Friday, 30 September 2016


Tales of two countries
Hungary and UK

Earlier this afternoon...

I went into the centre of Birmingham.

Outside Birmingham's Snow Hill railway station there is a small French bakers' shop selling bread and cakes:

I looked in the window, and was tempted.

As is usual now in the English high street the young woman serving was obviously from somewhere in Central Europe, often nowadays Lithuania. There was something about her manner, however, so I asked he where she was from.

She came from Baja in southern Hungary and had been living and working in England for a couple of years.

The cake promised to be nice too...


While I was eating my cake I switched on the computer and read these two little vignettes from yesterday's Wall Street Journal
TIHÁNY, Hungary—At a tavern in this lakeside resort town, the waiter scurrying from table to table could use some help.
Most of his colleagues have gone abroad to seek better pay, leaving Ferenc Punk’s family-run business heavily understaffed.
Mr. Punk could have tapped a vast pool of potential workers: scores of migrants, mainly from Syria, Iraq and Afghanistan, have travelled through the Central European country over the past two years, and thousands more are waiting at its southern border. Instead, the 67-year-old restaurant owner plans to make his dining room smaller. He won’t recruit migrants, especially if they are Muslims.
'I wouldn’t know what to do with them,' Mr. Punk said, 'I’m not against them but they are coming from a totally different culture.'
Mr. Punk’s tavern is a microcosm of the wider forces shaping Hungary...
Students, who were mandated to provide cheap labor at apple-picking camps during the communist era, are no longer coming to the fields. Romanians and ethnic Hungarians in neighboring countries traditionally filled many jobs in the agricultural and manufacturing sectors here, but now leapfrog Hungary to move farther west.
Students, who were mandated to provide cheap labor at apple-picking camps during the communist era, are no longer coming to the fields. Romanians and ethnic Hungarians in neighboring countries traditionally filled many jobs in the agricultural and manufacturing sectors here, but now leapfrog Hungary to move farther west.
Hungary’s main association of entrepreneurs and employers, Mgyosz, has warned that the dearth of applicants in many sectors was endangering economic growth, which is expected to reach 2% this year. The association sides with government policy, though, saying that only migrant workers who 'are skilled and could culturally fit in are needed.
* * *

I always used to think of Hungary as a land that had once done rather well out of Ausgleich (compromise).

Myself, I hope that the UK will continue to maintain its retail sector and expand the quality and choice that it offers. I hope too that it will continue to have its crops harvested, to staff its health service – and employ Hungarian conductors.

As for Hungary itself, I do hope that Mr Orban does not take the next logical step in his politics of economic, cultural and political autarky, which could surely be to use his spanking new fences and border guards not just to keep other people out but also to keep Hungarian people in.

That really is where I came in, in 1984 (a good symbolic year to cite!)


A posting worth repeating

Previously published on Conductive World in 2011
A pszichológia eredményeinek felhasználásáról győződött meg Jean Piaget a Konduktív Mozgáspedagógiai Intézetben is. Itt dr. Pető András igazgató fogadta a vendéget. Részletesen kifejtette a konduktív mozgáspedagógia jellegét, amely az orthomotoros kondukció metodikai egységében magában foglalja a mozgásnevelést, a beszédnevelést, az önellátás és a munkamozgások tanítását, valamint az óvodai és iskolai oktatást.
Az ismertetésben szó volt a „konduktorokról” is, akik a mozgásnevelést és az oktatást is ellátják. Ezek képzése érdekelte leginkább Piaget professzort, mert mint megjegyezte, a képzésnek nagyon sokirányúnak kell lennie. Az ismertetés után Piaget hosszan időzött azokban a termekben, amelyekben a motoros diszfunkciós, a cerebromotoros diszfunkciós és a spinomotoros diszfunkciós gyermekeket, felnőtteket helyezték el. Elbeszélgetett Pető professzorral a tudományos alapossággal kidolgozott mozgásnevelési, beszédnevelési, önellátási stb. gyakorlatokról. Amikor pedig fényképezésre került a sor, Piaget mosolyogva ült a beteg gyermekek közé. Azzal búcsúzott dr. Pető András igazgatótól, hogy mielőbb szívesen olvasna nyomtatásban is az intézet munkájáról, a megfigyelések és kísérletek tapasztalatairó.

Éva Bugya and Susie Mallett provided the basis for this English translation –
Jean Piaget realised that the results that he saw at the Movement Pedagogy Institute were reached through the use of psychology. It was there that Dr András Petö, the director, received his guests.

