tag:blogger.com,1999:blog-7704425219270767105.post2778561417026014456..comments2024-02-27T10:23:30.029+01:00Comments on Conductor: Let us be careful about aphorisms, principles and proverbsSusie Malletthttp://www.blogger.com/profile/05134263396254528737noreply@blogger.comBlogger8125tag:blogger.com,1999:blog-7704425219270767105.post-79035309122929991612011-04-13T17:03:14.533+02:002011-04-13T17:03:14.533+02:00Visitors to the National Library of Conductive Edu...Visitors to the National Library of Conductive Education would frequently ask me for a list of the task series,so that they could copy and use them. I tried to explain why there weren't any, but was never sure I had been fully understood. A copy of this blog would have done the trick! I hope that thers will read and undertand. Thanks, Susie.Gillian Maguirehttps://www.blogger.com/profile/17584353854628385884noreply@blogger.comtag:blogger.com,1999:blog-7704425219270767105.post-30247022495310883952011-04-12T11:32:45.608+02:002011-04-12T11:32:45.608+02:00Continued...
In the meantime, I do agree with you...Continued...<br /><br />In the meantime, I do agree with you about the serious underlying problems besetting current understanding of what is CE, and attempts to make an appropriate account. As part of this process, description-based 'proverbs', 'elements', 'principles' may be potentially wrongly founded if they present snapshot images, still photos of what is essentially a dynamic (i.e. changing) process, one moreover that may in some cases have been viewed thought the filtering or distorting lens of the beholder<br /><br />(If an analogy is permissable here, such snapshots are a bit like those irritating photographs that one may see of children and adults with motor disorders, still pictures taken from a single frame, showing a fine, relaxed, well-ordered bodily posture – from out of a continuing sequence of frames in which disordered movement pattern may be very evident indeed. Great public relations perhaps, but actively misleading. It happens!)<br /><br />What to do? Of course there must be discernable principles at work within the process of conduction. We are after all dealing with a most material phenomenon, of enormous potential benefit for human well-being. It certainly merits the efforts needed for careful extraction of generalisable and transmissable essences. But such principles will have to be sought from within dynamic transactions of the kind that you describe above, evoking a wholly new dimension of analysis. In other words, they have to emerge chiefly out of pedagogic practice and the very process of conduction.<br /><br />Thank you for putting this matter so squarely on the table. Most heuristic...<br /><br />Andrew.Andrewhttp://www.conductive-world.infonoreply@blogger.comtag:blogger.com,1999:blog-7704425219270767105.post-29345573212372965272011-04-12T11:28:28.676+02:002011-04-12T11:28:28.676+02:00Susie,
The central question raised here throws d...Susie, <br /><br />The central question raised here throws down a major methodological gauntlet to all those who try to describe the process of conduction, be this as observers, participants or, of course, conductors.<br /><br />None of us can be smug about what happens when we first light upon conductive pedagogy. For all but the most naïve new arrivals upon the scene, this may be unavoidable. What happens thereafter, however, should be more a matter for ourselves to determine.<br /> <br />I certainly sinned myself in the first respect (and because of what I did and how I did it, some of the effects of this continue to rumble on). New to a scene we may all see what we expect to see – from which we chose selectively when we make a description or attempt an analysis. But we should be open to moving on – to transcent initial positions, to check,, study, discuss, respond to criticism, learn and reformulate. I tried to do this myself, and had some wonderful advantages along the way Many others find their own personal ways through – yet many others have shown remarkable propensity to remain where they began and promote earlier misunderstandings. Small wonder that newcomers now find a confusing picture to help shape their own understandings, and that simple, apparently explanatory notions may hold attraction. <br /><br />But, if this alone were not enough to distort the picture, there is something harder to define (at least I find it so), relating both to the dynamic nature of human interactions, and to the creative, dynamic nature of pedagogy – mutual of course, between teachers and learners.<br /><br />Of course there may be techniques, well-tried pedagogic tools, established routines. They may all find their proper place in considering conductive practice, and it is right that they be formalised to communicate with others and to hand experience down from generation to generation. They comprise a vital part of the 'science' of conductive pedagogy. But what you describe above remains at present almost wholly within the domain of what might be construed as its 'art'.*<br /><br />(I do not of course wish to imply that all the 'art' of conductive pedagogy could eventually be so explicated and understood as to tranfer into its 'science'. There are other aspects of the art of pedagogy, for example pedagogues' individual personal qualities, that could not – perhaps should not – make it across).<br /><br />____________<br />* Over the years I have formulated my own conception of what constitutes effective pedagogy. Here is an summarised extract from a lecture that I gave last month:<br /><br />'Pedagogy' (in English): 'the science and art of teaching'<br /><br /> - 'science': what is consciously known, formalised, and transmitted to later generations (hence training, 'the literature' etc)<br /><br /> - 'art': human creativity, emotional commitment, ingenuity, flexibility, the personality of the teacher, personal style, the emotional atmosphere of the school, use of cultural expectations etc. – without which the 'science' part cannot produce expected results.<br /><br />Reading books and attending lectures will not make you a successful pedagogue – but even great personal qualities will be extended by linking in with pedagogues and others who have gone before. <br /><br />Conductive pedagogy is but a special case within this.<br /><br />Continues....Andrewhttp://www.conductive-world.infonoreply@blogger.comtag:blogger.com,1999:blog-7704425219270767105.post-45955172430377276282011-04-12T11:17:00.766+02:002011-04-12T11:17:00.766+02:00Continued...
