Sunday, 29 December 2013

LARGE-SCALE LINE IN HONG KONG

Applicable in smaller scales too

In October the Government of Hong Kong invited bids for a big project with an annual subvention of 3.7 million Euros. Following stiff competition from a number of NGOs, it has just been announced that the contract has been awarded to SAHK.

The successful bid will involve a district-based team of 20 therapists, 10 nurses, 10 social workers and over 100 supporting staff, providing home-based outreach services for people with severe disabilities and their families to prevent premature and unnecessary institutionalisation. The pilot scheme of the Home Care Service will be completed in Feb 2014:


In Israel and Germany: analogies?

In Israel Tsad Kadima has recently been successful in its competitive bid to run a day-care centre for adults with cerebral palsy, with CE embedded at its heart rather than being the identifying public focus of the provision*. 

Meanwhile in Germany, InBestForm for adults and the integrated Kindergarten now running in Nürnberg, plus Rosenheim's reverse-inclusion school just opened, perhaps also represent something of the same harmonious way of introducing conduction into regular social provision, rather than through the more common stance of 'a CE centre'.

Perhaps this is no more that just stretched comparison, or at most coincidence. Just maybe, however, all three do reflect something emerging into the Zeitgeist, or perhaps a holistic way, or both.

Tao 

In Hong Kong, anyway, there is nothing qualitatively new here.

Some people in the West, especially so in Conductive Education, do like a pinch of Oriental philosophy to spice their thinking. Here is something fairly fundamental from Laozi, 
道生萬物萬物歸一
In English. this means something like –
The Tao (the way, the path, the principle, the underlying natural order of the universe) generates everything, and everything comes back to one thing.
Or put it another way, 'All is one and all things are connected'. 

People in Conductive Education like to evoke such thoughts at the level of practice. SAHK has sought to implement and practise them at the organisational level. Sounds worth exploring further.

Footnote on the Israeli project

Tsad Kadima's successful bid to the Ministry of Welfare was announced in July of this year but as far as I know the project not yet publicly documented. The centre will aim to offer a conductive lifestyle throughout life to people with cerebral palsy and their families, with the acknowledgement of the Israeli Ministries of Education, Health and Welfare. The long evolution of this project began with parents of adults with cerebral palsy as the main but not only pressure group, who demanding that the Ministry of Welfare should open a day- care centre for those turned twenty-one years (the leaving age for special education under Israeli law). About a year ago, the Welfare Ministry invited bids, and Tsad Kadima applied among other organisations. 

The further parallel with Hong Kong, success within the context of open, competitive application, is interesting.

References

(2013) Ganztagskonzept und Kooperation an der Privaten Grundschule Oberaudorf-Inntal, Rosenheim, FortSchritt Rosenheim, February

Hong Kong Social Welfare Department (2013) Pilot Scheme on Home Care Service for Persons with Severe Disabilities,

Mallet, S. (2013) The World Congress for Conductive Education 2013 – Abstract Two, Conductor, 15 July

Sutton, A (2013) 授人以鱼,不如授之以渔. Thanks for all the fish, Conductive World, 15 July 2013

http://www.conductive-world.info/2013/07/1.html


Saturday, 28 December 2013

A STORY FROM HISTORY

Stories from prehistory 
Mythogenesis

In a regional newspaper from the North East of England, just before Christmas, there appeared a heartening Christmas story telling how the father of a child with cerebral palsy had created the Heel and Toe charity, one of those truly remarkable local centres in England that have provided free services to children with cerebral palsy, largely on the basis of local fundraising, and still managed to expand*:


The article recounts how Paul Bannister and his friend Doug Long created Heel and Toe – now operating three centres in the North East region of England. Along the way, however, it offers something on the creation of what is now called Conductive Education –
A Hungarian Jew Andras Peto spent significant time with a cerebral palsy sufferer at very close quarters for a number of years during World War II whilst evading the Nazis. As a result he became convinced that certain types of intensive physiotherapy could reap both mental and physical reward...
I have heard this charming little tale many times over the years. It is usually set, by the way, in a cellar, the child being the daughter of a family sheltering András Pető. As with with other vignettes  about András Pető's life, one has to ask where it comes from and how true it is. Actually, at the time when this story was set, András Pető was as much an Austrian Jew as a Hungarian, though I doubt that the Arrow Cross (Hungarian Fascists) would have had use for this distinction. He was a Jew. In 1944 it would not have been Nazis, Germans, whom he was evading, but Hungarians.