He talked in detail about all the aspects contained in movement-teaching, speech-education, personal upbringing, teaching functional movement and education in kindergarten and at school.

In this introductory talk it was described how it is the conductors who bring this method alive.

Professor Piaget was most interested in the training because, as Piaget saw, this training needs to be complex with many parallel lines.

After this introduction Piaget lingered a long time in the rooms where the motor dysfunctional, cerebral dysfunctional and spinal dysfunctional children and adults were.

Piaget spoke with Professor András Pető about the tasks, thoroughly worked out on a scientific basis, movement education, language-teaching, development of personal skills, etc.

When it came to taking the photographs Piaget sat smiling between the sick children.

As Piaget said goodbye to Dr András Pető, he parted with the wish to read, as soon as possible, printed material about the work of the institute, its observations, and experiences.

French-speakers particularly may find this useful in putting together their case for support. Here is one notable Francophone who saw for himself and publicly expressed his enthusiasm. The meeting reported here occurred in late 1964 or early 1965.

Find further details, reference etc. in the original posting from five years ago:

Reiterated thanks here to Susie Mallett and Éva Bugya, and to Beata Tóth and Gabi Földi who found me a copy of the original article.

Thursday, 29 September 2016



Three years ago today Conductive Education Press announced publication of a new book, the CEP Quotationary of András Pető

Who was this Will-o'-the-Wisp, András Pető, what words of his echo down to us? How did people at the time understand that mystery in their midst?
This quotationary's 307 quotations contribute some distilled essence, including 48 sayings or reported sayings from the man himself, plus vivid direct reports from friends and associates, and the observations of some of those who have tried to nail his fleeting shadow.
These quotations come from 40 named sources, and reference 15 different texts.
Original quotations were originally in German, Hungarian and English. All are presented here in English translation. 
Like to see more? Want to order?

Click here to preview the first 23 pages, and to order a copy if you wish:

There seem to have been no further books published on András Pető since then.

CEP's Bookstore

The CEP Quotationary remains on sale and may be previewed and ordered on line from CEP's online bookstore:

Next new book from CEP

Conductive Education Press will be publishing a new book in December. Watch out for notifications.


(2013) CEP Quotationary of András Pető, Birmingham, Conductive Education Press

Tuesday, 27 September 2016


Not a lot of people may know that

Tucked away in the András Pető College''s website is a link to volume 1, issue 1 of its new six-monthly house publication that began in July.

I do not think that its arrival was publicised. I found out about it yesterday by lucky chance. I pass the information on here for those who might need to know or are just interested but have not been so lucky.

The publication is wholly in Hungarian. In English its title could be 'Science and Profession: the professional journal of the András Pető College' (thought I repeat the usual serious warning about use of the word 'science' in such an English translation)

This is not an academic journal as such but its varied content kicks off with an article by Renáta Földesi offering a renewed account of András Pető (pp. 6-14). This and some other other items are referenced. Issue no 1 runs to 72 pages in all, with tables and a colour picture. Go see for yourself:

The question now is whether this shows the start of a new mood of communication, or the contrary.

Contents of issue no 1

KÖSZÖNTŐ Molnár Krisztina: Tudomány és Hivatás – bemutatkozik a Pető András Főiskola szakmai folyóirata TUDOMÁNYOS KÖZLEMÉNYEK Földesi Renáta: Pető András és a konduktív nevelés gyökerei Molnár Krisztina: A gyermekkor mítosza és elvesztése Márai Sándor Zendülők című regényében Szoljár Fanni: A korai fejlesztésben résztvevő családok pszichológiai vizsgálata Török Blanka: A médiában megjelenő társadalmi nemi sztereotípiák hatása a mozgássérült, serdülőkorú gyermekekre a Pető Intézetben SZAKMAI MŰHELY Bácskai Erzsébet: A pszichológia sajátos szerepe a petős képzésben - múlt és jövő, hagyomány és innováció Pintér Henriett: Mit rejtenek az apróbb szövegek? Néhány példa a gondolkodás és az olvasóvá nevelés fejlesztésére Varga Veronika: A masszázs alkalmazása a konduktív pedagógiában INTERJÚ „Ez egy nagyon nagy elköteleződés” – interjú dr. Tenk Miklósné dr. Zsebe Andrea rektorral A konduktív pedagógia és a zenei nevelés – interjú dr. Matos László főiskolai docenssel KRITIKA Winkler Petra: Recenzió Kádár Annamária Mesepszichológia című könyvéről Dénes Dóra: Recenzió a Virágot Algernonnak című musicalről MŰVÉSZETI KÖZLEMÉNYEK Szász Anna: Egy idegen hídon Dénes Dóra fotói Winkler Petra fotója HÍREK, ESEMÉNYEK Vajdáné Kondor Csilla: Süt a PÉK Sághegyi Diána: Szavalódélután 4 KÖSZÖNTŐ Molnár Kriszti


Tudomány és Hivatás a Pető András Főiskola szakmai folyóirata
Vol 1, no 1 July 2016

Saturday, 24 September 2016


And to Hell in a handcart – isn't it?