In the meantime, I do agree with you...Continued...<br /><br />In the meantime, I do agree with you about the serious underlying problems besetting current understanding of what is CE, and attempts to make an appropriate account. As part of this process, description-based 'proverbs', 'elements', 'principles' may be potentially wrongly founded if they present snapshot images, still photos of what is essentially a dynamic (i.e. changing) process, one moreover that may in some cases have been viewed thought the filtering or distorting lens of the beholder<br /><br />(If an analogy is permissable here, such snapshots are a bit like those irritating photographs that one may see of children and adults with motor disorders, still pictures taken from a single frame, showing a fine, relaxed, well-ordered bodily posture – from out of a continuing sequence of frames in which disordered movement pattern may be very evident indeed. Great public relations perhaps, but actively misleading. It happens!)<br /><br />What to do? Of course there must be discernable principles at work within the process of conduction. We are after all dealing with a most material phenomenon, of enormous potential benefit for human well-being. It certainly merits the efforts needed for careful extraction of generalisable and transmissable essences. But such principles will have to be sought from within dynamic transactions of the kind that you describe above, evoking a wholly new dimension of analysis. In other words, they have to emerge chiefly out of pedagogic practice and the very process of conduction.<br /><br />Thank you for putting this matter so squarely on the table. Most heuristic...<br /><br />Andrew.Andrewhttp://www.conductive-world.infonoreply@blogger.comtag:blogger.com,1999:blog-7704425219270767105.post-76542479390175515002011-04-12T11:14:48.355+02:002011-04-12T11:14:48.355+02:00Susie,
The central question raised here throws d...Susie, <br /><br />The central question raised here throws down a major methodological gauntlet to all those who try to describe the process of conduction, be this as observers, participants or, of course, conductors.<br /><br />None of us can be smug about what happens when we first light upon conductive pedagogy. For all but the most naïve new arrivals upon the scene, this may be unavoidable. What happens thereafter, however, should be more a matter for ourselves to determine.<br /> <br />I certainly sinned myself in the first respect (and because of what I did and how I did it, some of the effects of this continue to rumble on). New to a scene we may all see what we expect to see – from which we chose selectively when we make a description or attempt an analysis. But we should be open to moving on – to transcent initial positions, to check,, study, discuss, respond to criticism, learn and reformulate. I tried to do this myself, and had some wonderful advantages along the way Many others find their own personal ways through – yet many others have shown remarkable propensity to remain where they began and promote earlier misunderstandings. Small wonder that newcomers now find a confusing picture to help shape their own understandings, and that simple, apparently explanatory notions may hold attraction. <br /><br />But, if this alone were not enough to distort the picture, there is something harder to define (at least I find it so), relating both to the dynamic nature of human interactions, and to the creative, dynamic nature of pedagogy – mutual of course, between teachers and learners.<br /><br />Of course there may be techniques, well-tried pedagogic tools, established routines. They may all find their proper place in considering conductive practice, and it is right that they be formalised to communicate with others and to hand experience down from generation to generation. They comprise a vital part of the 'science' of conductive pedagogy. But what you describe above remains at present almost wholly within the domain of what might be construed as its 'art'.*<br /><br />(I do not of course wish to imply that all the 'art' of conductive pedagogy could eventually be so explicated and understood as to tranfer into its 'science'. There are other aspects of the art of pedagogy, for example pedagogues' individual personal qualities, that could not – perhaps should not – make it across).