Monday, 27 February 2012

A DOCTORS' DILEMMA

A dilemma for others too – conductors for example

Sue O'Reilly has written to tell me of an Editorial from last October's Medical Journal of Australia, a challenging item by Professor Rinaldo Bellomo on a major question facing modern medicine, knowledge-management.

This problem may loom particularly large in medicine but it cannot be ignored is less developed fields like, for example the provision of services for those with motor disorders – and conductors.

To illustrate this, I have taken the liberty of extracting a little of this Editorial, but in doing so have replaced the words 'medicine' with 'Conductive Education,' and 'doctors' with 'conductors', and I have changed a couple of associated words to fit in with this. I find that Prof. Bellomo's analysis transfers rather well –

In a world populated by rapid-diffusion media, varied cultures, widespread literacy, extraordinary means of communication and media veneration of the might of the scientific method, one might expect that the “marketplace of ideas” would be extraordinarily open, lively and free from censorship or restrictions. In such a world, one might expect that Conductive Education shine like a beacon of open-mindedness and acceptance of new ideas and that it would foster the development of challenges to operative paradigms. In such a world, dogma would fail to develop roots and could not survive. Evidence would triumph and, in its absence, both experts and the broader citizenry would hold on to healthy doubt. In such a world, one might expect that Conductive Education would shine like a beacon of open-mindedness and acceptance of new ideas and that it would foster the development of challenges to operative paradigms.

There are several potential explanations for Conductive Education's persistent love affair with dogma ... The cognitive “illusion of knowledge” also plays a role. We have to believe we know the answer and that there is only one answer, the one we have. To accept that we do not know the answer, or that other people might know the answer while we do not, is emotionally challenging and calls into question our very professional essence. Best to believe that what we think we know is actually true. As Thomas Kuhn would have it, at any time in history we operate within 'paradigms', the 'soft'(but often strongly enforced) dogmas ... We use such paradigms as totems and make challenging them a professional taboo.

Dogma probably protects patients from rogue behaviour. We need to make sure that not all treatments are allowed. Rules (dogmas) do exist for a reason ... The difficulty, however, occurs in situations where the evidence that a particular action is needed is not so clear, or, just as frequently, when the practitioner is not aware that such evidence even exists ... In such a state of permanent flux, it is a lot easier to 'stick to what you know'(received dogma) and never change until retirement. This is a problem, because while such a stance might have been justified in 1911, it seems spectacularly out of touch in 2011. Indeed, together with the obstinate adherence to such 'training school' dogma, knowledge management (knowing what one does not know and knowing what one should know) may now be one of the major challenges of Conductive Education.

Finally, in a world full of “experts”, controversy and opinion, holding on to dogma is reassuring and may well have vital functions. Yet, dogma has a dark side and its dangers may be as great as its benefits. Conductors would do well to maintain a degree of cautious skepticism for both bold new fashions and received wisdom, whether generated by the world or by the self. They would do even better to question what they do and see such questioning as an asset. It is everyone’s responsibility to find out how to ask questions systematically, find answers from searching the literature, critically appraise the literature and apply the results to practice ... Resources need to be allocated ... to make this process of questioning dogma and obtaining up-to-date high-quality evidence a ... priority. Unless this is done, dogma will continue to rule conductive hearts and minds.

I have omitted Profe. Bellomo's well-referenced, medicine-specific examples (indicated above by ellipsis … ). Readers will presumably be able to find their own though, such is the present state of knowledge-management in Conductive Eduction, they may find it harder to ensure that these are as well-referenced.

Epigraph

The epigraph to this Editorial is a quotation from Harriet Beecher Stowe's Little Foxes – 


Physicians are quite as intolerant as theologians. They never had the power of burning at the stake for medical opinions, but they certainly have shown the will.

Does that transfer too?

Reference

Bellomo, R, (2011) The dangers of dogma in medicine. Is the dogma of today the footnote of tomorrow? The Medical Journal of Australia, vol. 195, no 7, pp. 372-373.

Sunday, 26 February 2012


ROMANTIC SCIENCE
A suitable methodology for CE research

In what A. R. Luriya regarded as his third and final major individual case study, on his own professional life, his concluding summing up of his long career leads off as follows –

At the beginning of the twentieth century the German scholar Max Verworn suggested that scientists can be divided into two distinct groups according to their basic orientation toward science: classical and romantic. These two basic orientations, he noted, reflect not only the scholar's general attitude towards science but his personal characteristics as well.