Earlier that year in his home town of Szombathly it would not have been Germans who put his mother on a train to Auschwitz but the Hungarian civil authorities. Neither German Nazis nor Hungarian Fascists would have regarded András Pető or his mother as Hungarians  but as subhumans, fit for extermination.

Immediate historical context

The British tend to a mind-set that has the Second World War beginning in September 1939 and running (in Europe) through to May 1945. Americans hold somewhat different dates in mind, and other nations different ones still. In the light of this, plus perhaps understandable ignorance of Hungarian history and of András Pető's post-War evolution of conductive pedagogy, British and American people might accept the above little story about András Pető uncritically, and in a particular way.

But Jews in Hungary experienced a shorter and sharper War than the years of the British 1939-1945, with Budapest presenting a special case.

Hungary had been an ally of Germany for much of the Second World War though the Hungarian Government under Miklós Horthy had largely resisted German urgings to deport Hungarian Jews for extermination. As a result, before 1944 only a few tens of thousands were murdered (the word 'only' is used here as a relative term).

In May 1944, however, Germany recognised that the Hungarian government was considering a separate armistice with the Allies, and German troops occupied Hungary, with Horthy having to appoint  a pro-German government

Within a few weeks, 437 thousand souls were rounded up from the Hungarian countryside and from the towns and cities outside the capital Budapest, and transported to Auschwitz –  most for immediate extermination.  Though Adolf Eichmann commanded this operation he had little more than a hundred German SS-ment under his command, many of these clerks, divers, cooks etc., and the actual work on the ground was carried out almost entirely by the Hungarian civil authorities, the gendarmerie and the local police. In little more than a month Hungary outside Budapest was left almost completely Judenrein (Jew-free). One of those taken in this action was András Pető's aged mother. Then in 9 July, mindful of Allied reaction to what was happening – and of the way in which the War now appeared to be going (i.e. the likely total defeat of Germany) – Horthy stopped the deportations and began further steps to try and pull out of Hungary's alliance with Germany.

The Germans soon rumbled Horthy's intention and on 15 October took Hungary under their direct control, allowing formation of an Arrow Cross government. Over the next couple of months this new Hungarian Government managed to deport perhaps another fifty thousand Jews for extermination, continuing right up until Budapest was encircled by the Soviet army. Perhaps fifteen thousand more Jews were murdered in Budapest by ad hoc Fascist actions. Many others were confined to ghettos. Some were in hiding.

Surviving German and Hungarian forces in Budapest formally capitulated to the Soviets on 13 February 1945. As for András Pető it is likely that, wherever he was in the city, he would have been liberated maybe a month before that. In the months before that András Pető' would have had good reason to keep a very low profile, hide even, the main reason to fear for his life would being not from Nazis (Germans) but from the Hungarian civil authorities and especially Arrow Cross paramilitaries. The German and Hungarian military forces of course had more pressing priorities – trying to withstand survive the Soviet assault.

Myth and reality

After 1945 András Pető seems to have covered the tracks of his life in Hungary before that date (much as he did over in his previous existence, in Austria). As for the prehistory of Conductive Education, that is before he started up his healing practice early in 1945, discernible now are just a few whisps of implausible creation myth, of which the btief vignette recounted in the English newspaper is a rare example.

As with almost every aspect of András Pető's life, almost nothing concrete is presently known about his wartime circumstances in Budapest, either before or after October 1944. One survival strategy for Jews to follow was to move round. The Ákoses told that Adorján Ujhélyi had hidden him at one point, Miklós Kun told that he sheltered at a Red Cross Children's Home in Buda (where the Arrow Cross nearly got him). Absence of corroborative record does not of course preclude his meeting or even spending some time with a cerebrally palsied child during the war years, but the child's reported condition of cerebral palsy rather raises at last the spectre of teleology.

