Tuesday, 19 March 2013

TWO PRINCIPLES OF CONDUCTIVE EDUCATION

(Mária Hári, 1990)

Exerpted from Mária Hári's address to the first World Congress –

The term 'Conductive Education itself covers the basic principles.
  • One point in the basic philosophy of Pető was that 'one has to complete what one has begun' (He was deeply aware ofthe ethical side in every respect.) This principle means that any function or action, even any thought, cannot be broken off, it must be carried out: one has to complete what one begins... This also applies to people with disabilities caused by structural alterations, who begin an action and seem not to be capable of finishing it. The way has to be found to do it. This also concerns those who are not able to find it themselves, and conduction helps there too.
  • The terms education and dysfunction will be explained by the second principle. The meaning behind the term reflects a conviction against the traditional force of habit. The habit is to think primarily in a reductionist way – that certain alterations of neurological origin are irreversible... The disability originating from these alterations is lasting, and thereby can be only compensation and substitution.. if communication to the nervous system is cut, control cannot be replaced, because we do nor know how the original system works... The terms education and dysfunction indicate that the problem is not a static and local one, that change is possible, and that disability appears through an organisational disorder. A better organisational process can be learned.
Reference

Hári, M. (199o) The history of Conductive Education and the educational principles of the system, First World Congress, November 29 – December 1, Congress Proceedings, pp.3-5

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