Is Conductive Education Transplantable?

Phillip Bairstow and Professor Raymond Cochrane, Birmingham University, are two of the three authors of the recently published and controversial report, Evaluation of Conductive Education for Children with Cerebral Palsy. They conclude that while parents may continue to press for the local availability of conductive education any attempt to introduce the system, closely modelled on the Peto Institute's provision, will be fraught with difficulties.     

Constructing a Long Spoon for Comparative Education: Charting the career of the 'New Zealand model'

This article seeks to put forward one tentative basis on which comparative education might profit from an engagement with 'globalisation', and to circumvent the danger that that engagement will lead to a shift in purpose, from 'how to make education better' to 'how to make education do better'. It uses the example of the career of the New Zealand model of neo-liberalism and new public management to expose, from the perspective of how a 'localism' becomes globalised, something of the nature of the processes, discourses and mechanisms of globalisation and of the subjects who drive them. The article examines the local conditions that enabled the development and installation of the New Zealand model, the discursive and formal characteristics that made it desirable and possible for it to be incorporated at a global level, and the means through which this was done. It concludes by drawing some possible theoretical and methodological implications of the career of the New Zealand model for the relationship between comparative education and globalisation.     

Conductive Education in a New Context

This month an independent research team from Birmingham University is due to report to the Department for Education on its assessment of the first three years' work of the Birmingham Institute for Conductive Education. Its findings, if published, will arouse wide interest. Meanwhile, Mike Lambert, director, Centre for Research and Development at the Birmingham Institute, reviews the way the National Curriculum has been introduced and how far it seems compatible with conductive education. This is the first journal article to examine this issue.     

试论面向素质教育的信息技术教育

面对知识经济和信息化社会的挑战，传统的应试教育必然向素质教育转轨。信息技术教育应该面向素质教育，以素质教育理念指导信息技术教育的教学模式和教学方法，把提升学生的信息素养作为信息技术教育的核心任务。本文简要地对面向素质教育的信息技术教育及其相关问题进行探讨。     

Working towards Inclusive Education: Social Contexts

ABSTRACT

Special education in England has developed over a large number of years, during which changes in philosophy and practice have been charted in Acts of Parliament. Current thinking was given focus by the recommendations of the 1978 Warnock Report, many of which have been implemented. The most recent legislation relates to the establishment of Statements of Special Educational Needs (SEN), the introduction of a Code of Practice, recognition of the role of parents and of the need for multi‐professional cooperation, the integration of children with SEN into mainstream classrooms and the right of access of all children to a broad and balanced curriculum, as articulated in the National Curriculum.     

On being musical: Education towards inclusion

Abstract

This article questions educational practices that undermine ‘being’ musical. Where Western misconceptions about the nature of human musicality distance many individuals from meaningful engagement with an intrinsic part of their humanity, I challenge the status quo to argue for an inclusive educational practice which gives everyone an opportunity to ‘be’ musical. Despite evidence from neuroscience now supporting the understanding that humans are a musical species, the widespread neo-liberal oriented focus on vocational training fails to recognise music as an essential aspect of healthy human being. Where current polarised music education provision supports a discriminatory system that leads to widespread underdeveloped musicality, I draw on Gadamer and Dewey to explore how musicking integrates cultural development and to question the value of a practice that leaves many of us musically disabled. Including examples of teaching practices that engage and transform, I argue the case for an enriched, broader curriculum that no longer sees music as a ‘frill’.     

Research Supplement: Handwriting: One Measure of Orthofunction in Conductive Education

Carol Aubrey has recently joined the Department of Education, University College, Cardiff; Andrew Sutton is honorary research fellow in the Department of Psychology, Birmingham University. They report a survey of handwriting attainment in children following the Conductive Education regime in Hungary.     

校本课程开发有利于学校教育的变革

校本课程是国家对地方和学校课程决策权力与责任的重新分配。校本课程开发是学校自己的教育产物 ,可以为教师提供足够的教育内容供教师选择 ,使之达到最优化程度。校本课程开发是教育的进步 ,能够适应学生心理的发展变化 ,促进学生个性的全面发展。     

走向人文化的教育——新世纪我国教育的价值取向

在社会转型的特殊条件下,我国的教育要很好地完成自己的使命,就必须做到走进生活———建基教育的基础;关注生命———坚持教育的本真;提升精神———实现教育的追求;重塑信仰———恪守教育的灵魂。     

谁来面向教育

"三个面向"是正确的,却是不够的。人的发展是社会中其他一切发展的前提,社会的一切发展又都是为了人,因而一切的面向都应以面向人及其发展为基础。教育具有前提性、根本性,比较政治、经济,教育对人的发展有更高的价值。面向教育,就是面向人自己。因此,教育不只是面向者,更应是被面向者。谁都应当面向教育,都来面向教育。这样,我们的社会才真正进入到了一个健康、持续发展和繁荣的时代。     

论高等教育的产业观

高等教育是一个产业,但它是一个特殊的产业,具有生产性和事业性的双重性质;由于高等教育产业的特殊性,所以不宜产业化。但是高等教育可利用其产业机制,促进自身的发展。树立这样的高等教育产业观,对高等教育的发展是有积极意义的。     

Engineering Education in Europe: towards co-operation and interdisciplinarity

This paper discusses the present state of engineering education in Europe today and it attempts to compare the different educational systems. The author gives his views on how to develop engineering education in Europe and how to organise collaboration between universities and especially their centres of excellence. Finally SEFI's role in this work is discussed.     

走向教育法治的教育生活

作为学校管理的基本准则,法是治校的最高依据和学校管理的法源；作为现代学校制度建设的内容,主要体现于在法的基础上理顺政校关系和学校内部自治的诸原则；作为现代教育的生活方式,体现的是教育法治精神,使法治真正走向日常化、生活化,成为教育生活的理想状态。