Julia Devai's vivid first-hand account of working with András Pető from 1945 tells a ad hoc adaptation of a natural-healing, spa-style approach to treatment, adopted in the immediate post-war years in default of any other means, applied to combat the effects of paralysis amongst a whole range of debilitating conditions, extending to and then increasingly focussing on paralysis, in adults and children. This is corroborated by reports from others and, vitally for present-day audiences, it is plausible.

Moreover, as an epic of education, it is as exciting as any myth. So who needs myths?

It is a pity, by the way, that the forthcoming film Walking with the Enemy, set during the Siege of Budapest, looks like it might be another myth-maker in the Braveheart school of history.

________

*   Including Megan Baker House, Heel and Toe, Stick'n'Step, Rainbow House



References

(2013) North East father founded Heel and Toe charity to provide free therapy, The Journal, 23 December

Devai, J. (2012) Personal memories from the first days of the beginning of Conductive Education, In: G. Maguire and A. Sutton (eds), András Pető, Birmingham, Conductive Education Press, pp. 45-70

Sutton, A. (2013) András Pető: a close brush with destinyI, Conductive World, 24 September

http://www.conductive-world.info/2013/09/andras-peto-close-brush-with-destiny.html

Sutton, A. (2013) András Pető: a close brush with destinyII, Conductive World, 26 September


Sutton, A. (2013) Cinema news – release date: Walking with the Enemy, Conductive World, 6 December

Tuesday, 24 December 2013

'TWAS THE NIGHT BEFORE CHRISTMAS
When all through the house
Not a creature was stirring,
Not even a mouse

Except for one of course, who seems always with us:


Hokus Pokus

It was Mária Hári who had introduced the sorcerer's apprentice into the existential analysis of Conductive Education.

Reference

Sutton, A. (2010) Mickey Mouse: Mária Hári, Goethe and Walt Disney, Conductive World, 25 April, http://www.conductive-world.info/2010/04/mickey-mouse.html

Sunday, 22 December 2013

NEW ZEALAND IMMIGRATION

Change in rules

Essential skills in demand list review 2013

Thursday, December 19, 2013

The Ministry of Business, Innovation and Employment has completed its annual review of two of the Essential Skills in Demand Lists – the Long Term Skill Shortage List and the Immediate Skill Shortage List. Changes will be made to these lists at the beginning of March 2014.

Long Term Skill Shortage List (LTSSL)

The LTSSL identifies occupations that have an absolute (sustained and ongoing) shortage of skilled workers both globally and throughout New Zealand. Migrants who gain employment in one of these occupations may be granted a work visa under the LTSSL Work to Residence or Essential Skills instructions. Migrants applying for residence under the Skilled Migrant Category may gain bonus points towards their application if they have an offer of employment, work experience or qualifications in an area of absolute skill shortage identified on the LTSSL.

The occupations which will be removed from the LTSSL are:
  • Audiologist
  • Dietitian
  • Hospital Pharmacist
  • Industrial Pharmacist
  • Internal Auditor
  • Medical Diagnostic Radiographer
  • Midwife
  • Occupational Therapist
  • Osteopath
  • Retail Pharmacist
  • Conductive Education Practitioner
  • Specialist Manager not elsewhere classified
  • Speech Language Therapist
  • Urban and Regional Planner
A submission to add Bakery Manager to the LTSSL was declined.

Specific enquiries

Those with specific enquiries might like to write to either or both of:

New Zealand Foundation for Conductive Education

New Zealand Conductors Association


Thanks...

...to conductor Zsó Varga for drawing this to wider attention

Recent item on CE in New Zealand

Saturday, 21 December 2013

MICKEY MOUSE'S BEASTIARY

Here be strange beestes
A Christmas whimsy

An elephant and a gorilla appeared in my Keynote Address to the recent World CE Congress. Then I spotted elephants in the quad.

Animals and other creatures crop up everywhere in everyday English speech and writing, so often that we barely notice them. We speak and write them without thinking. Indeed, could we think and communicate as we do in English without their help?

What a horde of words and phrases wait in the wings ready to help express the strange little world of Conductive Education? A few moments' consideration opens the door to a whole menagerie of living organisms with something telling to say, with precise nuances to convey.