<br /><br />____________<br />* Over the years I have formulated my own conception of what constitutes effective pedagogy. Here is an summarised extract from a lecture that I gave last month:<br /><br />'Pedagogy' (in English): 'the science and art of teaching'<br /><br /> - 'science': what is consciously known, formalised, and transmitted to later generations (hence training, 'the literature' etc)<br /><br /> - 'art': human creativity, emotional commitment, ingenuity, flexibility, the personality of the teacher, personal style, the emotional atmosphere of the school, use of cultural expectations etc. – without which the 'science' part cannot produce expected results.<br /><br />Reading books and attending lectures will not make you a successful pedagogue – but even great personal qualities will be extended by linking in with pedagogues and others who have gone before. <br /><br />Conductive pedagogy is but a special case within this.<br /><br />Continues....Andrewhttp://www.conductive-world.infonoreply@blogger.comtag:blogger.com,1999:blog-7704425219270767105.post-73525893514649541672011-04-12T10:36:39.721+02:002011-04-12T10:36:39.721+02:00Susie
The central question raised here throws do...Susie <br /><br />The central question raised here throws down a major methodological gauntlet to all those who try to describe the process of conduction, be this as observers, participants or, of course, conductors.<br /><br />None of us can be smug about what happens when we first light upon conductive pedagogy. For all but the most naïve new arrivals upon the scene, this may be unavoidable. What happens thereafter, however, should be more a matter for ourselves to determine.<br /> <br />I certainly sinned myself in the first respect (and because of what I did and how I did it, some of the effects of this continue to rumble on). New to a scene we may all see what we expect to see – from which we chose selectively when we make a description or attempt an analysis. But we should be open to moving on – to transcent initial positions, to check,, study, discuss, respond to criticism, learn and reformulate. I tried to do this myself, and had some wonderful advantages along the way Many others find their own personal ways through – yet many others have shown remarkable propensity to remain where they began and promote earlier misunderstandings. Small wonder that newcomers now find a confusing picture to help shape their own understandings, and that simple, apparently explanatory notions may hold attraction. <br /><br />But, if this alone were not enough to distort the picture, there is something harder to define (at least I find it so), relating both to the dynamic nature of human interactions, and to the creative, dynamic nature of pedagogy – mutual of course, between teachers and learners.<br /><br />Of course there may be techniques, well-tried pedagogic tools, established routines. They may all find their proper place in considering conductive practice, and it is right that they be formalised to communicate with others and to hand experience down from generation to generation. They comprise a vital part of the 'science' of conductive pedagogy. But what you describe above remains at present almost wholly within the domain of what might be construed as its 'art'.*<br /><br />(I do not of course wish to imply that all the 'art' of conductive pedagogy could eventually be so explicated and understood as to tranfer into its 'science'. There are other aspects of the art of pedagogy, for example pedagogues' individual personal qualities, that could not – perhaps should not – make it across).<br /><br />Continues...<br /><br />____________<br />* Over the years I have formulated my own conception of what constitutes effective pedagogy. Here is an summarised extract from a lecture that I gave last month:<br /><br />'Pedagogy' (in English): 'the science and art of teaching'<br /><br /> - 'science': what is consciously known, formalised, and transmitted to later generations (hence training, 'the literature' etc)<br /><br /> - 'art': human creativity, emotional commitment, ingenuity, flexibility, the personality of the teacher, personal style, the emotional atmosphere of the school, use of cultural expectations etc. – without which the 'science' part cannot produce expected results.<br /><br />Reading books will not make you a successful pedagogue – and even great personal qualities will be extended by linking in with pedagogues who have gone before. <br /><br />Conductive pedagogy is but a special case within this.Andrewhttp://www.conductive-world.infonoreply@blogger.comtag:blogger.com,1999:blog-7704425219270767105.post-72469476659451004962011-04-12T10:23:46.159+02:002011-04-12T10:23:46.159+02:00Continued...
