a kutatast, biralni annak metodologiajat es dizajnjat, esetleg nem utolso sorban eredmenyeit vitatni megfelelo modon megvedeni a konduktiv pedagogia letjogosultsagat es versenykepesseget. Talan nem ohajtanek sokat, ha azt kivannam, hogy egy ertekelo cikk jelenhessen meg a publikalo magazinban.

Ki irhatna? Tulajdonkeppen barmelyik konduktiv pedagogiat Britanniaban eredmenyesen alakalmazo iskola pedagogusa, pszichologusa, egyeb szakembere, vagy akar a Britt konduktiv pedagogiai szakmai forum.

Remelem, valaki abban a pozicioban van, hogy ezt megtehesse, idot es energiat nem sajnalva reagal. Let's hope!

Saturday 22 January 2011

New! Conductive education: appraising the evidence

Title: Conductive education: appraising the evidence
Author: Louise Tuersley-Dixon, Norah Frederickson
Publication: Educational Psychology in Practice
Publisher: Taylor & Francis
Date: January 12, 2010

Abstract: Conductive education (CE) is widely reported as having a range of benefits. In the last two decades, it has expanded internationally. Educational Psychologists may well encounter parents requesting this specialist intervention which is not normally offered within Local Authority special needs provision, for children with cerebral palsy and other motor difficulties. This paper reviews the empirical research to investigate the specific claims that CE improves motor skills, thinking skills and independence and the counter claim that it may cause harm. Implications for practice are discussed.






Monday 17 January 2011

Regarding to Andrew Suttons' last posting

Announcement issued by MTI on 28/12/2010:

Non-profit companies and central government agencies to take over the thirty-five, the government established by the Foundation and charitable functions of the cessation of which appeared in the latest government decision aims to Hungarian Gazette.


A Magyar Mozgókép Közalapítványnál - néhány más alapítvánnyal együtt - soron kívüli ellenőrzést végez a Kormányzati Ellenőrzési Hivatal.

The Hungarian Motion Picture Foundation for - along with some other foundation - unscheduled inspection, the Government Accountability Office.

Megszűnik a többi között az Európai Összehasonlító Kisebbségkutatások Közalapítvány, a Fogyatékos Személyek Esélyegyenlőségéért Közalapítvány, a Gandhi Közalapítvány, az Iparfejlesztési Közalapítvány, a Magyar Kultúra Alapítvány, a Magyar Nemzeti Üdülési Alapítvány és a Nemzetközi Pető András Közalapítvány.

Will the rest of the European Comparative Minority Research Foundation, the Foundation for Equal Opportunities of Persons with Disabilities, the Gandhi Foundation, the Industrial Development Foundation, the Hungarian Culture Foundation, the Hungarian National Holiday Foundation and the International Foundation for Andras Peto.

Az új közhasznú szervezetek megalapításáról az állami vagyon felügyeletéért felelős tárcavezetőnek - azaz Fellegi Tamás nemzeti fejlesztési miniszternek - kell gondoskodnia.

The new non-profit organizations responsible for overseeing the establishment of state assets tárcavezetőnek - Fellegi Thomas is the national development minister - should be sought.

A kormányhatározat további alapítványok és közalapítványok megszüntetéséről is rendelkezik.

The government decision is the elimination of additional foundations and charitable organizations have.

A határozat értelmében ily módon szűnik meg a többi között az 1956-os Magyar Forradalom Történetének Dokumentációs és Kutatóintézete Közalapítvány; a Betegjogi, Ellátottjogi és Gyermekjogi Közalapítvány; az Emberi Jogok Magyar Központja Közalapítvány; a Habsburg-kori Kutatások Közalapítvány; a Hajléktalanokért Közalapítvány; a Határon Túli Magyar Oktatásért Apáczai Közalapítvány; a Környezetgazdálkodási Oktatási Fejlesztésért Alapítvány; a Magyarországi Cigányokért Közalapítvány; a Magyarországi Nemzeti és Etnikai Kisebbségekért Közalapítvány; a Magyary Zoltán Felsőoktatási Közalapítvány; az Oktatásért Közalapítvány; a Magyar Filmtörténeti Fotógyűjtemény Alapítvány; a Magyar Könyv Alapítvány és a Magyar Történelmi Film Közalapítvány.

The decision is thus eliminated in the rest of the 1956 Hungarian Revolution and the History Foundation of the Institute, the patients 'care recipients' and Children's Rights Foundation, the Human Rights Centre for Public Foundation of Hungary, the Habsburg-era Research Foundation, Foundation for the Homeless, the Cross Over Apáczai Hungarian Education Foundation, the Environmental Education Development Foundation, the Public Foundation for Roma in Hungary, the Hungarian National and Ethnic Minorities Foundation; the Magyary Zoltán Foundation for Higher Education, the Education Foundation, the Hungarian Film History Photo Collection Foundation, the Hungarian Book Foundation and the Hungarian Film History Foundation.

A kormányhatározat ugyanakkor kimondja, hogy a megszűnő alapítvány vagy közalapítvány által ellátott feladatokkal kapcsolatban tanácsadó testület hozható létre a kuratóriumaik bázisán.

The government resolution states, however, that the legacy foundation or public foundation in relation to the tasks of the Advisory Council to create a base board.

Friday 7 January 2011

Michael Winterhoff's concept seems to be close to CE

I posted about a "new"pedagogical discussion some days ago in Hungarian (19th December). Now, I thought to mention it in English as well since the view of Michael Winterhoff, a German child-psychologist, seems to have several correlating ideas with CE. It is not a suprise. CE remained to be in its pedagogical framework as it was years and years before. Oppositely, modern education has changed enormuosly in the last twenty-thirty years. Winterhoff recognises the downsides of the modern approach and efforts to highlight the values of the "traditional', or lets say earlier pedagogical methods both at home or school.

Here I copied a little text of him just raise your attention to this subject.


"Children used to be seen as children and intuitively led and guided by adults as such. For at least 15 years now they have been treated as partners and reared with the help of discussion and explanations. But you can't learn tennis, either, by having it explained and demonstrated to you. It isn't only parents and grandparents that are making major mistakes today, but professionals, too. This starts as far back as kindergarten and continues on into school, where teachers are receding more and more into the background and assuming the role of mentor and, more recently, coach. Primary school pupils are supposed to teach themselves reading, writing and arithmetic; grade one is taught by grade two. The fact is, however, that from a developmental psychology perspective, small children go to school to gain their mothers' approval and do many things they don't feel like doing for their teachers' sake.

To make matters worse, many parents compensate for the growing loss of orientation and recognition they feel today according to the following motto: even if nobody out there loves me, my child at least should do so. This unconscious compensation for a need cements the reversal of power that is the subject of infants' phantasies until they realize, from age three onwards, that grownups are bigger and stronger than they are. However, the worst part of it is that the general uncertainty and anxiety about the future of our society causes parents to merge with their children's minds in a kind of symbiosis. All of these relational disorders are linked to false reactions that make emotional development impossible. We end up with an entire generation of under-three-year-olds: egocentric, unable to cope with life, lacking in independence, unemployable or unfit for vocational training. This problem, by the way, is a worldwide phenomenon, seen in all of the wealthy countries and not only in Germany.

So this is not a consequence of the anti-authoritarian-education ideal fostered by the post-68ers in Germany?

No, absolutely not. And it is not a question of any kind of pedagogical discussion either. The tragic part of it is that the problems these children have can no longer be solved even through increased strictness. The child is not overburdened because it is treated as a separate person but because it is treated like a small adult. "