Classical scholars are those who look upon events in terms of their constituent parts. Step by step they single out important units and elements until they can formulate abstract, general laws. These laws are then seen as the governing agents of the phenomena in the field under study. One outcome of this approach is the reduction of living reality with all its richness of detail to abstract schemas. The properties of the living whole are lost, which provoked Goethe to pen
Grey is every theory, but ever green is the tree of life.
Romantic scholars' traits, attitudes and strategies are just the opposite. They do not follow the path of reductionism, which is the leading philosophy of the classical group. Romantics in science want neither to split living reality into its elementary components nor to represent the wealth of life's concrete events in abstract models that lose the properties of the phenomena themselves. It is of the utmost importance to romantics to preserve the wealth of living reality, and they aspire to a science that retains this richness.

Of course, romantic scholars and romantic science have their shortcomings. Romantic science typically lacks the logic and does not follow the careful, consecutive, step-by-step reasoning that is characteristic of classical science, nor does it easily reach firm formulations and universally applicable laws. Sometimes logical step-by-step analysis escapes romantic scholars, and on occasion, they let artistic preferences and intuitions take over. Frequently their descriptions not only precede explanation but replace it. I have long puzzled which of the two approaches in principle, leads to a better understanding of living reality.

The dilemma is a reformulation of the conflict between nomothetic and idiographic approaches to psychology...

(pp. 174-174)

Simple observations and description have their shortcomings too. They can lead to a description of immediately perceived events that seduces observers into pseudoexplanations based on their own phenomenological understanding. This kind of error jeopardises the essential role of scientific analysis. But it is a danger only when phenomenological description is superficial and incomplete. Truly scientific observation avoids such dangers. Scientific observation is not merely pure description of separate facts. Its main goal is to view an event from as many perspectives as possible. The eye of science does not probe 'a thing', and event, isolated from other things or events. Its real object is to see and understand the way a thing or event relates to other things or events.

I have always admired Lenin's observation that a glass, as an object of science, can only be understood when it is viewed from many perspectives. With respect to the material of which it is made, it becomes an object of physics; with respect to its value, an object of economics; and with respect to its form, an object of aesthetics. The more we single out important relations during our descriptions, the closer we come to the essence of the object, to an understanding of its qualities and the rules of its existence. And the more we preserve the whole wealth of its qualities, the closer we come to the inner laws that determine its existence. It was this perspective that led Karl Marx to describe the process of scientific description with the strange-sounding expression,'ascending to the concrete'...

My efforts to revive the traditions of romantic science resulted in two books, The Mind of a Mnemonist (1968) The man with a Shattered World (1972)...

(pp. 177-8)

Brief commentary

In the passages quoted above Luriya offers a rather more elegant and relevant methodological distinction than the much-parroted 'quantitative' vs 'qualitative'.

This book's editors faced an unenviable task, and came up with a less than satisfactory solution to the English-language problem of science/scientists as apparently different from scholarship/scholars. This passage would read much better in Luriya's main languages of Russian and German, as readers of those language would make no such distinction. (Nor incidentally would Hungarian readers if there were a Hungarian edition.) I can think of no way of solving this translation problem for English-speakers (or should that be English-thinkers?) other than through a cumbersome footnote. This matter has already been addressed more than once in Conductive World.

Goethean science has also been addressed on these pages.

The Mind of a Mnemonist and The Man with a Shattered World were on my reading lists when I used to teach psycho-pedagogy to student-conductors. I think that some students might have read them. I do hope that some remember, especially when the talk turns to 'research'.

These two books might reasonably be described as major 'qualitative' studies, not merely in their scope and depth but also their contribution to knowledge. Those looking for an appropriate methodological model for 'Conductive Education research' would do worse than adopt this model to their purposes – indeed many have done worse, much worse. Oliver Sacks has won enormous respect for his own line of romantic science. *

The wholly legitimate calls for 'CE-research' are all to easily drowned out by loud assertions that there is only one possible way to respond, of the kind that Luriya refers to here as classical, reductionist. There is another way, and one could not wish for more authoritative support in arguing it...

