Friday, 24 October 2014

SOMETHING UNDERSTOOD

A thought from the East

Hinduism is not a religion, it is a way of life.

It had no founder, there was no single individual real or mythic from whose life, activities and teaching it can be said to have sprung. It has no Holy Book and no codification. It is just there, in the long history of the humanity of whose lives it has been part.

Never mind all the stories, the legends and the sagas, the gods and goddesses, the demons and manifestations, never mind all the rules and observations, the rituals and proscriptions, that might serve to obscure as much as to clarify the essence of this way of thinking and being.

Think instead perhaps of these:
  • humility, humbleness and sacrifice
  • purity and light
  • oneness with the world
And eternity*.

Think about them too in the possible context of really good conductive practice.

And Conductive Education?

One oh-so-often hears that András Pető was interested in Eastern philosophies – but one oh-so-rarely sees anything to substantiate or specify the nature of this interest. Like never.

Observe the tiny world of Conductive Education. This certainly has its myths and rituals, it has no explicit codification but manifests values and activities that must be as old as humanity, and common surely to every humane attempt to transform development by means of education and upbringing.

Devotees seeking to define and explain Conductive Education may have no reason to look beyond particular manifestations such as organisation and practice within their own ken. Fair enough, but some may also wish to seek what deeper significance Conductive Education might represent.

I know of only one conductor of Hindu heritage, I have met only one Hindu family with experience of conductive service for their child. I have known one conductor who become a yoga teacher (though I believe there to be more). There may be quite a few others better credentialed than I to comment specifically whether present-day Conductive Education maintains much or any of whatever interest András Pető just may have had in Hinduism. And of course, still awaiting the most basic bibliographic research, are the surviving papers of András Pető...

But all this is a specific. There is no need to single out Conductive Education and Hinduism, or Mediated Learning and Judaeo-Christianity, for hints that Conductive Education may not be such a distinctive entity that its own conventional narrative so cavalierly assumes. And perhaps all transformative education may always be best understood though a wider belief system – and not necessarily a religious one of course: think of L. S. Vygotskii and Marxism.

As in so many things, important explanation may lie at the deeper level, not in surface manifestations.

Recent posting on a not dissimilar theme

Sutton, A. (2014) Transformative education: three ancient principles, Conductive World, 4 October
___________
*As represented ideally on the flag of India.

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