2011 TC Research
Teachers College, Columbia University
Teachers College Columbia University

Research

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Michel Alhadeff-Jones

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
  • Time studies and education
  • Leadership and self-development
  • Philosophy of education
  • Transdisciplinarity and science studies
  • French-speaking trends in adult education

Selected Publications

Books:

  • Alhadeff-Jones, M., & Kokkos, A., (Eds.). (2011). Transformative Learning in Time of Crisis: Individual and Collective Challenges. Proceedings of the 9th International Transformative Learning Conference. New York & Athens, Greece: Teachers College, Columbia University & The Hellenic Open University (756 p.).
  • Alhadeff-Jones, M. (2007). Education, critique et complexité: modèle et experience de conception d'une approche multiréférentielle de la critique en Sciences de l'éducation [Education, Critique and Complexity: Modeling and Experiencing the Design of a Multireferential Approach of Critique in Educational Sciences]. Université de Paris 8 et Université de Lille, France: Atelier National de Reproduction des Thèses (ISBN: 978-2-7295-7649-3) (638 p.)

Journal Articles:

  • Alhadeff-Jones, M. (2010). Challenging the Limits of Critique in Education through Morin's Paradigm of Complexity. Studies in Philosophy and Education, 29, 5, 477-490.
  • Alhadeff-Jones, M. (2010). Transformative Learning, Sustainability and the Issue of Time (Greek translation). Adult Education (Journal of the Hellenic Adult Education Association), 19, 7-8.
  • Alhadeff-Jones, M. (2009). Revisiting Educational Research Through Morin's Paradigm of Complexity. Complicity: An International Journal of Complexity and Education, 6, 1, 61-70.
  • Alhadeff-Jones, M. & Le Grand, J.-L. (2008). Histoires de vie, recherches (auto-) biographiques et narratives en éducation: Références bibliographiques significatives en langue anglaise. Pratiques de Formation / Analyses, 55, 223-239.
  • Alhadeff-Jones, M. (2008). Concevoir le développement d'un rapport critique à la complexité dans l'activité de recherche. Chemins de Formation, 12-13, 104-112.
  • Alhadeff-Jones, M. (2008). Three Generations of Complexity Theories: Nuances and Ambiguities. Educational Philosophy and Theory, 40, 1, 66-82.
  • Alhadeff, M. (2002). Les Enjeux de la critique dans le paysage anglo-saxon de l'éducation: Petite course à travers champs. Pratiques de Formation / Analyses, 43, 131-144.

Book Chapters:

  • Alhadeff-Jones, M. (forthcoming). Pour une éducation et une formation critiques du rapport au temps. In P. Roquet (Ed.) Temps et complexité. Paris: L'Harmattan.
  • Alhadeff-Jones, M. (forthcoming). Transformative Learning and the Challenges of Complexity. In E. Taylor & P. Cranton (Eds.), Handbook of Transformative Learning: Theory, Research and Practice. San Francisco: Jossey-Bass.
  • Alhadeff-Jones, M. (2010). The Reduction of Critique in Education: Perspectives from Morin's Paradigm of Complexity. In D. Osberg & G. Biesta (Eds.), Complexity Theory and the Politics of Education (pp.25-37). Rotterdam: Sense Publishers.
  • Alhadeff-Jones, M. (2008). Three Generations of Complexity Theories: Nuances and Ambiguities. In M. Mason (ed.). Complexity Theory and the Philosophy of Education (pp.62-78). Oxford: Blackwell-Wiley.
  • Alhadeff-Jones, M. (2008). Promoting Scientific Dialogue as a Lifelong Learning Process. In F. Darbellay, M. Cockell, J. Billotte & F. Waldvogel (Ed.). A Vision of Transdisciplinarity. Laying Foundations for a World Knowledge Dialogue (pp.94-102). Lausanne, Switzerland: Swiss Federal Institute of Technology Press & CPC Press.
  • Alhadeff-Jones, M. (2007). Paradoxes de l'accompagnement et (r)éveil d'une pensée critique. In J.-P. Boutinet, N. Denoyel, G. Pineau, J.-Y. Robin (Ed.). Penser l'accompagnement adulte (pp. 227-242). Paris: Presses Universitaires de France.
  • Alhadeff, M. (2005). Complexité de la critique et critique de la Complexité en formation. In J. Clenet & D. Poisson (Ed.) Complexité de la formation et formation à la complexité (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. In R. Arce, Farina, F., Novo, M., Egido, A., Ardoino, J., Berger, G. (Ed.), La pensée critique en éducation (pp. 34-46). Santiago de Compostela (Spain): Universidade de Santiago de Compostela.
  • 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.