'We're all doomed, I tell you'
There is a growing and disturbing trend of anti-intellectual elitism in American culture. It’s the dismissal of science, the arts, and humanities and their replacement by entertainment, self-righteousness, ignorance, and deliberate gullibility...
We’re creating a world of dummies. Angry dummies who feel they have the right, the authority and the need not only to comment on everything, but to make sure their voice is heard above the rest, and to drag down any opposing views through personal attacks, loud repetition and confrontation.

I did not think that I would ever pass on a pop article from Psychology Today. Still these are strange times – or perhaps I am dumbing down too. So here goes anyway.

Andy Blunden. referred me to this article by Ray Williams*. It is worth from time to time reading and considering expressions like this, if only to think about the latest examples cited.

True or false? Has it not been ever thus, from the year dot, everywhere? Whatever the reality, grumpy old men and women always think this anyway, don't they? There were probably those who said and evidenced this at the heights of Classical civilisation, during the Renaissance and in the Industrial Revolution.

At both the societal and individual level there are comparative material and historical facts to be determined here. But what are the relevant facts? Search me. I can't answer this, though I do think that I recognise something of what the author complains of and I do feel there to be potentially better ways.


But, if what is being complained of here is important, then the really important, testing question is as ever: What is to be done? And is change gathering anyway? As time and the wisdom of hindsight will surely tell?.

Then I am ever the optimist for what can come from resolving contradictions.

* Developed from an article by Susan Jacoby, published in the Washington Post eight years ago:

Friday, 23 September 2016


More research is always needed

Yesterday's recipient of the Peace Prize at this year's Ig Nobel ceremony at Harvard University concluded as follows 
Bullshit is a consequential aspect of the human condition. Indeed, with the rise of communication technology, people are likely encountering more bullshit in their everyday lives than ever before... Using vagueness or ambiguity to mask a lack of meaningfulness is surely common in political rhetoric, marketing, and even academia...Indeed, as intimated by Frankfurt (2005), bullshitting is something that we likely all engage in to some degree (p. 1): 'One of the most salient features of our culture is that there is so much bullshit. Everyone knows this. Each of us contributes his share. One benefit of gaining a better understanding of how we reject other’s' bullshit is that it may teach us to be more cognizant of our own bullshit.

The construction of a reliable index of bullshit receptivity is an important first step toward gaining a better understanding of the underlying cognitive and social mechanisms that determine if and when bullshit is detected. Our bullshit receptivity scale was associated with a relatively wide range of important psychological factors. This is a valuable first step toward gaining a better understanding of the psychology of bullshit. The development of interventions and strategies that help individuals guard against bullshit is an important additional goal that requires considerable attention from cognitive and social psychologists...

Useful thoughts for the conference season and the start of the new academic year.

All the winners


Pennycook, G. et al. (2016) Judgment and Decision Making, vol. 10, no 6, pp. 549–563

Thursday, 22 September 2016


Another mystery?
From France

A recent item in Conductive World wondered how validly the term 'world famous' is applied to András Pető:

Here is a rare mention of András Pető that I came across by chance a couple of days ago. It was written by Zaghloul Morsy, French-Moroccan intellectual, and big wheel in UNESCO back in the early nineteen-nineties.

The following passage comes from the introductory chapter of a hefty book of his, called Thinkers on Education, In the introductory chapter 'The paideia galaxy' (pp. 7-20), there is a section called 'The invisible stars' which includes the following –
The best of universal thought on education has, in my opinion, been gathered together in these pages. The best, perhaps, but certainly not all. Like museums, encyclopedias are, as we know, always selective and sometimes unfair. Arbitrariness cannot be avoided: on display in galleries are the chefs-d'oeuvre, the Old Masters, representative or significant works; in the cellars and the archives, on the back shelf, more chefs-d'oeuvre, other, neglected masters, less well known or less understood. The present volume risks incurring the same reproach, though I am not unappreciative of the many who have had to be left out; this may be judged from the following list, arranged in alphabetical order.