Reference

Luria, A. R. The Making of a Mind: a personal account of Soviet psychology, Cambridge, Mass, Harvard University Press


* Sacks on Luriya and romantic science: http://www.youtube.com/watch?v=eGqLfP-LtgE

Friday, 24 February 2012

RUSSIAN CONDUCTOR AND MASSEUR

In a country of which one knows so very little

One of the Russians who trained in at the PAI in Budapest in the mid-nineties, thanks to the Yeltsin Foundation – just spotted in a Moscow masseurs' catalogue:

МОСТОВОЙ ДЕНИС ЮРЬЕВИЧ


Образование: Высшее (Педагогическое)
Возраст: 35 лет
Пол: мужской
Стаж: 12 лет
Типы массажа: Реабилитолог, педагог-кондуктор, детский массаж, инструктор Лфк, Лфк для детей

Образование:
  • 1993-1998 гг. Будапештский Институт Кондуктивной педагогики и восстановительной двигательной терапии им. Андраша Пето (Венгрия), специальность- специалист восстановительной двигательной терапии у детей с ДЦП.
  • 1998-2000 г.г. Российский Государственный Социальный Университет, факультет социальной педагогики
  • специальность-социальный педагог квалификация – педагог-психолог
  • 0ктябрь 2005 г. Защита кандидатской диссертации
Реабилитолог, Педагог-кондуктор, Детский массаж, ЛФК. Реабилитация детей с ДЦП и нарушениями опорно-двигательного аппарата. Инсульты мозговые и спинальные.  Провожу групповые и индивидуальные занятия.


Which being translated...

DENIS JUR'EVICH MOSTOVOI

Education: Higher (Pedagogic)
Age: 35 years
Sex:  Male
Experience: 12 years
Types of massage: rehabilitation, teacher-conductor, baby massage, LFK instructor, children's LFK [LFK may be conveniently though not precisely understood as 'physio']

Education:
  • 1998. The András Pető Institute of Conductive Pedagogy and Developmental Movement Therapy.Budapest (Hungary), as a specialist in bringing up children with cerebral palsy.
  • 1998-2000 Russian State Social University, Social Pedagogy Faculty
  • Specialist social pedagogue qualification – pedagogue=psychologist
  • October 2005.  Defense of candidate's dissertation [may be read as a PhD equivalent]
Rehabilitationist, Teacher-conductor, Baby massage, LFK. Rehabilitation of children with cerebral palsy and disorders of the apparatus for support and movement [established Russian term for physical disabilities]. Brain and spinal damage. I lead group and individual lessons.

Video


Mr Mostovoi explains, but my Russian is too slow and rickety to catch what precisely he is saying. There is, however, a brief written summary beneath the video, that translates –

At the present day there exists and is being successfully developed in our country a system of social-pedagogical rehabilitation for people with disabilities of the apparatus for support and movement, in which the priority is use if a pedagogical approach.

A different world

Whatever is happening in the former Soviet Union is right off the cognitive map for most of those living and working in CE in the rest of the world today. The travails and destiny of CE over there may be much he same as elsewhere, tor surprisingly different to many outside that country.

By nowadays' standards, though, European Russia is feographically not that far away, from Europe. So here is another 'East meets West' divide for a World Congress to consider, should the organisers of next year's Eighth think of taking it up.

Meanwhile Conductive World will keep an eye out...

Thursday, 23 February 2012

SAY IT AGAIN

Not just for cerebral palsy

There seems frequent coyness amongst those who work within Conductive Education when it comes to providing services for children other than those with cerebral palsy conditions. This can go further, amounting to overt denial.

It cannot be stated too often that this indicates misreading of the history of what is presently called Conductive Education, and of its theoretical base. This matters, because it may deny many children and families access to CE's potential benefits, and needlessly limit struggling CE services' possible markets. It may also deleteriously influence the direction of research and training in the field. If CE were to have a social policy, this could wreck it.