You may find little problem in attributing the following to circumstances, situations, feelings, even individuals met in and around Conductive Education...

Birds of the air: early birds, angry birds, jail birds (none yet), dolly birds, game old birds, birds in hands, birds in bushes, fine feathers and false, birds of a feather, birds of passage, birds flown the coop, two killed with one stone, bird brains, sick as parrots , no jail birds (yet); stormy petrels, albatrosses around necks, wise old owls (occasional sightings), fly-by-nights, stool pigeons, proud as peacocks; cuckoos in nests, feathering nests, fouling nests – such fine-feathered friends, so easy to ruffle feathers...

...and lots of poultry: mother hens, hens' teeth (very rare), chickens and eggs, good eggs and bad eggs, over-egged, curates' eggs and golden eggs (do take better care of that goose!); counting chickens, spring chickens, headless chickens, rock chicks, chickens coming home to roost; cocks of the walk, cocks on dunghills, cocks ruling roosts, cock-a-hoop, Lord Thomond's cocks (all on the same side, I hope); ugly ducklings, old ducks, dead ducks, ducks in a line, ducks out of water, water off backs; sauces for geese; ostriches head-down in the sand; talking turkey, stuffed.

Watch out for the dogs: buying pups, mad dogs, top dogs, underdogs, lapdogs, old dogs (with new tricks), poodles, rich bitches, running dogs (with attendant lickspittles), running with foxes and hunting with hounds, dogs with two tails (and two other things too), dogs' breakfasts, dogs in mangers, dog-tired (so take a cat nap), dogged, dogs eating dogs, tails wagging dogs, howling at the moon, straining at slips, the dogs' bollocks, dog days, hang-dog – to feed all which Cantonese-speakers might mis-hear 'Indian-style dog-food' – and, if the intoxication of CE gives you a headache, beware hairs of dogs, for that way lies addiction....

...and the cats: fat cats, scaredy cats, cats on hot tin roofs, cats among pigeons, cat naps, cats' cradles, cats' pyjamas, cats' whiskers, cats that get the cream, catty; tiger mothers, fighting like tigers, toothless tigers, leopards changing spots, lions' shares, fed to the lions, lions led by donkeys.

Thanks so much for all those fish: haddock called Peto, red herrings, cold fish, slippery as eels, old trouts, fish out of water, fine kettles of fish, going belly up, stinking fish, fish that rot from the head, big fish in small ponds, shoals of shrimps and small fry and minnows, fishing in deep waters, spinning a line, cod neurology, decidedly fishy, swimming upstream, and against the tide, fishing in troubled waters, round and round in circles in Conductive Education's opaque little goldfish bowl, big fish in small pools, out of water, ones that got away, fishermen's tales, downright fishy, stitched up like kippers, pond life, whales of a time (yes, I do know!); closed as clams, tight as oysters, pearls of wisdom – and all those fish that will feed us for life once we have been taught how to catch them (allegedly).

In the woods: crying wolf, lone wolves, wolves in sheep's clothing, wolves continuously at doors,; bears in woods doing what they do there, bears with sore heads, bear traps, pseudonymous Bears' Claws... big beasts all.

CE has so many beasts of burden: workhorses and thoroughbreds, rarin' to go, four-footed friends, men's best ones, dark horses, horses for courses, horses before carts, horses designed by committees, horses led to water (but not drinking), wild horses (dragging nothing out), hobby horses, old war horses, flogging dead ones, horses fled (so bolt that door), riding two horses, hold your horses, Eeyores, Old Dobbins, horse-trading, horse sense and horse play, mares' nests, shanks'ponies (over-emphasised); camels through needle eyes, last straws on their backs, getting the hump; zebras changing stripes – and regular walk-on parts for horses to parade kings with no clothes.

Beasts of the field: lean kine and fat ones, milch cows, cash cows, cows in clover, fatted calves, sacred cows, holy cows, strong as oxen, cattle markets, the occasional bullshit and a drop or two of Bull's Blood; sheep to separate from goats, lambs to the slaughter, sacrificial lambs, shorn lambs (tempered), dead as mutton; acting the goat and getting the goat, giddy goats and scapegoats; doe-eyed; Gadarine swine, pigs in pokes, sick as pigs, pigs in whatever, pigs might fly, sows' ears, pearls before swine, and not a little hogwash.

