Sunday, 17 January 2016

MONEY, SOCIAL STATUS AND ACCESS TO CE

Socially devisive

Conductive Education as currently generally understood is dependent upon people. It is a 'people technology'.

As they used to say, in the Western world anyway, 'Costs walk on two legs' (in on other parts of the world of course labour is often a very cheap commodity indeed). Conductive Education has developed to be dependent not just on people, but on trained people at that, with higher costs still.

Only a proportion of people in the Western world can afford to employ staff, even through professional fees for short-term or one-off services.

All this leaves Conductive Education in a bit of a fix, especially at a time in which the distribution of wealth is shaping up so that a relative few get richer and most of the rest get poorer.

it was the goal of early activists that CE should be part of universalist state education systems, and therefore open freely to everybody who might be eligible. That was thirty or so years ago, and the world has changed.

Societies vary of course, as much within themselves as in comparison with each other. Some families and institutions are lucky, with CE's made available free of cost at the point of access – through insurance systems, charitable fundraising, medical damages, or hard fought-for individual claims to recognise CE as an individual 'special educational need'.

On the whole, however, Conductive Education is not freely available to all (children or adults), only to to people who can draw upon considerable personal finances, are extremely lucky in where they live, and or have the strength and/or knowledge to fight long and hard for what they want – and perhaps not even then.

In other words, even in the economically favoured Western world – and putting aside the question of there being no foreseeable hope of creating and employing the necessary workforce – most of those who might benefit from Conductive Education have no realistic chance of ever even experiencing it. Perhaps of even ever hearing of it.

Some of course will hear of it and some of these will experience it. This does not deny the previous statement.

Haves and have-nots. Of course there will be exceptions, but given Conductive Education's historical roots and the apparent attitudes to money of its founding figure András Pető, what a paradoxical situation to have come about: Conductive Education as currently widely understood developing withing a framework of social and economic devisiveness.

Since on can do very little about the various social and economical realities alluded to above, what courses are open to those who care about such matters, in the Western world and elsewhere.

Nothing new here of course, nothing that has not been apparent, and stated, for the last thirty-odd years.

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