The symposium chaired by Jörg Schwarz (HSU Hamburg) approached the conference topic of crisis and transformation systematically from a temporal perspective and bring together theoretical and empirical contributions to discuss processuality and rhythmicity as core aspects of a relational analysis of crisis and transformation, especially fruitful with regard to their pedagogical relevance.
Michel Alhadeff-Jones (Sunkhronos Institute, Genf / Université de Fribourg / Columbia University) provided a temporal-theoretical grounding of the core concepts of processuality and rhythmicity, contrast this perspective with the concepts of transformative learning and discuss the importance of rhythmic intelligence in educational processes.
Franziska Wyßuwa (Martin-Luther-Universität Halle) followed with a qualitative empirical investigation of the processing of crises in adult education courses, asking for how the marking and neogiating of crises in courses contribute to shaping transformational processes.
Hannah Hassinger und Sabine Schmidt-Lauff (HSU Hamburg) looked at biographical transformation processes based on qualitative interviews with adult learners and investigate how crises affect the temporal modalities of their learning.
Maja Maksimovic (University of Belgrade) examined crisis and transformation as deeply embodied processes; using the concept of Liminality, it investigated how a chronic pain condition produces spatiotemporal structures where learning processes emerge.