Referring to the ambivalences that emerge when using social media, such as Twitter, I introduce in this post the notion of "temporal neurosis" to stress not only the conflicting, but also the ambivalent nature of the temporal tensions that may be experienced in the everyday life.
Le 26 juin 2017, j'ai eu le privilège de présenter à Fribourg la conférence introductive du Congrès de la Société Suisse pour la Recherche en Education (SSRE). Cette année, le thème du congrès était "Les temps de l'éducation et de la formation"; l'occasion pour moi d'exposer trois thèses centrales dans mes recherches sur les temporalités de l'éducation, afin d'engager le dialogue avec les participants de ce colloque. Les enregistrements vidéo de mon intervention figurent ci-dessous.
On June 4th 2017, I was invited by the AEGIS for Life Alumni organization to be the featured speaker at the Second Annual Jack Mezirow Lecture, held at Teachers College, Columbia University. During this lecture I engaged the audience in a reflection around the complexity of the temporalities involved in adult learning. I suggested that we observe and question the conflicting rhythms that pace what we do, how we think, who we are, and how we develop ourselves.
In a time, when the hegemony of standardized practices contributes to the homogenization of human behaviors, investigating how to measure the level of complexity of our everyday rhythms may constitute a promising approach in human sciences. Inspired by the use of an algorithm to analyze the increasing occurence of repetitions in popular music lyrics from 1960's until today, this post explores the relevance of a mathematical tool to evaluate the evolution of the level of complexity inherent to the way we express ourselves.
The experience of regression tells something about where a person stands (mentally, emotionally, socially). It expresses something about the present situation, as much as it reveals connections with the past and a possible future. The experience of regression appears therefore as a temporal marker. It is a marker because it draws attention to our own way of being through an unusual pattern of behavior. In this post, I explore how questioning one's experience of regression constitutes a way to learn something relevant about where we are in time, that is, where we are in relation to where we used to be, or where we may be in the future, and how we relate to such changes.
Following a conference on transformative learning at the University of Edinburgh, I explore how some of the themes presented (cultural differences in higher education, high impact learning, technology-enhanced pedagogy, collaborative close reading) relate to the experience of rhythmic dilemmas. Doing so, I question how educators can take them into consideration in their praxis, so that such temporal tensions become a source of meaningful learning or transformation.
Using time lapse videos showing the growth and transformation of a caterpillar into a butterfly, this post explores the rhythmic dimension of natural transformations, stressing how much they display both continuous and discontinuous features.
This post briefly locates the contribution of Henri Lefebvre – a French philosopher and sociologist – around the notion of rhythmanalysis.
This post briefly locates the contribution of Gaston Bachelard – a French philosopher of science – in regard to the notion of rhythmanalysis.
Following a lecture on the theme "training, coaching and organizational learning" proposed to team leaders working for an institution providing home-based health-care services, this post explores the specific temporalities involved in professional coaching and the reflective processes that it involves.
If the experience of violence constitutes a crucial expression of power dynamics in school, then the rhythmic awareness of how it may evolve through time constitutes a critical tool for school management.