Friday, 30 April 2010

Conferences and congresses

Can't they be developmental?

Yesterday Conductive World reported two weeks' grace for submitting abstracts to December's International Congress. In a Comment to this posting, Rony Schencker responded –

Working intensively against the clock... 'mentoring' abstracts for submission by others, and working on my abstracts, I'm proud to announce that six abstracts were sent for review, and hopefully Tsad Kadima will be able to hold a symposium in the upcoming congress with varied topics and presenters (conductors, parents and others).


I wonder how many such teams there will be fielded from around the world, and how 'isolated' people can find appropriate encouragement and help them break into presenting their life and work.

Maybe if these Congresses are to continue one useful way in which they might evolve better to suit the very nature of the field would be to adopt a more developmental role, with structures in place to ensure this.

CE's own zone of next development

After all, if people are undeveloped in some way it is not enough to accept them as they are, hen adapt the world down to them. One has to motivate them to advance and learn, and the best way towards that is surely to take them stepwise through experience of success.

Conductivists of all people should go with that!

En masse, though, those self-same conductivists may need much the same kind of intervention over articulating what they do. Something like this Congress (though there are other examples enough on a smaller scale) may suggest that CE as a body is not terribly advanced or forthcoming in this in this respect.

The appropriate response to low attainment is not to accept the present level of development but to work actively towards creating the next.

It is wonderful if Rony chips in with her considerable personal fourpenceworth, to nag and encourage and mentor – wonderful, that is, for those within her own particular bailiwick. But where do more isolated souls find someone like that?

If an individual learner attempts unaided to solve a too-difficult task, then not only will the task not be properly completed, or not completed at all, but also two other outcomes will ensue. First, any onlookers may form a rather poor opinion of what that individual is capable of achieving. Secondly, the individual may learn a very damaging lesson – 'Can't'.

Something needs to be done for next time

No one in Conductive Education should need telling this when it comes to individuals with, say, motor disorders. When, however it come to the whole body conductive – Physician, heal thyself.

The more there is to learn, and the more mis-learning and low expectations already accumulated, then the more planning and effort may likely be needed to turn the situation around. Maybe, if there are to be other such shows in the future, then the organisation of conferences, congresses and other meetings that are to have a genuinely developmental function for Conductive Education as a whole should include consideration of how people – more people – can be prepared to make the most of it.

In the case of these big international shindigs this cannot be expected of the local host organisation which will have more than enough on its hands organising the event itself. So what alternative ways might might be suggested towards creating more orthofunctional development in this respect for the conductive movement worldwide?

2 comments:

  1. Education, Education, Education!
    This is the way to create more orthofunctional development in this respect.
    Studentsof CE should be taught from day 1st. in a manner that will develop their curiosity for more knowledge, and will provide them with the tools to search, to analyse and to judge, alongside with the means to develop, contribute, and the opportunities to practice it ,already as students.
    This might be our contribution to the future of CE. This does not mean that the process have ended, as education is a long life process. Still we have to respond to the current situation. At present, finding the right answer is much more difficult. Mentoring is definitely one of the ways, and it is not at all limited to abstracts submission only.

    ReplyDelete
  2. Education, Education, Education!
    This is the way to create more orthofunctional development in this respect.
    Studentsof CE should be taught from day 1st. in a manner that will develop their curiosity for more knowledge, and will provide them with the tools to search, to analyse and to judge, alongside with the means to develop, contribute, and the opportunities to practice it ,already as students.
    This might be our contribution to the future of CE. This does not mean that the process have ended, as education is a long life process. Still we have to respond to the current situation. At present, finding the right answer is much more difficult. Mentoring is definitely one of the ways, and it is not at all limited to abstracts submission only.

    ReplyDelete