A change of perspectiive
6 hours ago
As an account of the functioning of the brain, neuroplasticity demolishes two strong and long-held learning and teaching positions: that, with ageing, the brain somehow seized up and that certain children were born ‘ineducable’. As illustrations, the former is neatly expressed in the saying “You can’t teach an old dog new tricks” and the latter in the persistence in the UK until the early 1970s of schools for the ‘educationally sub-normal’.
Group upbringing goes West
Abstract. An Hungarian system of upbringing and pedagogy, András Pető's 'Conductive Education', lays great emphasis upon group pedagogy. There are possible parallels in substance between the systems of Makarenko and of Pető, perhaps even connections. A brief introduction to Conductive Eduction stresses the magnitude of the pedagogic task posed by motor disorders, the solution of which is strengthened by teaching through groups rather than individually. A possible Makarenko link once offered an early possible historical root of Conductive Education, but this possibility has been denied in Hungary. Following export of conductive practice to the West but a variety of financial, social and ideological have made the group aspect of conductive pedagogy particularly hard to sustain in new national contexts. Some parallels and connections between the two approaches are offered, with respect to their respective founders and the social context in which practices were later developed.
Loss of strength. I am tired. Indifference, almost despair. My trip yesterday revealed to me its main contradiction. I am extremely tense (the language, the responsibilities, the suit, the foreign countries), on the other hand — I am outside time and space and free of everything as never before (aloof)... In essence, Russia is the first country in the world. The Revolution is our supreme cause. In this room only 1 person knows the secret of the genuine education of the deafmutes. And that person is me. Not because I am more educated than the others, but [because] I was sent by Russia and I speak on behalf of the Revolution.
...one of the great child psychologists of the world, a man who transformed lives and led severely brain-damaged children to achievements no one else thought possible.
Feuerstein had been working with a group of Native American Indians and they wanted to show their gratitude. So they invited him and his wife to their reservation. They were brought into the Indian chief’s wigwam where the leaders of the tribe were sitting in a circle in full headdress.
As the traditional welcome ceremony began, the professor, an orthodox Jew from Jerusalem, was overwhelmed by the incongruity. He turned to his wife and said to her in Yiddish:
'What would my mother say if she could see me now?!'
To his amazement, the Indian chief turned to him and replied in Yiddish:
'And what would she say if she knew I understood what you just said!'To read the rest of this little story, you will have to go to:
I tell his story because he was a deeply spiritual Jew. His methods were elaborate and his theories complex, but seeing him at work you knew that there were three reasons he achieved miracles.
First, the basis of his work was love. He loved the children and they loved him.
Second, he had transformative faith. Under him children developed skills no one thought they could because he believed they could. He had more faith in them than anyone else.
Third, he refused to write anyone off. He insisted that children with disabilities should be included in society like every other child. They too were in the image of God. They too had a right to respect. They too could lead a full and meaningful life.
I learned from Professor Feuerstein that faith really does change lives. The one thing that can rescue us from despair and failure to fulfil our potential is the knowledge that someone believes in us more than we believe in ourselves.
And now abideth faith, hope and charity, these three, but the greatest of these is charity
I Corinthians, 13, 13