Learning from the whirlpools of existence: Crises and transformative processes as complex and rhythmic phenomena.

Autor/in	Alhadeff-Jones, Michel
Titel	Learning from the whirlpools of existence: Crises and transformative processes as complex and rhythmic phenomena.
Quelle	In: European journal for Research on the Education and Learning of Adults, 12 (2021) 3, S. 311-326Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext kostenfreie Datei (3) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2000-7426
DOI	10.25656/01:23582 10.3384/rela.2000-7426.3914
URN	urn:nbn:de:0111-pedocs-235822
Schlagwörter	Erfahrung; Lernen; Lernprozess; Biografisches Lernen; Transformation; Erwachsenenbildung; Komplexität; Krise
Abstract	The aim of this paper is to problematize and enrich the use of the concept of crisis in adult education to theorize further its contribution to the study of transformative processes. This paper discusses first the implications inherent in the adoption of event-based and processual approaches to crises. It seeks then to nuance and problematize the ways in which the relationships between crisis, learning and (trans)formative processes are conceived in adult education, especially through transformative learning theory and biographical approaches. The reflection highlights the difficulty of capturing the fluidity of learning and (trans)formative dynamics. Inspired by Edgar Morin's paradigm of complexity and illustrated by examples taken from the COVID-19 pandemic, three principles are defined to help conceiving what structures, regulates and reorganizes such dynamics. The contribution concludes by emphasizing the importance of developing a critical awareness of the rhythms that shape educational processes. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2022/1