SCIFI

My father is 71. He was a history, literature teacher before he retired. He loves and closer to the classical literature than the modern but he used to enjoy to read Istvan Nemere's ideas of scifi. He came up with the idea this morning to relax CE community that the missing Airbus probably was taken by aliens to make a great bridge between our and their civilization. Since there is no evidence of a crashed plain anywhere and there were a wide range of great different professionals on the plane it seems to be a good reason to think the above mentioned thought.
I know this is like a befuddled idea but it depicts how many ways of hope is available. If he was right than our missing colleague has a huge job.

A margora irva...

Ugyan tenyleg teljesen komolyan gondolom, hogy blog oldalam elsosorban, es csakis a kondukciorol szoljon es hogy szemelyes erzeseimet, velemenyemet, stb. felreteve tenyleg csak a szakmaval foglalkozzon, ma megis arra vetemedek, hogy eloszor is magyarul, masodszor, inkabb valojaban rolam, pontosabban erzeseimrol irjak - persze kondukltiv pedagogiat illetoen.

Hadd kezdjem azzal, hogy a blogom irasanak kezdete ota sokkal kevesebbet irok le barmelyik temaban, mint amit arrol gondolok az angol nyelvu megnyilatkozas miatt.

Hatalmas dilemma.

Azert kenyszerultem arra az elhatarozasra, hogy angol nyelven irjak, kifejtsem gondolataimat a konduktiv pedagogiat illetoen, mert ezt mas nem tette meg elottem, s ugy gondoltam, hogy legalabb egy magyar szarmazasu konduktor blogironak lennie kell. Ez persze egy ido utan jelentos konfliktusba torkollhat. Sajat konfliktusomba, mondhatnam frusztraciomba. No, azert nincs krizis, de megis mellyebben gondolkodtam el a dolgon Szatmary Judit visszalepese es kolleganonk tragikus repulobalesete utan bejegyzett irasok utan. Az angol nyelvtudas - mint tanult kepesseg, amelynek szitjet a szuletett nyelvi keszsegunk, a nyelvhasznalat szintere es egyaltalan lehetosege, es persze sok minden mas is befolyasol - erosen behatarolja megnyilatkozasaim melyseget es terjedelmet is egyben. Befolyasolja minden leirt szavam. Az angol nyelven valo megnyilatkozas nehezsegerol, irodalmiassagarol, visszasagarol tobb kivallo magyar anyanyelvu kolto, iro is megnyilatkozott mar, amit tehat nem kell reszletezzek, amely 'nehezsegek' ram eppugy vonatkoznak, mint barki masra.

Vegtelenul szuknek erzem nyelvi es az idobeli korlataimat. Gondolatban szamtalan bejegyzesre referalok, amelyre irasban alig- alig kerul sor.

Dilemmat legyozve ma inkabb magyarul - mert sokkal gyorsabb es a szavak tiszta utjan melyebb ertelmet kolcsonoz gondolataimnak.

Susie Mallett es Andrew Sutton is irtak a "konduktiv csalad"szervezetten kevesbe tettenerheto, de nagyon is jol kitapinthato letezeserol, Szarvas Rita szomoru es tragikus elvesztese okan. Mennyire vagyunk mi egy "csalad"? Leszamitva azt a tenyt, hogy a szamossagot illetoen valoban kis kozossegrol van szo, rendelkezunk-e a csaladokat jellemzo tulajdonsagokkal, vonasokkal? Mennyire respektaljuk valojaban egymast es a szakmat magat? Mennyire tudjuk humanumunkat megtartani egymas kozott? Tudjuk e tisztelni hallgatoinkat, diakjainkat, clienseinket? Es viszont ok kepesek e emberileg megbirkozni a mi altalunk teremtett helyzetekkel? Milyen a kapcsolatunk kollegainkkal a hetkoznapokban? Milyen a generaciok egymas mellett munkalkodasa? Nem folytatom. Attol tartok, onmagunkba kell neznunk nehany esetben.

Szatmary Judit blogjanak bezarasat ennek a csaladnak latszolagos erdektelensege okazta. Mennyire vagyunk erdektelenek? Ha arra gondolok, hogy szamtalan kollegamrol tudom, hogy hanyfele es szerteagazo iranyokban tanultak tovabb, vagy tanulnak most is tovabb, akkor ez a teny azt jelzi, hogy erdeklodoek vagyunk. Ha azt is vizsgalnank persze, hogy mennyire szakmai iranyu ez az aktivitas, akkor lehet, hogy meglepo eredmenyt kapnank. Arra gondolok, hogy sokan talan eppen kiutat keresik a tovabbtanulas jovoltabol, hogy aztan profilt valtva mas teruleteken dolgozhassanak. A konduktiv pedagogiaban aktivan letoltott 5-10-15 ev utan valoban tobben valasztanak uj, mas, vagy kapcsolodo szakmakat.