Rodents: happy bunnies and sad ones, rabbits frozen in headlights; hare-brained, March hares, hares and tortoises; poor church mice, town mice and country mice: lemmings, eager beavers, bats in belfries and blood-suckers; dead rats to be smelled; weasel words; bright-eyed and bushy-tailed.

Sacks full of aping monkeys: monkeys on the back, monkeys or organ-grinders, monkey business and monkeying around, and those three elusive monkeys who neither see, nor speak nor hear...

Everywhere insects: flies in ointment and flies in aspic/amber, flies on walls; fleas in ears and fleas on fleas, fleas in the quad (along with the elephants); ants in pants; spiders' parlours; bees' knees and bees in bonnets, honey traps, queen bees, caterpillars into butterflies; ear-wigging; hornets' nests

Reptiles: chameleons, snakes in grass, snake pits, snakes' bellies (low), forked-tongued; crocodile tears.

Ugh: whole cans, tins and bags of worms, worms in buds, book worms (not too many of those in CE!), leeches.

Infections: parasites, the CE bug, Millenniarist hopes that one day CE-fever may go viral again (like it did in 1986)

Evolution: dinosaurs and endangered species, evolutionary dead ends, ecological niches, dead as dodos, fossils – extinct

Fabulous beasts too: Sirens' songs to heed, chimeras to chase, flights of phoenixes, pushmi-pullyus, oozlum birds, airy fairies, old dragons, unexorcised ghosts, green-eyed monsters, little green men, unspeakable demons lurking just below the surface of CE's collective consciousness – and more angels than you could shake a stick at!

Some beastiary

Beastiaries were mediaeval book of stories, allegories cataloguing real and imagined animals with characteristics shedding light on aspects of the human condition. There's choice enough of creatures to contribute to this in the English language, creatures of the air, the land, the seas and the imagination. It's a verbal jungle out there, both inside Conductive Education and around it, a zoo, an arc, a circus, a farmyard, Animal Farm. An immense cacophony when they are brought together as here.

They are so easy to find, just free associate and out they tumble. Jot down quickly on till receipts before forgotten (a few were mislaid at this stage), purge the less relevant (and the too telling and the just plain vulgar to store in a scrap box), create the simplest of classifications – and voilà!

Those paraded here are just some of them, from just one European language. English overruns with animal allusions but is surely not unique in this respect. Common experience and cultural contact mean that many animal insights are experienced in common – though others must be wholly specific to single societies, their time and place. And perhaps a very few included here are, well, just personal.

All just a bit of whimsy, a Christmas self-indulgence, a change from Father Christmas and Dickens.

And within the tiny world of Conductive Education, looming over everything, stands the seemingly friendly but potentially lethal figure of Mickey Mouse himself, brandishing his five 'principles' and what comes with them, ready to be invited in and nurtured wherever people hear of Conductive Education, seemingly never to be got rid of... offering a dystopic, Wellsian vision of a future where Conductive Education has finally vanished from this Earth, with nothing but Mickey Mouse persisting in its name...

Watch out, he's right behind you. Oh yes, he is.



No animals were hurt in imagining this menagerie. I do hope that no feelings are hurt in its reading.

Thursday, 19 December 2013

DIALOGUE FOR HUNGARY

Christmas offensive on Pető Institute front?

'Dialogue for Hungary' (PM – Párbeszéd Magyarországért) is a small independent political party in the Hungarian Parliament, that has taken a prominent role in alleging financial irregularity and political involvement at the Pető Institute. 

Today Timea Szabó, PM Member of Parliament, has held a further outspoken press conference to press her case further:


She is hammering her points home on her Facebook page:


And the Hungarian press is yapping along at her heels:


Presumably she has plans for how she will be following this up...

What a time to launch an attack. Hardly cricket.

Wednesday, 18 December 2013

THANK YOU, ILI-NÉNI AND JÁNOS-BÁCSI

Snippets for the record

Yesterday's posting on next year's Makarenko Symposium has reminded me of a perhaps tenuous personal link between Conductive Education and a cardinal exemplar of A. S. Makarenko's upbringing in the People's Republic of Hungary: Ilona ‘Puszi’ Lazár Péterné.