Discuss it more

This question of CE's broader relevance does from time to time at times rise to CE's public surface. Here is a recent, rare example:


In this matter, as on many others, parents are less coy about discussing things, This last couple of weeks the very jolly and lively Mumsnet (strapline: 'By parents for parents') has shown a couple of examples on its Talk page –

From 'isw'. We also do conductive education, there are a lot of kids in her placement that have GDD [general developmental delay] rather CP...We are in Scotland and do the access to education programme at the Craighalbert Centre. (17 February)

From 'varga'.  We're going to our first visit to The London Centre for Children with Cerebral Palsy tomorrow-although my DD hasn't got CP,they do conductive education and that is something we were advised to do. She had a few sessions a year ago in Hungary but didn't respond very well... (12 February). ..We had our assessment in the conductive education centre. It went really well. DD responded brilliantly to the conductors and showed everything she can. The place is amazing and they offered us a place for a one-to-one session once a week. I can't wait to start. The only downside was the journey there. We live in Central London and the centre is in North London,it took 40 minutes to get there by car. My DD got sick in the car, got really upset and just screamed. It happened on the way back too and then she fell asleep, it was 5 pm. (22 February)


Creative tension

A generalisation, robably not one-hundred percent the case: parents lead, professionals drag their feet. A working generalisation nonetheless, on this matter as on many others. There are plus and minus facts and arguments to be stated on both sides of this case. But unless they are just that – 'stated' -- then the potential for practical and theoretical advantage will be restricted to individual experiences. Private benefit where it can be achieved is all for the good. For the better would be means to raise this to public benefit.

Two centres in the UK 'outed ' over the last couple of week as serving children, families too probably, who are not 'classic' CE clients. How many others? I know that this underground trade is more common than might appear from the public image.

At the very least one might expect responsible centres involved to come out and declare more widely and vigorously what they are doing, for everybody's benefit.

Wednesday, 22 February 2012

PRICKS AND PIP-SQUEAKS BE WARNED

She's not going away!

Relayed to me from Deepest Down Under, a Round Robin from veteran CE-campaigner Sue O'Reilly, sent out to genuinely progressive souls concerned for cerebral palsy in New South Wales.

I'm writing to advise of the creation of a new grassroots networking and information-sharing venture for people with cerebral palsy and/or family members, enabling them to raise and discuss any questions, issues and/or concerns (or pass on advice) re accessing disability services in NSW – to be called the CP Clients and Family Forum.

Information, as they say, is power, and it seems to those of us who decided to establish this group that currently, there are very few ways for individuals to access detailed, factual information (as opposed to vague, glossy PR spin....) as to what is going on on a Statewide basis with disability service provision. 

We have decided to take a Statewide, as opposed to national, perspective with this new venture because services are currently delivered on a Statewide basis by State-based entities –  either govt departments or NGOs; and we have decided to focus on cerebral palsy as opposed to any other disability because, well, that's the disability area of interest to the people who decided to establish this Forum. If this new online networking, information-sharing idea proves useful and effective, however, there's no reason it couldn't be replicated in other states, or for people with other types of disabilities who need disability-specific types of services. 

One of the aims of this venture, for example, will be to press NSW's CP service providers (govt and non-govt)  to be far more publicly honest and up-front about current waiting times for essential services and equipment. It's easy for providers to make vague, entirely correct statements such as "We fund therapy services/wheelchairs/supported accommodation for people with cp". But statements like that raise people's hopes – and if/when it turns out that, actually, there's an 18-month wait for a therapy appointment, or a three-year wait for a wheelchair, or a 30-year wait for supported accommodation, then people are reasonably entitled to feel misled. 

We hope this new grassroots Forum will also prove useful for service providers, giving them some new insight into what their clients are actually thinking and experiencing on the ground, and providing a ready-made client consultation/feedback body.

Please onpass information about the formation of this new Forum to anyone you think might be interested, and also among your networks. There's no membership fee and no one has to go to any meetings because we can all communicate amongst each other online, at cpcff.blogspot.com 

The email address for the Forum is cpcff@gmail.com

Contributions and comments are welcome, and names can be withheld upon request for those worried about Death Squads knocking on their doors at 3am.

Good on you, Sue. Keep kicking against them till very pips squeak. Would that there were the likes of you and your political naus in many another place around the world.

CP Clients and Family Forum: cpcff.blogspot.com

TALKING THE TALK

What to say?

