The original language of CE is Hungarian and according to a rough translation of the name, Conductive Pedagogic System, the currently used English label is a misnomer. I think.
The word pedagogy comes from Greek paidagōgiā, the slave who took children to and from school called paidagōgos in which παίδ (paíd) means "child" and άγω (ágō) means "lead"; so it literally means "to lead the child". The Latin-derived word for pedagogy is the technique used by an instructor to foster and facilitate learning by another, which can be by upbringing, training or educating. The person who facilitates the learning process can be anybody, but the trained professional facilitator, however, is called a “teacher.” The word “pedagogy” is still used today in many countries , referring to the teaching – learning process . A number of famous people contributed to the theories of pedagogy: Benjamin Bloom, John Dewey, Celestin Freinet, Geetha Narayanan, Paulo Freire, Friedrich Fröbel, Kurt Hahn, Gloria Jean Watkins, Jan Amos Komensky, Janusz Korczak, Maria Montessori, William G Perry, Johann Heinrich Pestalozzi, Jean Piaget, Simon Soloveychik, Rudolf Steiner, Lev Vygotsky, Henry Giroux.
The Conductive Pedagogic System is a transformative concept. The most important expression in the name is “pedagogic”, because it highlights a new way of rehabilitation. Dr. Andras Pető assumed that ortho- and dys-functions are not mutually exclusive. Therefore, orthofunction is not based on the change in a defect but is the transformation of someone to help them overcome their difficulties. The pedagogic aim is to facilitate the transformation of the disabled person, which is only possible if we approach the person as a whole and deal with his cognitive, communicative, social, emotional and physical existence altogether. At this level of pedagogy the role of active participation is very important, and activities should not be separated from human interest or from the assumptions and feedback of the surrounding culture and society.
The word conductive is new in a pedagogical context. It emphasises the active form of learning. Conductive means here inductive, which starts by creating aims, and then leads towards resolution. This resolution is not simply what we perceive as a function of behaviour but as a result of an inner organisation which, through interaction with the environment, results in a successful outcome. The conductor “inducts” the person through complex and systematic activities, which produce an inner organisation which in turn coordinates the nervous system. Having established an aim, the nervous system works out how to execute it. This process, however, is not conscious and the aims and activities are interlinked.
The expression “system” refers to the fact that the pedagogical programme is structured, being networked horizontally and longitudinally. It deals with many interdependent factors. It is deductive, planed, linear, parallel, spiral, concentric,and at the same time inductive. The system, through the structure of activities, assures the relationships.
The word pedagogy comes from Greek paidagōgiā, the slave who took children to and from school called paidagōgos in which παίδ (paíd) means "child" and άγω (ágō) means "lead"; so it literally means "to lead the child". The Latin-derived word for pedagogy is the technique used by an instructor to foster and facilitate learning by another, which can be by upbringing, training or educating. The person who facilitates the learning process can be anybody, but the trained professional facilitator, however, is called a “teacher.” The word “pedagogy” is still used today in many countries , referring to the teaching – learning process . A number of famous people contributed to the theories of pedagogy: Benjamin Bloom, John Dewey, Celestin Freinet, Geetha Narayanan, Paulo Freire, Friedrich Fröbel, Kurt Hahn, Gloria Jean Watkins, Jan Amos Komensky, Janusz Korczak, Maria Montessori, William G Perry, Johann Heinrich Pestalozzi, Jean Piaget, Simon Soloveychik, Rudolf Steiner, Lev Vygotsky, Henry Giroux.
The Conductive Pedagogic System is a transformative concept. The most important expression in the name is “pedagogic”, because it highlights a new way of rehabilitation. Dr. Andras Pető assumed that ortho- and dys-functions are not mutually exclusive. Therefore, orthofunction is not based on the change in a defect but is the transformation of someone to help them overcome their difficulties. The pedagogic aim is to facilitate the transformation of the disabled person, which is only possible if we approach the person as a whole and deal with his cognitive, communicative, social, emotional and physical existence altogether. At this level of pedagogy the role of active participation is very important, and activities should not be separated from human interest or from the assumptions and feedback of the surrounding culture and society.
The word conductive is new in a pedagogical context. It emphasises the active form of learning. Conductive means here inductive, which starts by creating aims, and then leads towards resolution. This resolution is not simply what we perceive as a function of behaviour but as a result of an inner organisation which, through interaction with the environment, results in a successful outcome. The conductor “inducts” the person through complex and systematic activities, which produce an inner organisation which in turn coordinates the nervous system. Having established an aim, the nervous system works out how to execute it. This process, however, is not conscious and the aims and activities are interlinked.
The expression “system” refers to the fact that the pedagogical programme is structured, being networked horizontally and longitudinally. It deals with many interdependent factors. It is deductive, planed, linear, parallel, spiral, concentric,and at the same time inductive. The system, through the structure of activities, assures the relationships.
About the human dimension:
Conductive Education deals with people with damage to the central nervous system and it has as one of it’s basic beliefs that people with disabilities should not be treated less favourably because of their disability and that reasonable steps should be taken to ensure that they are not placed at a substantial disadvantage. The “normal function” can be defined in many ways. Dr. Andras Pető defined it as orthofunction which term points out the human dimension of Conductive Education. CE shows a very high respect for humanity and it builds its system based on that respect. Conductive Education seeks to realise the full potential of those who live with damage of their central nervous system.
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