Puszi who was a very close friend of Mária Hári's at gymnasium and at the close of Mária's life life. Between times, she had worked at the Fót Children's Town, world-famous in its time with in its field.

I have no reason to suggest that Makarenkoist ideas somehow leached from Fót to Villányi út through this personal connection. Indeed this seems rather implausible. The coincidence was probably no more than Puszi and Mária were were two fish swimming in the same small sea, their ideas and practice developing over the course of their working lives under the same social pressures and within the same Zeitgeist.

Here for the record is a short obituary note published in early 2005.

Ilona ‘Puszi’ Lazár Péterné

Former classmate of Mária Hári's and her good friend in later years

Ili-néni was a classmate of Mária Hári's at the Baár Madas Gimnázium in Budapest, back in the nineteen-thirties. In Mária Hári's's final years 'Puszi' as she was known to her friends was an important member of the small support group of former colleagues and close friends around a Doktornő (‘the Doctor'), who were increasingly vital to her well-being during the final period of her life.

Thus in September 2000 the Foundation [of Conductive Education] hosted a conference at the Novotel in Broad St, Birmingham. This proved to be Mária Hári's personal swan song on the international stage: she was already far from strong and only came at all because Puszi accompanied her.

The group of friends had come together again only after Mária Hári retired, at a fiftieth-anniversary class reunion. In October last year, along with other class-mates from the Gymnasium, Puszi contributed to the day conference held in memory of Mária Hári at Budapest Technical University. At this event Puszi recalled their early years and their later rekindled friendship. She recalled a trip to Transylvania following their matriculation:
We all went, it was a very long trip with lots of great walks in the mountains. One was 25 km. We were asked: Were you the girls who went alone in the mountains? We should have been frightened but we were not. We had many experiences together. My uncle, Dr János Balogh, was Deputy Director of the Sports Hospital. At the time Mária was working with children at the special education institute and she often went to my uncle in order to put together her own methods. He told her that she would have to graduate from medical university if she wanted to practise independently with her own methods. That is how she came to take her degree from the medical university. She had very good contact with my uncle. Towards the end, when she was ill, I was with her in Birmingham and many other places. It was a very close friendship.
In her own career Ilona Lazár had been a psychologist working with difficult and disturbed adolescents at the internationally renowned Fót Children's Village. Those who met her remember a warm and jolly but strong personality of considerable humanity and culture. The conductive world owes a considerable personal debt to Ilona ‘Puszi' Lazár Péterné – and to her Uncle János.

She died on 20 December following a short illness. Her funeral will be held at 10.00 a.m. on Friday, 4 February, at Fiumei úti Sírkert.

28 January 2005


Reference

Sutton, A. (2005) Obituary: Ilona ‘Puszi’ Lazár Péterné, Conductive Chronicle, 28 January



Tuesday, 17 December 2013

ANOTHER INTERNATIONAL EVENT

Communication on A. S. Makarenko

Professor Elena Ilaltdinova, head of the research laboratory for the Pedagogy of A. S. Makarenko, at the State Pedagogic University in Nizhnii Novgorod, had emailed me about next year's International Research Seminar of the International Makarenko Association, 'The Current State, History and Prospects of Makarenko Studies'.

The Symposium will be held largely in remote form and by correspondence. 

Substance...

This should be a heftily academic symposium. The last one took place in Marberg in 1989, with the 402-page collection of its materials published in 1994! The Internet promises to make for much quicker action this time around.

Whether of not Conductive Education and Makarenko's pedagogy will ever have anything to say to each other, as they really should, remains to be seen. Elsewhere I have noted my disappointment at how little the great majority of conductors appear to have a conscious understanding of Makarenkoist pedagogy and upbringing above an awareness level (an often misguided awareness at that):


At the time (2010) I put in the usual plea for information from within Conductive Education – and received the usual zero response. I do, though, already know that there is at least one conductor out there passionate about A. S. Makarenko and his work:


Perhaps there are more. If anyone wishes to respond to the questions raised in that earlier posting of mine, or in any other way, then do please get in touch.