Last year yet another of HMG's ill-founded directives on how to bring up and educate children as prompted by the insufficiencies of its previous one on the same particular topic, the EYFS (Early Years Foundation Stage),  as a lot of them are.   And as ever, the paid help swung smartly into step with the new tune now being played by its paymasters.

Beware bureaucrats bearing statements that open with the words 'I welcome', sure sign of formulaic incantation to follow. Here is a statement by a professor, given to The Psychologist magazine, saying that she welcomed the new recommendations. Reproducing this here I have presented in bold the words and phrases that are mere incantation –

I welcome, also, the recognition of the vital role played by parents and carers as partners in young children's learning; the significance of young children's personal, social and emotional development; the appropriateness of a play-based approach to learning; and the importance of highly qualified staff who, sensitively and skilfully, are able to extend young children's play, thinking and understanding.

You could not make it up. Extract the hot air and the professor's personal contribution reduces to

...also, the … as ... the ...the … and the ...who ... are able to ...

I do not know what I find the greatest achievement here, the intellectual poverty or the sheer shamelessness.

Post-modern

I am reminded here in part of the fondly recalled hoax by Alan Sokal, played upon an academic journal of the post-modernist persuasion:


Perhaps this is what Professor Trisha Maynard was pulling on The Psychologist magazine, in which case all congratulations to her for exposing a publication that really ought to be getting its act together at a level to meet its pretensions. If that were the case then neither its readership (to judge from subsequent correspondence columns) nor its editorship appears to have spotted her critical intervention.

Mock not. Learn

It will not be long now till HMG produces its further thoughts on what to do about the sad state of special educational needs in England, a matter of very direct relevance to the continuing work of everyone in that country concerned for the future of conductive services for children and young people. CE's small and dispersed institutions in England will have their own intellectual and moral dilemmas to face, and may even wish to make public statements in response to what the Government says.

Perhaps they should look to Professor Maynard. At the very least, start what they are going to say with the sure signal of 'I welcome'.

Reference

(2011) 'Nappy curriculum' softened, The Psychologist, 13 April

Tuesday, 21 February 2012

HO, WHAT NEWS ON THE INTERNET *


Even Google News running dry?

Subjectively I have been increasingly aware that Conductive Education is making very little news nowadays, anywhere in the world. And musg of what there is tends to be to do with CE's perennial hunt for finance. Gill Maguire who publishes a monthly CE media round-up is of the same impression.

Even so, it was a bit of a shock yesterday to notice a sort of objective corroboration.

Google News

My subscription to Google News includes the English phrase “conductive education”. This means that Google emails me every time that it spots this phrase appearing in the world print media. Time was when that brought in a at least a hit a day. Subscription is free, and I can always check on what has been happening by clicking on News on Google's home page and entering “conductive education” and yesterday. Easily done. Try it.

I have been getting fewer and fewer of these emails over the last month or two. Yesterday, having been laid low for a couple of days by the dreaded lurgy, I checked Google News and found only three news items on CE recorded there over the last month:
  • a local TV report from the US yesterday)
  • a Scottish child off to Budapest (13 Feb)
  • a local bridge tournament to raise funds (26 Jan)
Google is not all-knowing, and this goes as much for its coverage of news as everything else. Gill Maguire often picks up things that Google misses. All the same this is telling. There used to be two or three pages of results for the same time-span.

Well what about it?

Today is North American CE Awareness day. One might have expected Google to have picked up more from this. (By the way, I also checked the US edition. This was a little fuller, but not reassuringly so.)

One must hope that this is no more than a temporary glitch in the computerised service.

On the other hand, one should also perhaps be wondering whether the world of Conductive Education is beginning to run on empty with respect for something newsworthy to say, or even for the mechanisms to say it.

A new era? This could have its good features as well as its bad...

