-
Verfasser
-
Alhadeff-Jones, Michel
-
Titel
-
Beyond space and time—Conceiving the rhythmic configurations of adult education through Lefebvre’s rhythmanalysis
-
Jahr
-
2019
-
In
-
Zeitschrift für Weiterbildungsforschung 2019(2): RaumZeit in der Erwachsenenbildung
-
Seite
-
165 - 181
- Zitierlink
-
http://www.die-bonn.de/id/37131
Um diese Ausgabe zu zitieren, verwenden Sie bitte diese Internetadresse.
- Abstract
-
Like a fabric made of different threads, adult education waives multiple places and reveals different paces whose influences may be complementary, contradictory and antagonistic with each other. The spaces and times that shape people’s life are rarely static or constant. They evolve and fluctuate. Every day, throughout their existence, people have to learn to adjust, coordinate and move through material, natural, social and symbolic environments that keep evolving. The aim of this paper is to explore how to conceive the influences of both spatial and temporal configurations through which adults learn, transform and develop themselves. To proceed, the reflection refers to Henri Lefebvre’s contribution, and more specifically to his conception of rhythmanalysis. The paper first introduces Lefebvre’s ideas around space and time, and opens up the possibility to conceive their relations through the concept of rhythm. Then, the idea of rhythmanalysis is introduced and its use in educational research discussed. The third part of the paper explores and illustrates more specifically three concepts introduced by Lefebvre to interpret the relations between rhythmic phenomena (arrhythmia, polyrhythmia and eurhythmia). It is finally suggested that this triple lens opens up the possibility to analyze the relations between space, time and educational processes through three prototypical rhythmic configurations found in the practice: the experiences of dissonance, alternance and resonance.