Communications

  • Alhadeff-Jones, M., Lesourd, F., Roquet, P., & Le Grand, J.-L. (2011). Questioning the temporalities of transformative learning in a time of crisis. In M. Alhadeff-Jones, M., & A. Kokkos, (Eds.), Transformative learning in time of crisis: Individual and collective challenges. Proceedings of the 9th International Transformative Learning Conference (pp.394-407). New York & Athens, Greece: Teachers College, Columbia University & The Hellenic Open University.
  • Alhadeff-Jones, M. (2010). De l'hétérogénéité du recours à la notion de "critique" en Sciences de l'éducation: Enjeux théoriques et épistémologiques. In Les Actes du Congrès International Actualité de la Recherche en Education et en Formation (AREF) 2010. Genève: Université de Genève.
  • Alhadeff-Jones, M. (2010). Learning to Challenge Time in Adult Education: A Critical and Complex Perspective. In B. Merrill (Ed.) Proceedings of the 40th Annual Standing Conference on University Teaching and Research in the Education of Adults (SCUTREA). Warwick, UK: Warwick University.
  • Alhadeff-Jones, M. (2010). The Reduction of Critique in Education: Perspectives from Morin's Paradigm of Complexity. In Biesta, G. (Ed.) Proceeding of the First International Theorising Education Conference. Stirling, UK: University of Stirling.
  • Kowalski, R., Alhadeff-Jones, M., Jester, M., Yates, J., Cotter, T., Hyland, R., & al. (2009, November). Cycling through Time and Learning: Using Life Histories to Explore Cohort Cohesion in an Intensive Doctoral Program. In P. Cranton, E. Taylor & J. Tyler (Eds.) Proceedings of the 8th International Transformative Learning Conference (pp.221-226). Bermuda and Harrisburg, PA: Penn State University.
  • Alhadeff, Jones, M. (2009, May). Interroger les implicites de la critique à l'Université: Le cas des Sciences de l'éducation. International conference celebrating the 40th Anniversary of the creation of the University of Paris 8 – Vincennes Saint-Denis, Paris.
  • Alhadeff-Jones, M. (2007). Beyond the Heterogeneity of Critique in Education: Researchers' Experiences of Antagonisms and Limits as Transformative Learning Opportunities. In P. Cranton & E. Taylor (Eds.) Proceedings of the 7th International Transformative Learning Conference (pp. 1-6). Albuquerque, NM: University of New Mexico College of Education, Central New Mexico Community College.
  • Alhadeff-Jones, M. (2007, May). Scientific Mind, Critical Mind and Complexity: Learning from a Scientist's Life History. Learning Development Institute & UNESCO 2nd International Conference. Vancouver, Canada.
  • Alhadeff, M. (2003). Rethinking Transformative Learning and the Concept of 'Critical Reflection' through the Paradigm of Complexity. In C. Aalsburg Wiessner, S. Meyer, N. Lloyd Pfhal, P. Neaman (Eds.) Proceedings of the 5th International Transformative Learning Conference (pp. 20-26). New York: Teachers College, Columbia University.
  • Alhadeff, M. (2003). Rethinking the concept of 'Critically Reflective Practice' through the Paradigm of Complexity: Some Epistemological, Theoretical, and Practical Issues. In D. Flowers, M.-Y. Lee, A. Jalipa, E. Lopez, A. Schelstrate, V. Sheared (Eds.) Proceedings of the 44th Annual Adult Education Research Conference (pp. 7-12). San Francisco, CA: University of San Francisco.

A&H 5010: Special topics in arts and humanities

Focus on topics and issues using existing documents, studies and multimedia to support investigations into critical issues in arts and humanities.

ORLD 5023: Leadership and self-development: A biographical approach

This course takes an in-depth look at leadership and self-development using a biographical approach. Writing one's own life history and interpreting other students narrative brings participants to go directly to the heart of all significant leadership transformation: growing as a person to grow as a leader. Multidisciplinary readings are also privileged in order to explore leadership as a complex phenomenon.

ORLD 6800: Workshop in Adult Education