Az uj generacio es a maradok viszont szazalekaranyban latszolag nem aktivak a szakmai erdeklodes tekinteteben. Azert irom, hogy latszolag, mert bizonyos egyaltalan nem lehetek abban , hogy en megfeleloen latok bele innen Angliabol. Mindesetre itt a neten a kommenteket figyelemmel kiserve, szinte alig van hozzaszolo. Cafoljanak, cafoljatok ra!

Bloom's Taxonomy

The Taxonomy of Educational Objectives, often called Bloom's Taxonomy, is a classification of the different objectives that educators set for students. The taxonomy was proposed in 1956 by Benjamin Bloom, an educational psychologist at the University of Chicago. Bloom's Taxonomy divides educational objectives into three "domains:" Affective, Psychomotor, and Cognitive. Like other taxonomies, Bloom's is hierarchical; meaning that learning at higher level is dependent on having attained prerequisite knowledge and skills at lower levels (Orlich, et al. 2004). A goal of Bloom's Taxonomy is to motivate educators to focus on all three domains, creating a more holistic form of education. Most references to the Bloom's Taxonomy only notice the Cognitive domain. There is also a so far less referred, revised version of the Taxonomy, published in 2001 under the name of "A Taxonomy for Learning, Teaching, and Assessing."

"Taxonomy” simply means “classification”, so the well-known taxonomy of learning objectives is an attempt (within the behavioural paradigm) to classify forms and levels of learning. It identifies three “domains” of learning (see below), each of which is organised as a series of levels or pre-requisites. It is suggested that one cannot effectively — or ought not try to — address higher levels until those below them have been covered (it is thus effectively serial in structure). As well as providing a basic sequential model for dealing with topics in the curriculum, it also suggests a way of categorising levels of learning, in terms of the expected ceiling for a given programme. Thus in the Cognitive domain, training for technicians may cover knowledge, comprehension and application, but not concern itself with analysis and above, whereas full professional training may be expected to include this and synthesis and evaluation as well.
Cognitive: the most-used of the domains, refers to knowledge structures (although sheer “knowing the facts” is its bottom level). It can be viewed as a sequence of progressive contextualisation of the material. (Based on Bloom, 1956)
The model above is included because it is still common currency, but Anderson and Krathwohl (2001) have made some apparently minor but actually significant modifications, to come up with:
Revised taxonomy of the cognitive domainfollowing Anderson and Krathwohl (2001)
Note the new top category, which is about being able to create new knowledge within the domain, and the move from nouns to verbs.
Affective: the Affective domain has received less attention, and is less intuitive than the Cognitive. It is concerned with values, or more precisely perhaps with perception of value issues, and ranges from mere awareness (Receiving), through to being able to distinguish implicit values through analysis. (Kratwohl, Bloom and Masia (1964))
Psycho-Motor: Bloom never completed work on this domain, and there have been several attempts to complete it. One of the simplest versions has been suggested by Dave (1975): it fits with the model of developing skill put forward by Reynolds (1965), and it also draws attention to the fundamental role of imitation in skill acquisition.

ATHERTON J S (2009) Learning and Teaching; Bloom's taxonomy [On-line] UK: Available: http://www.learningandteaching.info/learning/bloomtax.htm Accessed: 2 June 2009

Deep Sympathy

The journey from sorrow to peace is one we all take at our own peace. The sympathy of loved ones help guide the way. Let me express my deepest sympathy to the loss of our CE community on the crashed Air France aeroplane from Brazil to France, earlier today.

According to http://www.nol.hu/

Két felnőtt és két gyermek tartott Brazíliából Párizsba azon a francia repülőn, amely valószínűleg az Atlanti-óceánba zuhant.
Az asszony a Nemzetközi Pető Intézetben dolgozott, és egy három hetes tanfolyamot tartott a dél-amerikai országban. Volt férje felvette a kapcsolatot a Külügyminisztériummal, ahol a nevek alapján megerősítették, hogy valóban az ő kisfia és elvált felesége neve szerepel az utaslistán.

Kesobb, a www.origo.hu -n

Négy magyar volt a gépen
Négy magyar utazott az eltűnt francia repülőgépen - mondta az [origo]-nak Mátrai Zsuzsanna külügyi szóvivő. Az eltűntek személyazonosságáról személyiségi okokból nem árul el többet a Külügyminisztérium. Magyarországot a francia külügyminisztérium válságkezelő központja tájékoztatja hivatalos diplomáciai úton, eddig egyetlen üzenetet kaptak, ami arról szólt, hogy négy magyar szerepel az utaslistán. Már több hozzátartozó is jelentkezett a Külügyminisztériumnál - mondta az [origo]-nak Mátrai Zsuzsanna.
A Pető Intézet kedden megerősítette, hogy munkatársuk, Szarvas Rita konduktor volt az eltűnt gép egyik magyar utasa, aki brazíliai kiküldetéséből volt hazatérőben. "A tehetséges és nagyreményű fiatal kolléganő hivatásszeretetben végzett munkáját mind a Pető Intézetben, mind pedig nemzetközi projektekben nagyfokú elismeréssel illetik, kedves személyiségét megbecsülés övezi" - írta közleményben az intézmény rektora, Schaffhauser Franz.
A Hír TV korábban közölte, egy nő és élettársa, valamint két magyar kisfiú utazott a gépen - közölte a televízió az egyik magyar kisfiú édesapjára hivatkozva. A Hír Tv szerint a gépen utazó nő volt férje felvette a kapcsolatot a Külügyminisztériummal, ahol megerősítették, hogy volt feleségének és kisfiának a neve szerepel az utaslistán. A nő a Nemzetközi Pető Intézetben dolgozott, és egy három hetes tanfolyamot tartott a dél-amerikai országban - közölte a Hír Tv.