References

Google News
http://news.google.com/

Maguire, G. (2012) Internet News, January 2012, Conductive Education Information, 3 February
http://www.gillian-maguire.info/2012/02/internet-news-january-2012.html  

Quinion, M. (2004) The dreaded lurgy, World Wide Words, 13 November
 
_________
* I should of course prefer to be asking on the Realto, but needs must...

Saturday, 11 February 2012

HUNGARY: 'WITCH HUNT '

Advocate of home births jailed and suspended

Nearly two years ago Conductive World reported the hounding of Dr Agnes Gereb over her advocacy of home births, though concluding with uncharacteristic optimism –
Good luck to every one in sorting it out this matter in a civilised manner for the benefit of mothers and babies, be this in the quainter parts of Central/Eastern Europe or in the US of A.
My primary concern in writing this posting was to paint in a little of the social background out of which so much of of Conductive Education springs.
Perhaps I should do this more often.
Dr Galeb has now been sentenced to two years in prison, and been barred from from medical practice for ten years.

References

– (2012) Hungarian doctor, home birth advocate, loses appeal of 2-year prison term for malpractice, Chicago Tribune, 10 February
http://www.chicagotribune.com/news/nationworld/sns-bc-eu--hungary-homebirths,0,6751868.story

Sutton, A. (2o10) Intrusive medicalisation of childbirth: a continuing Hungarian tradition, Conductive World, 18 March
http://www.conductive-world.info/2010/03/intrusive-medicalisation-continuing.html#comment-form


Friday, 10 February 2012

LONDON BOBATH CENTRE FACES FINANCIAL PROBLEMS

Diminishing state fees put operations at risk

The Bobath Centre Centre for Children with Cerebral Palsy, founded in North London by Berta and Karel Bobath, is reported to be experiencing serious financial problems.

The Bobath method approach has been widely used by therapists around the world, particularly physiotherapists, and has given rise to NDT – neuro-developmental therapy. The original Bobath Centre has remained primarily charitably funded, though running a mixed economy in that it has been part reliant upon state income through fees for treatment of individual cases.

Numbers of children attending (and the income that they bring to the Centre) have fallen drastically and further cut-backs may have to be made next year, including staff redundancies, even though only last month enhanced training facilities for students on training courses were opened, funded by charitable donations.

The state sector's cut-back of fees to outside agencies as part of general economic restraint has contributed to the centre's current financial situation.

he Centre is making an urgent public appeal for funds to tide it over till better times.

Sources


http://www.times-series.co.uk/news/9500792.MP_launches_new_teaching_facilities_at_charity_centre/
 
There are also separate Bobath Centres in Wales and in Scotland

A YEAR IS A LONG TIME IN POLITICS

Especially in Hungary!
Is the Pető Institute's situation clear now?

From a posting on Conductive World, just over a year ago:
… I read, for the first time, of the Hungarian Government's radical shake-up under way for 35 'foundations' established by previous Hungarian governments over the years. One of these... is the International Pető Foundation, that owns and runs the Pető Institute, the 'World Famous'.
… an official advisory board is being established to determine the futures of particular foundations. This has to happen by the end of April 2011. It is intended that non-profit and central organisations (ministries) will take over foundations' responsibilities.
In the real world, the PAI should be making a public announcement.
Some interesting and illuminating Comments from Hungarians were posted at the time at the foot of that posting but there has not been a public peep further on this topic, from the PAI or from Hungary in general. Nor do Hungarians to whom I have spoken about this over the last year have anything to tell.

The German-language blog from which I picked up this news has not returned to the matter (other than to link to Conductive World's posting).

Magyar Közlöny

So I have turned belatedly to the pages of Magyar Közlöny, the Hungarian Government's official gazette. This is what I have found –

A Kormány 1049/2011. (III. 17.) Korm. határo zata
a Nemzetközi Petõ András Közalapítvány Alapító Okiratának módosításáról

A Kormány a Polgári Törvénykönyvrõl szóló 1959. évi IV. törvény 74/B. § (5) bekezdése, az államháztartásról szóló 1992. évi XXXVIII. törvény és egyes kapcsolódó törvények módosításáról szóló 2006. évi LXV. törvény 1. § (2) bekezdése és a Kormány által alapított közalapítványokkal és alapítványokkal kapcsolatos idõszerû intézkedésekrõl szóló 1159/2010. (VII. 30.) Korm. határozatáltal elõírt felülvizsgálati eljárás megállapításai alapján szükséges intézkedésekrõl szóló 1316/2010. (XII. 27.) Korm. Határozat 10 pontja alapján meghozza az alábbi határozatát:

