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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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Paterson's Land, University of Edinburgh (Photography: Michel Alhadeff-Jones, 2017)

Paterson's Land, University of Edinburgh (Photography: Michel Alhadeff-Jones, 2017)

Transformative learning and the experience of rhythmic dilemmas

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.

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PostedApril 27, 2017
AuthorMichel
Categoriesadult education, conference, education, teaching
Tagstransformative learning, academic development, rhythmic dilemma, rhythmic dissonance, higher education, temporal double bind, temporal constraints, high impact learning, evaluation, technology-enhanced learning, collaborative close readings, poetry, disruption, Jack Mezirow, temporal status quo
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