Western Antiquity:  Isocrates, Quintilian 
Europe, from the Middle Ages to our own day: L eon Battista Alberti, Benjamin Samuel Bloom, Pierre Bovet, Urie Bronfenbrenner, Jerome S. Bruner, Auguste Comte, Lionel Elvin, Marian Falski, Vittorino da Feltre, Bakule Frantisek, Richard Goodings, William Heard Kilpatrick, Hermann Lietz, Le Peletier de Saint-Fargeau, Anatole Vassilievitch Lunacharski, Karl Marx, Alva Myrdal, Percy Nunn, Wincenty Okón, Petö Andras, Wolfgang Ratke, Pedro Roselló, Eduard Spranger, Edward Lee Thorndike, Faria de Vasconcelos, Alfred North Whitehead.
The Arab-Islamic world: Matta 'Akrawi, Ibn Hazm, al-Jahiz, al-Mawerdi, al-Qiibissi, Ibn Sahnun, Zarnouji.
Latin America: Alfredo D. Calcagno, Lorenço Filho, Valentin Letelier, Ivan G6mez Millas, Eugenio Marfa Hostos, Juan Mantovani, Jose Carlos Mariátegui, Victor Mercante, Roberto Moreira, Augustín Nieto Caballero, Pablo Pizzurno, Simón Rodríguez, Eugenio de Santa Cruz y Espejo, Franz Tamayo, Anixio Texeiro
Asia: Malcolm Adiseshiah, Kunijoshi Obara, R. P. Singh, etc.
There are certainly others, but that will do. There is material there for over fifty 'profiles' in future ordinary issues of Prospects, since the review was the seedbed from which the idea for the present collection first sprang. I will go further by suggesting that, a few years hence, it may well prove possible to publish a new edition, which not only takes into account the latest advances in research but also includes the thinkers I have just listed....I
However, even as it stands, our galaxy at least contains all the stars of first magnitude...
 (pages 15-16)

This of course neither confirms nor denies that András Pető was well known in circles outside Hungary – but if he were, then what circles, and where. How had Zaghloul Morsy even heard of him. Certainly, to account for even mention within this august educational pantheon, András Pető was known as an educator. But if so, what specifically did Zaghloul Morsy know about András Pető's educational practice and ideas?

After all, M. Morsy does not even seem altogether sure about his name (I like to think that András Pető would have rather liked that!)

By the way, the hoped-for second edition appears not to have materialised. So it goes.

Allons les copains!

Is this a matter of absolutely no consequence at all, or yet another mystery to spin around the mystery man, or perhaps an interesting loose thread that might lead... where?

What was a French educationalist doing twenty-three years ago, citing András Pető as one of the world's major educational thinkers? What did he know and who else knew it at the time? The answer, if there is one, is as likely to be found in Paris or Rabat as in Budapest.

If there is a jot of substance here, then those most likely to benefit are the Francophone conductivists (not just in France) who desperately require intellectual and supranational support for their cause, in order to to escape the bureaucratic and medical constraints that presently bind their world.

I leave it to them to take this up if they wish.

How? Well, why not start by asking Zaghloul Morsy?

Previous item on András Pető


Zaghloul Morsy (ed.) (1993) Thinkers on Education. Published in Prospects: Quarterly Review of Education, vol. 23, nos 1/2 (85/86), UNESCO Publishing, 1993 

Wednesday, 21 September 2016


Are there any others?

Journalism is an important medium for passing on experience and ideas, and developing society's understandings, and a way to test and extend one's own understandings. It is also a way and earning outside the conventional professional contexts, and even to exert a little personal influence.

Members of many professions do it, sometimes to a high and respected level. It it just another of those social roles waiting for conductors to take up.

In Budapest Rita Kulcsár-Domján has done so:

See her articles in Csaladnet ('Family Net'), listed here:

The role requires a degree of open self-confidence that some professionals prefer not to show – not least among conductors. Here is a long, earlier interview of Rita, by Anett Fenyvesi , on Kölöknet ('Kid Net'), from 2011:

Look out for her.

Is there anyone else out there yet?

Anywhere? Any language? Already doing it, or wanting to start?

Tuesday, 20 September 2016


Or something old?