From time to time over 2014 Conductive World will post further materials, either on this blog or on Facebook,  in the hope of attracting further individuals who might care, either from within Conduction Education or, more likely, from without.

...and form

The 8th World Conductive Education Congress made it very clear that the mega-meeting model that it represents is no longer sustainable as a means of academic/professional communication within Conductive Education. Even if there should indeed be a ninth such 'congress', in Budapest in three or four years time, Conductive Education requires and deserves better models for exchanging information and stimulating ideas.

Conductive World will also therefore be outlining what I can learn from my experience with this virtual conference. Elena Ilaltdinova writes of a six months' process, commencing in January: 
  • participants' papers published on line
  • members of the Scientific Committee to make reports on these
  • generalization and discussion of published papers on-line on a webinar
Then the Seminar's concluding document will be discussed.

In the context of the future development of Conductive Education, think about it. It too could most certainly be great fun and exciting intellectual stimulation. 

References

Mallett, S. (2010) More than reading, living, Conductor, 27 February

Sutton, A. (2010) Sing Muse... or leave Conductive Education seriously undersold, Conductive World, 8 May

http://www.conductive-world.info/2008/05/sing-muse.html

Sutton, A. (2010) Anton Makarenko and conductive pedagogy: an appeal for your help, Conductive World, 1 March

CESK: CONDUCTIVE EDUCATION SCHOOL KUWAIT

Mystery of CESK – click to check

Is anyone able to answer the question of whether this once major employer of conductors still exists – and if so what happens there?

This morning Facebook threw me up a note. The page that I was looking at, it said, likes CESK. Click – and I am on CESK's Facebook page. Other people, I see, like it too and, as is often the case, I wonder whyus. I also see some people listed who have worked there (with their pictures of course):

https://www.facebook.com/pages/Conductive-Education-School-Kuwait/112768038734321

This is a bit of a mystery to me, since I understood CESK to have imploded some time ago. I know that there are continuing personal conductor presences in Kuwait. Maybe it has been resurrected. If it has, then this is what it is said to do 
The Conductive Education School, Kuwait (abbreviated CESK) was established in September 2003 to offer educational and rehabilitation services for students with special needs (including Autistic Spectrum Disorders, Global Development Delay, Attention Deficit and Hyperactivity Disorder, Down syndrome, genetic conditions ...

From Wikipedia, the free encyclopaedia 
https://www.facebook.com/pages/Conductive-Education-School-Kuwait/112768038734321 
Check

A quick look on Google finds CESK's name still very apparent in Cyberspace. It is 'the second largest conductive school in the world'; it is still on Wikipedia; it could be understood to offering jobs. Examples:


Google comes up with no primary sites, just secondary sources, that sites that, though not CESC themselves,  still mention CESK.

In April 2012 Conductive World extracted part of an entry from the International Schools Review 
Huge staff turn-over at Conductive Education School. Staff who stay don't know what their contract and conditions are for the next year. All the native English- speaking overseas and professional staff left.
Mostly Indian, African and Egyptian staff teaching the English syllabus at Conductive Education School. The board doesn't know what it is doing and doesn't care about...
http://www.irazoo.com/ViewSite.aspx?q=conductive+education+school+-+kuwait&Page=&irp=&Site=http://www.internationalschoolsreview.com/international-schools/conductive-kuwait.htm
Conductive World's usual plea for more information attracted the usual response – radio silence – despite the considerable number of conductors who had spent time working there over the years. I can find no subsequent up-to-date independent reviews.

So what is happening on Facebook?

CESC's Facebook page makes this very clear  
This Page is automatically generated based on what Facebook users are interested in and not affiliated with or endorsed by anyone associated with the topic.

https://www.facebook.com/pages/Conductive-Education-School-Kuwait/112768038734321

Brilliant! A computer-generated page.

So far 33 people say that they like it. If you are one of them Facebook has posted your picture there too.

Plea

So (as ever, optimistic to a fault) can anyone tell what is happening in Kuwait?

And do remember to be careful what you say you like on Facebook.


Reference

Sutton, A, (2012) Conductive Education School Kuwait. What is going on? Conductive World, 20 April

http://www.conductive-world.info/2012/04/conductive-education-school-kuwait.html