Developing Rhythmic Intelligence

Towards a Critical Understanding of Educational Temporalities

Authors

  • Michel Alhadeff-Jones Temporalities, Rhythms & Complexity Lab, Institut Sunkhronos, Switzerland / Adult Learning & Leadership, Teachers College, Columbia University, USA https://orcid.org/0000-0003-0683-9600

DOI:

https://doi.org/10.25749/sis.26894

Keywords:

education, temporality, rhythm, rhythmanalysis, rhythmic intelligence

Abstract

This article discusses what goes into the adoption of a rhythmological conception of education. It theorizes the notion of rhythmic intelligence as a mean to further improve our understanding of educational temporalities and the ways they are experienced. Accordingly, this contribution aims at: (1) laying the foundations of a rhythmological perspective in educational research by formulating the main assumptions that define it; (2) illustrating the relevance of a rhythmological approach and exploring how it may be conceived, considering the language mobilised, the categorisations made, and the forms of reasoning through which the relations between heterogeneous temporalities are made intelligible; (3) introducing and defining the notion of rhythmic intelligence, to qualify the capacity required to deal with the rhythmicity of educational processes; and (4) exploring six pathways (learning to discriminate, interpret, examine, argue, judge and challenge rhythmic phenomena) to envision the development of rhythmic intelligence.

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Author Biography

Michel Alhadeff-Jones, Temporalities, Rhythms & Complexity Lab, Institut Sunkhronos, Switzerland / Adult Learning & Leadership, Teachers College, Columbia University, USA

Founder of the Sunkhronos Institute (Switzerland). He is also Adjunct Associate Professor at Teachers College, Columbia University (USA). In Switzerland, he is the Program Director of the Certificate of Advanced Studies “Life Narratives and Biographical Coaching” at the University of Fribourg. As a psychosociologist and philosopher of education, his research interests focus on transformative learning theory, complexity theory, time studies, rhythm studies, and rhythmanalysis. He authored many texts, articles and chapters around those themes, including his book Time and the Rhythms of Emancipatory Education (2017). Dr. Alhadeff-Jones is also the co-convener of the new ESREA Network « Spaces, Times & the Rhythms of the Education of Adults and its Movements » (STREAM Network). More information: www.alhadeffjones.com

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Published

2023-02-28