Kapronczay Károly szerk.: Orvostörténeti Közlemények 200-201. (Budapest, 2007)
TANULMÁNYOK — ARTICLES - FORRAI, Judit: History of a Special Healing Method for Motor-disordered Children: Conductive Education - A mozgásszervi betegségben szenvedő gyermekek egyik sajátos gyógymódja, a konduktív nevelés története
In the 18th century both education and the medical sciences went through great changes. In them new governmental frameworks were born, which meant the partial end of clerical overview. Ratio Educationis 1 (Mil, Vienna), a decree of Maria Therese, gave space to valuable aspirations, such as partially free education, while useful, practical subjects, such as gymnastics, are built into the curriculum. It was Gerard van Swieten (1700-1772), a doctor of the Viennese court, a student of Herman Boerhave and a Dutch clinical doctor famous all over Europe, who was given the task of organising Hungarian health matters. He promoted the founding of the medical faculty at the University of Nagyszombat (1769), and he organised the allocation of doctors in the counties. He developed a plan for founding an institution for the disabled. Johann Peter Frank (1745-1821) suggesting work therapy in such cases, while Johann Ignaz Felbiger* made an independent educational plan for them, which was not based on the governmental one. In Paris, in 1770 a special institution was established for the deaf and dumb, after which in Europe one closed institution after another was founded for blind and deaf. Treating the motor disabled wasn't mentioned at all. The development of neuro-pathology started with Pinel, whose student, Esquirof worked with the question of mental disability. The rise of orthopaedics and the recognition and documentation of movement disorders are linked to the name of Nicholas Andry (16581742). The life work of Pestalozzi (1746-1827) had a decisive effect upon the institutional development of the disabled. He established a home and a model farm for abandoned and socially difficult children. He considered work to be an important educational tool, because it demanded systematic order and rhythm, thus making it possible for teaching and learning to shape the child's character simultaneously. His complex method included counting, measuring, drawing and the teaching of their mother tongue. He developed an interest in disabled children as well. A patient called Mind, who communicated only by his drawings, caught his attention. It was no accident that Pető called his Institute the "Pestalozzi-policlinic" An outstanding member of the French school, Jean Gaspard Marie hard (1775-1838), discovered two new and essential points of special education: that development of one function enhances the working of all the others, and that imitation plays a major role in the learning process. Consequently, the developing of capabilities and faculties is very important in establishing the "physiological learning method." Eduard Seduin (1812-1880) enriched his master's method by the following statements: 1. Conscious education must be 7 Ratio Educationis. Az 1777-es és az 1806-os kiadás. Translation, with notes by I. Mészáros. Bp., Akadémiai, 1981. 8 Johann Ignaz von Felbiger (1724 - 1788) was a German educational reformer, pedagogical writer, and canon regular of the Order of St. Augustine. 1774, and was appointed General Commissioner of Education for all the German lands of her dominions. The same year he published general school-ordinance, and in 1775 his most important pedagogical production: Methodenbuch für Lehrer der deutschen Schulen. His school-reform was copied by Bavaria and other German lands. Felbiger aimed at raising the social standing, financial condition, and professional qualification of the teaching body, at giving a friendly character to the mutual relations between teacher and pupil. For a list of his 78 publications, which are mainly of a pedagogical character. 9 Esquirol, Jean Etienne Dominique: Des maladies mentales considérées sous les rapports médical, hygiéniques et médico-légal / atlas de 27planches. Paris, J.-B. Baillière, 1838.