Today Facebook notified me of this –

Az emberben rejlő csoda:
fejlesztés és esélyteremtés a Pető-módszerrel –
képzési igényfelmérés

The potential of the human miracle:
development and equal opportunities in the Pető method –
training needs assessment

Unless one is – or becomes – genuinely bilingual, translation from any language into another can be a dodgy operation. The problem is not merely linguistic but involves a sense of the social context and the translator's own hopes and/or expectations for what might a given passage might mean.

When I first saw the above heading, to a posting by the PAF (the András Pető College in Budapest), my heart gave a little skip. Because of the inadequacy of my Hungarian and my continuing cultural insensitivity, I had rather misunderstood.. Hurrah, I immediately thought, something new here, perhaps the sort of thing hoped for over the years, sharing fundamental knowledge and ideas.  They're twigging...
The potential of the human miracle: development and equal opportunities in the Pető method – training needs assessment

That could be pretty important. Big questions stripped down to basics. I struggled on further, into the half-a-dozen specific questions for me to answer, that made up the rest of this notice. And I twigged, the penny dropped. This is a market-research exercise for awareness courses in Hungary. 

Who is this enquiry going out to? I do not know. At this stage anyway, not to non-Hungarian-speakers. I do hope that the PAF gets a valid and useful return from this exercise, and that this helps raise awareness and even demand amongst professionals working in the related fields across Hungary. Onwards and upwards, I hope. But not for wider consequence.

Good luck to them, but I should have been warier of reading more into it.

By the way, one does at times now hear about the 'human miracle', entirely I think in the context of the PAF. It would be nice to learn what this phrase implies and where it comes from.

Monday, 19 September 2016


Two or three tips for presenters

Yesterday's posting on Conductive World was a snippet about PowerPoint:

This reminded me that there are conferences coming up – well, meetings. These will serve a whole variety of functions for those who attend, one of which will be the formal sharing of knowledge and experience.


PowerPoint will loom large at these events. I do wonder, however, whether all those who use this tool are aware that it has been a matter for serious dispute whether the immediate benefits it may offer its users, are negated by possible bad effects for its audiences and, in a longer run, for society generally.

Looking back over the years I recall a PowerPoint + personal performance by Ivan Su on the activities of SAHK that was truly masterful, and a memorable visual show by Rony Schenker on hope, but nothing else. Well, I do, but nothing positive. Generally, I have to admit, that what I have seen seems to bear out critical comments aplenty that can be read elsewhere:

So my first tip for presenters is avoid PowerPoint – that is unless you regard yourself as its master, or you wish to present some attractive visual images by this means. If you have something to say or to tell about, then say or tell. You will likely have precious little time to do so on the day anyway, so concentrate on saying it – and make sure that you produce a written version and put this somewhere on line where it can be read and considered properly by a wider audience (this does not mean a decontextualised re-presentation of your overheads, but words!)


And when it comes to visual material, in the form not just of PowerPoint but on 'posters' too (and elsewhere, outside the context of meetings etc.) avoid what Edward Tuft called 'chart junk':
The interior decoration of graphics generates a lot of ink that does not tell the viewer anything new. The purpose of decoration varies — to make the graphic appear more scientific and precise, to enliven the display, to give the designer an opportunity to exercise artistic skills. Regardless of its cause, it is all non-data-ink or redundant data-ink, and it is often chartjunk.
Tufte, E. R. (1983).The Visual Display of Quantitative Information. Cheshire, CT, Graphics Press 

Over the years I have winced at many of the sins exemplified here:

Again, if you have something worth conveying, state it as clearly as possible, and let the data speak for themselves. If certain points still need further emphasising or qualifying, find a way to state this properly elsewhere.

Parthian shot

And please do avoid using the word 'support', and all those other weasel words. If behind such words you do actually have something material and wothwhile to pass on to others, then say what you actually mean:

Sunday, 18 September 2016


From Daniel Finkelstein...
'There are three kinds of PowerPoint slides. The one that contains so much writing that you can't read it; the one that contains so little writing that it is pointless; and the one that contains just the right amount of writing – which ensures that your audience stops listening to you while they read it.'
Finkelstein, D. (2016) Notebook, The Times, 17 September, p. 23

Then there are those graphics...!

