The aim of this paper is to problematize and enrich the use of the concept of crisis in adult education to theorize further its contribution to the study of transformative processes. This paper discusses first the implications inherent in the adoption of event-based and processual approaches to crises. It seeks then to nuance and problematize the ways in which the relationships between crisis, learning and (trans)formative processes are conceived in adult education, especially through transformative learning theory and biographical approaches. The reflection highlights the difficulty of capturing the fluidity of learning and (trans)formative dynamics. Inspired by Edgar Morin’s paradigm of complexity and illustrated by examples taken from the COVID-19 pandemic, three principles are defined to help conceiving what structures, regulates and reorganizes such dynamics. The contribution concludes by emphasizing the importance of developing a critical awareness of the rhythms that shape educational processes.

中文翻译：

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从存在的漩涡中学习

本文的目的是对成人教育中危机概念的使用进行问题化和丰富，以进一步理论化其对变革过程研究的贡献。本文首先讨论了采用基于事件和过程的方法应对危机的内在含义。然后，它试图对成人教育中危机、学习和（转型）过程之间关系的构想方式进行细微差别化和问题化，特别是通过转型学习理论和传记方法。反思强调了捕捉学习的流动性和（转化）动态的困难。受到 Edgar Morin 的复杂性范式的启发，并以 COVID-19 大流行的例子进行说明，定义了三个原则来帮助构想什么结构，调节和重组这种动态。文章最后强调了培养对塑造教育过程的节奏的批判意识的重要性。