               1.   A Kormány
a) módosítja a Nemzetközi Petõ András Közalapítvány (a továbbiakban: Közalapítvány) alapító okiratát (a továbbiakban: alapító okirat), és elfogadja annak egységes szerkezetbe foglalt szövegét;
b) felhatalmazza a nemzeti erõforrás minisztert, hogy az egységes szerkezetbe foglalt alapító okiratnak a Kormány nevében történõ aláírása tárgyában, valamint az alapító okirat módosításának bírósági nyilvántartásba vétele iránti eljárásban az alapító Kormány nevében és képviseletében eljárjon.
Felelõs: nemzeti erõforrás miniszter
Határidõ: azonnal

2. A Kormány felhívja a nemzeti erõforrás minisztert és a közigazgatási és igazságügyi minisztert, hogy a Közalapítvány módosított, egységes szerkezetbe foglalt alapító okiratát a bírósági nyilvántartásba vételt követõen a Hivatalos Értesítõben közzétegye.
Felelõs: nemzeti erõforrás miniszter, közigazgatási és igazságügyi miniszter
Határidõ: a bíróság határozatának jogerõre emelkedését követõen azonnal

3. Ez a határozat a közzététele napján lép hatályba, egyidejûleg hatályát veszti a Nemzetközi Petõ András Közalapítványról szóló 1138/1995. (XII. 27.) Korm. határozat módosításáról szóló 1061/1998 (V. 15.) Korm. Határozat, a Nemzetközi Petõ András Közalapítvány Alapító Okiratának módosításáról szóló 1129/1999. (XII. 17.) Korm. Határozat, a Nemzetközi Petõ András Közalapítvány Alapító Okiratának módosításáról szóló 2082/1999. (IV. 26.) Korm. Határozat, MAGYAR KÖZLÖNY • 2011. évi 28. szám 5113a Nemzetközi Petõ András Közalapítvány Alapító Okiratának módosításáról szóló 1084/2003. (VIII. 15.) Korm. határozat, a Nemzetközi Petõ András Közalapítvány Alapító Okiratának módosításáról szóló 1148/2004. (XII. 22.) Korm. Határozat, a Nemzetközi Petõ András Közalapítvány Alapító Okiratának módosításáról szóló 1133/2005. (XII. 23.) Korm. Határozat, a Nemzetközi Petõ András Közalapítvány Alapító Okiratának módosításáról szóló 1036/2007. (VI. 8.) Korm. Határozat, valamint a Nemzetközi Petõ András Közalapítvány Alapító Okiratának módosításáról szóló 1090/2008. (XII. 30.) Korm. Határozat.

Orbán Viktor s. k.,
miniszterelnök


What might this mean?

As far as I can tell, this says that on 17 March 2011 the Hungarian Government promulgated amendments to the statutes of the International András Petõ Foundation, making the Foundation the responsibility of the Ministry of National Resources, with immediate effect from the publication of this decision, signed by the Prime Minister, Viktor Orbán

I no longer, as I did years ago, share with HM Embassy in Budapest. the services of a charming and ingenious Hungarian lawyer.  At that time I had enough experience of Hungarian law, however, to know that I should understand a promulgation such as this, and its implications, only with the most careful and bespoke explanation – and probably barely even then.

This new order has been in force now for getting on a year. Has it been a seamless transition? Has anything substantive changed, for the PAI's service-users (domestic and foreign), for the financing of the PAI, for its relations with the outside world, for conductors and other staff working there, for Conductive Education as a whole?


For the present or for the foreseeable future?

Comments, information, advice?

Or is this another one of those 'big questions' in Conductive Education with answers too deep for tears – never mind for open examination?

References

– (2011) Kultur- und Bildungsförderung gleichgeschaltet? Pusztaranger, 17 January

– (2011) A Kormány 1049/2011. (III. 17) Korm. Határo zata a Nemzetközi Petõ András Közalapítvány Alapító Okiratának módosításáró Magyar Közlöny, 17 March, pp. 5113-5114

Sutton, A. (2011) What will happen to the Pető Institute now? Caught up in major political forces, Conductive World 17 January
http://www.conductive-world.info/2011/01/what-will-happen-to-peto-institute-now.html



Apologies for the formatting of the above extract from Magyar Közlöny. The text just did not want to transfer from its original base and this is the best compromise that I could achieve.