Saturday, 17 September 2016


Philosophy and CE: it had to come

New group on Facebook –

A Petős Keresztény Diákkör 
A Petős Keresztény Diákkör egy alkalom, MINDEN héten, hogy találkozz ISTENNEL, keresztény testvéreiddel. Egy alkalom, hogy együtt dicsőítsünk és imádkozzunk, megosszunk és tegyünk tanúságot a Szeretetről, Jézus Krisztusról!
Az alkalom egy lehetőség, hogy megpihenj az egyetlen Forrásnál, erőt és bátorságot kapj, hogy megéld a hited a Pető Intézet falai között és a világban. Lehetőség arra, hogy válaszokat kapj, imát kérj, növekedj, jobban megismerd azokat, akiket Isten helyezett melléd és legfőképpen Istent.
Isten szeretne személyesen találkozni Veled! :-) Legyünk Isten élő jelei!

In English, this means something like –

Pető Christian Student Circle

The Pető Christian Student Circle is a time EVERY week to meet with GOD, Christian brothers and sisters. A time to give thanks and to pray together, to share and let us witness the love of Jesus Christ!
The occasion is an opportunity to relax the only fount of the strength and courage to get to the faith lived within the walls of the Pető Institute and the world. An opportunity to get answers, ask for prayer, growth, better to know those whom God has placed beside you, and most of all God.
God wants to meet you in person! :-)  Let us be God's living beacons!

For where two or three are gathered together in my name, there am I in the midst of them
Matthew, 18, 20

Friday, 16 September 2016


Ask Google

Within Conductive Education one hears a lot about Pető, usually spelled Peto outside Hungary and on the Internet. He or this must be very well known, surely?

But what does the name mean to people who are not part of this small circle? How might one quantify this?

What might those coming upon this word for the first time do to find out what it means? Probably in most cases nowadays, Google it. What might the proverbial Little Green Man from Mars discover when he does?

If he looks up “Peto” on he will find 'about 13,900,000 results'.

Try it for yourself. Look at what results come up in the first few pages.

Do many people search beyond the first five results pages?

Which Google?

I had used my default local, version, English I could also have searched, and there are quite a few other local English-language Googles. UK Google found nothing on the first two results pages (except menti in a Wikipedia disambiguation page), there was a brief appearance on page three (as one of the destinations for a manor British charity helping fund children to go abroad for medical treatment) and nothing on pages four and five.

In German I  started with I did this, and found the PAF appearing towards the foot of page 3. Nothing else in the first five pages. I did not try others

Try your own local, default Google. Just search “Peto” and see what you get. 

Then try searching for “Peto” selectively, under Google Images. Maps, Shopping, News, etc. Prepare to be disappointed and possibly intrigued, especially perhaps when scrolling down, and down, and down, under Images!

What to say?

Peto is a very common word to denote people and things, and more – in a number of language, but the uses met with respect to Conductive Education do not amount to a hill of beans in the great scheme of things.

With or without those little marks over its final letter, the word 'Peto' holds an important place within Conductive Education, and the legacy of András Pető is something to be held very dear.

Using the expression 'world famous', however, without assurance that this term is being validly applied, it use may be ruining whatever case that one is trying to make. Or worse.

Thursday, 15 September 2016




A lot of people have clicked on last Friday's posting on Conductive World, recalling the first and the final day of András Pető. This posting links to the simple ceremony held in Szombathely, the town of his birth wondering what else might be reported after the weekend:

In the event, I have seen nothing further.

That previous posting was in English. Here's something for Hungarian readers, posted on this day in 2013. It is a short, and better-than-average account of his life:

It links to the blog of Zoli Rabbi (Rabbi Zoltán Radnóti). He has done some of his own investigation, and dug out just a little that I have not previously seen but, like everyone else, he had drawn a total blank over the years of the Second World War.

I do not know whether Zoltán Radnóti is connected with the RadnótiMiklós the poet, murdered in the Holocaust, whose widow Fanny played a role the early years of conductive pedagogy in Budapest, in the years immediately following the War.


For anyone seeking old books

I came across Anybooks this afternoon, and immediately scored:

Highly recommended.

Coincidentally, the following was posted by Gill Maguire on this very day two years ago:

Tuesday, 13 September 2016


Second call to conductors

In the summer, Adrienn Oravecz emailed out a short questionnaire for conductors. She introduces it thus –
I am Adrienn Oravecz. I am a doctoral student of Eszterházy Károly University of Applied Sciences. Please spend time on the questionnaire and enrich my Phd research with your professional knowledge...

Adrienn has considerable respect for conductors, and inside knowledge of Conductive Education, since part of her education was spent at the Pető Institute. Her PhD is an indication of the respect and enthusiasm that she has for Conductive Education, and her wish to make her own contribute to its further development.

You will find her questionnaire at:

Tick the boxes and then press the green button to submit.

Previous posting on this