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  1.  96
    Three Generations of Complexity Theories: Nuances and ambiguities.Michel Alhadeff-Jones - 2008 - Educational Philosophy and Theory 40 (1):66-82.
    The contemporary use of the term ‘complexity’ frequently indicates that it is considered a unified concept. This may lead to a neglect of the range of different theories that deal with the implications related to the notion of complexity. This paper, integrating both the English and the Latin traditions of research associated with this notion, suggests a more nuanced use of the term, thereby avoiding simplification of the concept to some of its dominant expressions only. The paper further explores the (...)
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  2.  28
    Challenging the Limits of Critique in Education Through Morin’s Paradigm of Complexity.Michel Alhadeff-Jones - 2010 - Studies in Philosophy and Education 29 (5):477-490.
    The position adopted in this paper is inspired by Edgar Morin’s paradigm of complexity and his critique of scientific and philosophical forms of reductionism. This paper is based on research focusing on the diversity of conceptions of critique developed in academic discourses. It aims to challenge the fragmentation and the reduction framing the understanding of this notion in educational sciences. The reflection begins with the introduction of some of Morin’s assumptions concerning the paradigm of complexity. The next section provides a (...)
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  3.  26
    Pour une approche réflexive et critique des rapports entre temporalités et professionnalisation.Michel Alhadeff-Jones - 2014 - Revue Phronesis 3 (4):4-12.
    Being able to apprehend the determinants that influence the way a person or a group develops one’s relationship with time constitutes a crucial aspect of a process of professionalization. Based on this assumption, this paper formulates six finalities characterizing a critical and reflective approach in order to conceive and question the relationships between professionalization and temporalities. It proposes in particular to question the way one learns to discriminate, evaluate, interpret, argue, judge and challenge the temporalities and the rhythms, lived or (...)
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  4.  10
    A Reply to Marianna Papastephanou’s Review of Time and the Rhythms of Emancipatory Education.Michel Alhadeff-Jones - 2017 - Studies in Philosophy and Education 37 (1):103-107.
  5.  8
    A Reply to Marianna Papastephanou's Review of Time and the Rhythms of Emancipatory Education.Michel Alhadeff-Jones - forthcoming - Rhuthmos.
    This text has already been published in Studies in Philosophy and Education, Feb. 2018, n° 37, p.103–107. As we all know it, writing and reading takes time. In the contemporary social and academic context, often shaped by a destabilizing sense of acceleration and urgency, protecting the moments required for such ‘time-consuming' activities is not something that can be taken for granted anymore. The way we commit to a specific task expresses as much about the meaning it may carry that what (...)
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  6.  4
    Interpreting crises & transformative processes as complex & rhythmic phenomena.Michel Alhadeff-Jones - forthcoming - Rhuthmos.
    Interpreting crises and transformative processes as complex and rhythmic phenomena A webinar with Prof. Michel Alhadeff-Jones - Sciences de l'éducation et de la formation.
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  7.  4
    Learning from the whirlpools of existence.Michel Alhadeff-Jones - forthcoming - Rhuthmos.
    This paper has already been published in the European Journal for Research on the Education and Learning of Adults, Vol. 12, No. 3 : Learning in times of crisis.: 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 - Sciences (...)
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  8.  16
    Rythmes et paradigme de la complexité : Perspectives moriniennes.Michel Alhadeff-Jones - forthcoming - Rhuthmos.
    Ce texte doit paraître prochainement in J. Lamy, & J.-J. Wunenburger (Eds.), Rythmanalyse(s) et complexité, Fernelmont, Belgique : Transversales Philosophiques, E.M.E Editions. Nous remercions Michel Alhadeff-Jones et Julien Lamy de nous avoir autorisé à le reproduire ici. Interroger la nature des relations susceptibles d'être établies entre la notion de rythme et celle de complexité représente une démarche qui nécessite d'être opérée à plusieurs niveaux. Dans la mesure où le recours à ces deux (...) - Philosophie – Nouvel article.
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  9.  4
    Three Generations of Complexity Theories: Nuances and Ambiguities.Michel Alhadeff-Jones - 2008 - In Mark Mason (ed.), Complexity Theory and the Philosophy of Education. Malden, MA: Wiley-Blackwell. pp. 62–78.
    This chapter contains sections titled: Introduction: Complexity versus Complexities Etymological Roots Contemporary Genesis First Generation Second Generation Third Generation Keeping Complexity Complex Towards a New Form of Critique? Notes References.
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  10.  12
    Transformative Learning and the Rhythms of Individual and Collective Changes.Michel Alhadeff-Jones - forthcoming - Rhuthmos.
    Ce texte a déjà paru dans Nicolaides, A. & Holt D. , Spaces of Transformation and Transformation of Space, Proceedings of the XIth Transformative Learning Conference. New York : Teachers College, Columbia University, 2014, p. 107-109. Nous remercions Michel Alhadeff-Jones de nous avoir proposé de le reproduire ici. My research around the paradigm of complexity and the temporal and rhythmic dimensions of education - Sociologie – Nouvel article.
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