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Michel Alhadeff-Jones

Scientific & Artistic Inquiry
Home
About
Bio Posture Themes
Consultation
Accompagnement & Supervision (Français) Coaching & Supervision (English)
Research
Publications Conferences & Lectures Blog
Teaching
Academic Teaching Certificat Récits de Vie & Accompagnement Biographique
Book
About the book Reviews Table of Contents Download / Purchase
Photographs
In situ Engadin 1929-2008 Translation Marques du temps
Art Videos
The Rhuthmos project Contemplating Celebrating Entertaining Learning Meeting Shopping Working
Contact
Sunkhronos
Université de Fribourg, Bâtiment Miséricorde (Photo: Keystone)

Université de Fribourg, Bâtiment Miséricorde (Photo: Keystone)

Vidéo: Revisiter les rythmes de l'éducation et de la formation dans une perspective critique

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.

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PostedAugust 24, 2017
AuthorMichel
Categoriesconference, education, lecture, research, theory, video
Tagstime, rhythms, temporal constraints, temporal double bind, emancipation, school leadership, learning, Société Suisse pour la Recherche en Education, Université de Fribourg, video MAJ
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Jean Piaget (1896-1980) (source: https://it.wikipedia.org/wiki/File:Jean-piaget.jpg)

Jean Piaget (1896-1980) (source: https://it.wikipedia.org/wiki/File:Jean-piaget.jpg)

The experience of regression as a temporal marker

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.

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PostedMay 23, 2017
AuthorMichel
Categorieseducation, psychology, theory, adult education
TagsJean Piaget, self-confidence, regression, relationship, cognitive development, linguistic skill, development, learning, disequilibrium
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