I do enjoy finding support for conductive education principles and practices outside conductive education itself.
Here are two examples, the first is Ed Balls talking about his Strictly Come Dancing training partner Katya Jones and how she taught him to "inhabit the characters he was playing more fully". As a politician, he says, "you're used to performance. But in a dance performance you have to put yourself aside." (Sunday Times Magazine April 16 2017)
Jones got Balls to embrace his characters by persuading him to yell out "Oooh, aaah" during their dances, the shouting drowned out by the music. 'It was astonishing because the verbalisation totally changes your physical habits' ... Katya knew it would work. 'In every world championship I've ever done I yell out loud throughout the whole dance. That gives me the edge.'"
I like that: 'verbalisation totally changes your physical habits' - as every Conductor knows, of course.
The second example comes from a field known as gamification: "the process of applying game-based thinking and techniques to otherwise non-game situations, particularly in the fields of technology and edtech."
In serious games, game techniques are applied to content to engage learners, and intrinsic motivation is elicited to spur sustained change.
Intrinsic motivation is driven by “autonomy, mastery and purpose” (Pink, 2011): learners want to self-direct their learning; improve their knowledge and skills; and learn about and do meaningful things. Well-designed serious games allow learners to do all of those things, all without fear of failure or embarrassment. They also help avoid or decrease many of the time, cost, safety and organisational constraints often involved with learning and training.
Again, I like that: 'intrinsic motivation is elicited to spur sustained change'.
Maria Hári would have understood perfectly:
Conductive education enables individuals to build up a new attitude to life and a new quality of intention to achieve higher levels of co-ordination and some increase in coherence and power ... the capacity for self-realisation and the ability to form accurate intentions , which are inner cognitive representations ... that the individual is able to establish aims (intentions), to retain them, to monitor progress towards them, to resist failure and to overcome obstacles to their achievement."
From "Conductive Education. Occasional Papers 2. Orthofunction - A conceptual analysis. Author Maria Hári. " Eds Taylor and Horvath. Trentham Books 1997.
I wonder if anyone, anywhere, has ever sought deliberately to compile examples of understandings from other fields that chime with conductive education? The seemingly never-ending challenge to CE to produce evidence might be responded to quite differently if we did so.