Strengths of Humanity

People who are naturally strong in "strengths of humanity" are those who care for their relationships. You probably know people like this: folk who always send a thank you card, who call occasionally "just to check up", and who are kind and pleasant to be around. For these individuals, caring relationships are important, and their strengths play to developing and maintaining friendships, marriages, and workplace collegiality. In return we often feel a sense of loyalty to and appreciation for these types of people. We admire their empathy, sensitivity, and compassion. They are the people we commonly turn to when we have problems. It may have occurred to you that that many of the people we think of as paragons of these virtues are women. There is a stereotype that women are, on average, more focused on relationships and more kind and considerate than man. This might be true - on average. However, if I think of my professional past, present, I just can not totally confirm this in our community. Despite that the ladies who involved with conductive education are immaculately giving their caring love to children, clients, they can be real disastrous to each other. Why is that? I do not know any good reason, but maybe some good answers can be collected.

Developing Empathy- Buber again - Person centered relationships - Empathy

Basic empathy enables the conductor to relate to the participant more completely, viewing the person as a whole. This more complete way of relating to the participant can be referred to as the I-Thou position (Buber, 1958). The incomplete experience of the self and other is known as the I-It attitude. As Brient and Freshwater (1998) comment: " The I-It attitude is one in which the other person is never viewed as a whole being. It can never be the basis for a holistic relationship". The I-It positio0n is one that has been found to exist widely within nursing. Menzies-Lyth (1970), in her research into social systems, found that nurses view patients as objects as a way of coping with the intense anxiety that such intimate relationships give rise to. The I-Thou approach to relationship is based on equality, with one individual in their totality relating to the other in their totality. Much of what takes place in CE can be related to the person centered approach: I-Thou. Person Centered relationships usually referred to as Rogerian counselling after its founder Carl Rogers, the person centered approach sits very much in the humanistic tradition. Rogers, influential as both as a psychologist and a counsellor, became convinced during his career that human beings are esentially positive, forward looking and realistic by nature, which he referred to as the actualising tendency. Rogers believed this was the motivating force driving all human beings to achive wholeness.

Empathy is a term that is employed variously in counselling, psichotherapy, nursing and across the helping professions. It is used to describe a particular characteristic that helpers should possess in relation to their clients. Here I am relating it to the skills of the conductor, who need to create a safe and enabling relationship to maximise the potential of the participants. In broad terms empathy is a state of being between two people, where one is entering the world of the other whiole maintaining an awareness oh his or her own world. It is the ability to see the world from the point of view of on other individual or group of individuals, through their frame of reference, which in turn describes the ability of the conductor to enter into the true feelings of the other person or group of people.

It is not an attempt to be that person, and try to envisage how it might feelto be them. It is the 'as if' quality that makes empathy different from sympathy. Sympathy, whilst concerned with feelings of pity, compassion and tenderness for the other person, involves collusion, whereas empathy requires much more effort, concentration and discipline. Empathy is expressed or communicated through a number 9of key skills, including active listening to both the words and feelings that are being conveyed by the participant.

Holistic Learning

Engage the mind - Touch the heart- Feed the soul Publicity notice, Edinburgh International Festival 2005

The term 'holistic learning' signifies an approach to learning which is predominantly 'whole person', i.e. it seeks to engage fully all aspects of the learner - mind, body and spirit. (See also Whole Brain.) The underlying holistic principle is that a complex organism functions most effectively when all its component parts are themselves functioning and co-operating effectively. And this idea relates very closely to the concept of synergy, with the whole being greater than the sum of its parts. In terms of mainstream education a 'whole person' approach to learning is much more likely to be observed within the sensory-rich nursery or primary school activity room than in the intellect-dominated university lecture theatre.

John Heron's Model of Holistic Learning

John Heron, Founder of the Human Potential Research Project. A powerful pyramid model presents learning as an interaction between four distinct modes of psychological being: feeling, imaginal, thinking and practical. These are normally represented in the form of a pyramid with feeling at the base and practical at the top. And so what is especially unusual about the model is that feeling is presented as our fundamental mode, rather than thinking. This contrasts sharply with much of mainstream traditional education, where cognitive thinking and the pursuit of intellectual competence have the pre-eminent role. The significance of this alternative orientation is that the crucial requirement for each learner is to establish a relationship with their total learning situation which is intimate, resonant and positive (i.e. in the feeling mode). Only when this is firmly in place is it considered that the learner will be free to tap fully into the other three modes of the learning model, viz. imaginal, thinking and practical.

Source

http://www.jwelford.demon.co.uk/brainwaremap/holist.html