Wednesday, 26 December 2007

Some CE inspiration

Shay Allias

For one of the best personal expositions that I’ve seen arguing both the necessity for and the effectiveness of a conductive upbringing, have alook at this YouTube posting:

If you are not yet used to YouTube, just click on the little arrow in the middle of the larger picture screen to start the video.

Alternatively, click on the words Tsadkadima -The best place for a child with C.P. to grow up under the smaller picture below this.

No matter if you do not have loudspeakers on your computer, or if you cannot understand Hebrew, there are clear English subtitles that well convey the meaning.

I know personally some remarkable families around the world who, despite the institutional chaos around them that they have to contend with year after year, have still amnaged to provide a conductive upbringing for their children, with corresponding outcomes. Like I said at my recent workshop in Israel, however, amidst all the attempts to establish conductive pedagogy around the world, with their vastly varying results, only in Israel does conductive upbringing appear to have been successfully implemented in a new national context on a routine institutional basis.

There are various implications to be drawn from this and these really ought to be aired and discussed. Most immediately, however, draw some cheer for the New Year from Shay Allias's inspiring video...

... and in the slightly longer term I do hope that this will be joined by other such reports.

1 comment:

  1. An inspirational video indeed, Andrew. Thank you for pointing it out.

    Thank you also for gradually articulating and drawing out the distinction between conductive pedagogy and conductive upbringing.

    You may very well be right that only in Israel has conductive upbringing been "successfully implemented in a new national context on a routine institutional basis".

    I would, however, offer the thought that at Paces (Sheffield UK) both Karen Hague and myself (both parents, which may be relevant), have long had a sense of wanting to embed conductive upbringing within Paces - before we even heard the term, let alone understood its distinction from conductive pedagogy or plain old conductive education.

    It is, perhaps, the importance of this sense of conductive upbringing that expresses Paces' innovative commitment to a specialist resource within the ordinariness of a local community centre; that connects with our Mission statement that ends "(supporting young people)... into independent adulthood as active citizens"; and, currently, informs the work we are struggling to bring about with young adults, micro-enterprise and homes-of-choice. The out-for-consultation Sheffield Strategy for Adults with Learning Disabilities ( might open new opportunities for mainstream experiments here in Sheffield.

    I have often enough said that on our metaphorical journey from London to Edinburgh, we at Paces are, even after all this time, still not beyond London's M25 orbital motorway. Which is to say, we have a long way to go; embedding conductive upbringing is essential (it's about Life not classrooms); and we admire Tsad Kadima from afar. I'm only sorry that I was not able to come out for the conference.