In the meantime, I do agree with you...Continued...<br /><br />In the meantime, I do agree with you about the serious underlying problems besetting current understanding of what is CE, and attempts to make an appropriate account. As part of this process, description-based 'proverbs', 'elements', 'principles' may be potentially wrongly founded if they present snapshot images, still photos of what is essentially a dynamic (i.e. changing) process, one moreover that may in some cases have been viewed thought the filtering or distorting lens of the beholder<br /><br />(If an analogy is permissable here, such snapshots are a bit like those irritating photographs that one may see of children and adults with motor disorders, still pictures taken from a single frame, showing a fine, relaxed, well-ordered bodily posture – from out of a continuing sequence of frames in which disordered movement pattern may be very evident indeed. Great public relations perhaps, but actively misleading. It happens!)<br /><br />What to do? Of course there must be discernable principles at work within the process of conduction. We are after all dealing with a most material phenomenon, of enormous potential benefit for human well-being. It certainly merits the efforts needed for careful extraction of generalisable and transmissable essences. But such principles will have to be sought from within dynamic transactions of the kind that you describe above, evoking a wholly new dimension of analysis. In other words, they have to emerge chiefly out of pedagogic practice and the very process of conduction.<br /><br />Thank you for putting this matter so squarely on the table. Most heuristic...<br /><br />Andrew.Andrewhttp://www.conductive-world.infonoreply@blogger.comtag:blogger.com,1999:blog-7704425219270767105.post-41552733767562085752011-04-12T10:20:58.354+02:002011-04-12T10:20:58.354+02:00Susie
The central question raised here throws do...Susie <br /><br />The central question raised here throws down a major methodological gauntlet to all those who try to describe the process of conduction, be this as observers, participants or, of course, conductors.<br /><br />None of us can be smug about what happens when we first light upon conductive pedagogy. For all but the most naïve new arrivals upon the scene, this may be unavoidable. What happens thereafter, however, should be more a matter for ourselves to determine.<br /> <br />I certainly sinned myself in the first respect (and because of what I did and how I did it, some of the effects of this continue to rumble on). New to a scene we may all see what we expect to see – from which we chose selectively when we make a description or attempt an analysis. But we should be open to moving on – to transcent initial positions, to check,, study, discuss, respond to criticism, learn and reformulate. I tried to do this myself, and had some wonderful advantages along the way Many others find their own personal ways through – yet many others have shown remarkable propensity to remain where they began and promote earlier misunderstandings. Small wonder that newcomers now find a confusing picture to help shape their own understandings, and that simple, apparently explanatory notions may hold attraction. <br /><br />But, if this alone were not enough to distort the picture, there is something harder to define (at least I find it so), relating both to the dynamic nature of human interactions, and to the creative, dynamic nature of pedagogy – mutual of course, between teachers and learners.<br /><br />Of course there may be techniques, well-tried pedagogic tools, established routines. They may all find their proper place in considering conductive practice, and it is right that they be formalised to communicate with others and to hand experience down from generation to generation. They comprise a vital part of the 'science' of conductive pedagogy. But what you describe above remains at present almost wholly within the domain of what might be construed as its 'art'.*<br /><br />(I do not of course wish to imply that all the 'art' of conductive pedagogy could eventually be so explicated and understood as to tranfer into its 'science'. There are other aspects of the art of pedagogy, for example pedagogues' individual personal qualities, that could not – perhaps should not – make it across).<br /><br />Continues...<br />____________<br />* Over the years I have formulated my own conception of what constitutes effective pedagogy. Here is an summarised extract from a lecture that I gave last month:<br /><br />'Pedagogy' (in English): 'the science and art of teaching'<br /><br /> - 'science'\; what is consciously known, formalised, and transmitted to later generations (hence training, 'the literature' etc)<br /><br /> - 'art': human creativity, emotional commitment, ingenuity, flexibility, the personality of the teacher, personal style, the emotional atmosphere of the school, use of cultural expectations etc. – without which the 'science' part cannot produce expected results.<br /><br />Reading books will not make you a successful pedagogue – and even great personal qualities will be extended by linking in with pedagogues who have gone before. <br /><br />Conductive pedagogy is but a special case within this.Andrewhttp://www.conductive-world.infonoreply@blogger.com