Professional Background
Educational Background
Ph.D. in Educational Sciences, University of Paris 8, France, 2007
Dissertation Title: Education, critique and complexity: Modeling and experiencing the design of a multireferential approach of critique in educational sciences
Director: Prof. Jean-Louis Le Grand; Committee chair: Prof. Pierre Dominicé
M.A. in Psychology and Human Resources, University of Geneva, Switzerland, 2001
Dissertation Title: Critical contributions to the development of assertiveness and social support in a downsizing institution: Exploratory research on the ways-of-knowing "how-to-be" and self-development training in an International Organization
Committee chair: Prof. Alberto Munari
B.A. in Psychology, University of Geneva, Switzerland, 1998
Dissertation Title: Study on giving general meanings to the content of dreams: Exploratory research on kind, frequency and function of oppositions figured in dreams Director: Prof. Jacques Montangero
Scholarly Interests
· Critical theories and complexity theories applied to adult and higher education
· Biographical approaches, life history and educational biography as methodologies of research, training and coaching
· Philosophy of education
· Transdisciplinarity and science studies
· French-speaking trends in adult education
Selected Publications
Alhadeff-Jones, M. (in press). Three Generations of Complexity Theories: An Orienting History for some Disorienting Contributions. Educational Philosophy and Theory, 40, 1.
Alhadeff-Jones, M. (2007). Paradoxes de l'accompagnement et (r)éveil d'une pensée critique [Paradoxes of Coaching and Critical Thinking]. In J.-P. Boutinet, N. Denoyel, G. Pineau, J.-Y. Robin (Ed.). Penser l'accompagnement adulte [Conceiving the Coaching of Adults] (pp. 227-242). Paris: Presses Universitaires de France.
Alhadeff-Jones, M. (in press). Promoting Scientific Dialogue as a Lifelong Learning Process. In F. Darbellay, M. Cockell, J. Billotte, F. Waldvogel (Ed.) World Knowledge Dialogue. Paris.
Alhadeff-Jones, M. (2007, October). Beyond the Heterogeneity of Critique in Education: Researchers' Experiences of Antagonisms and Limits as Transformative Learning Opportunities. Paper presented at the 7th International Transformative Learning Conference "Transformative Learning: Issues of Difference and Diversity", University of New Mexico, College of Education, Albuquerque, NM.
Alhadeff-Jones, M. (2007, May). Scientific Mind, Critical Mind and Complexity: Learning from a Scientist's Life History. Paper presented at the 2nd International Conference "Building the Scientific Mind", Learning Development Institute & UNESCO, Vancouver, Canada.
Alhadeff, M. (2005). Complexité de la critique et critique de la complexité en formation [Complexity of Critique and Critique of Complexity in Adult Education]. In J. Clenet & D. Poisson (Ed.) Complexité de la formation et formation à la complexité [Complexity of Adult Learning and Learning to deal with Complexity] (pp. 227-241). Paris: L'Harmattan.
Alhadeff, M. (2004). Conjuguer l'hétérogénéité de la critique en sciences de l'éducation: de l'hypocrit(iqu)e à l'hypercritique [Articulating Heterogeneity of Critique in Educational Sciences: From Hypocrit(icism) to Hypercriticism]. In R. Arce, Farina, F., Novo, M., Egido, A., Ardoino, J., Berger, G. (Ed.), La pensée critique en éducation [Critical Thinking in Education] (pp. 34-46). Santiago de Compostela (Spain): Universidade de Santiago de Compostela.
Alhadeff, M. (2003, October). Rethinking Transformative Learning and the concept of 'critical reflection' through the Paradigm of complexity. Paper presented at the 5th International Transformative Learning Conference "Transformative Learning in action: Building bridges across contexts and disciplines", Teachers College, Columbia University, New York.
Alhadeff, M. (2003, June). Rethinking the concept of 'critically reflective practice' through the Paradigm of complexity: Some epistemological, theoretical, and practical issues. Paper presented at the 44th Annual Adult Education Research Conference (AERC), San Francisco State University, CA.
Alhadeff, M. (2003, May). L'accompagnement et sa masse critique: Du trou noir au big bang [Coaching and its Critical Mass: From the Black Hole to the Big Bang]. Paper presented at the Fontevraud International Conference "L'accompagnement et ses paradoxes", Fontevraud, France.
Alhadeff, M. (2002). Les enjeux de la critique dans le paysage anglo-saxon de l'éducation: Petite course à travers champs [The Stakes of Critique in the English-speaking Field of Education]. Pratiques de Formation / Analyses, 43, 131-144. Paris: Université de Paris 8.
Alhadeff, M. (2001). Rethinking Self-development Practices at Work in an Increasingly Insecure and Ever-changing Environment: A Case Study to Explore some Theoretical and Practical Contributions of a Post-modern Approach to Adult Education. In E. Lourenço (Ed.) Wider Benefits of Learning: Understanding and Monitoring the Consequences of Adult Learning (pp. 204-213). Lisbon (Portugual): ESREA & Universidade Lusófona de Humanidades e Tecnologias.
Michel Alhadeff-Jones
Phone: 212-678-3760
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