Emergence of Meaning Amidst a Tension Between Forms and Contents.

In this paper, I propose an analysis of the tension between forms and contents as a condition of emergence of meaning. I refer to Vygotsky's earlier work "Psychology of Art" as an inspiration, to develop my own model. This leads me to present an analysis of how forms overcome contents in a monological way, but also in a dialogical perspective.

Theoretical and Poetic Inquiry into Indetermined Intergenerationality: Entering into and Going Beyond the Authors' Papers.

Following the reflection in the editorial on the importance of indeterminacy as a thematic and a way to look at intergenerationality in a dynamic fashion, I present the tendency to refuse indeterminacy versus going into it. I present the authors' critic of the first tendency and I highlight how they implicitly present indeterminacy. I refer to Bergson's concept of empty form to guide my analysis that aims to making visible some tacit aspects in the authors' analysis.

Intergenerationality in the Light of Indeterminacy.

This Special Issue aims to shed light on the undetermined nature of intergenerational trajectories. Indeterminacy has been suggested to the author as an avenue to tackle the dynamic aspect -which entails looking at tensions in an unfolding process- of intergenerationality. We present the paper in this Special Issue by insisting on their main contributions, we identify HOW they define the concept of generation, particularly in reference to indeterminacy.

The Concept of Dialogical CO-Zone of Proximal Development: Intergenerationality in the Making.

In this paper I elaborate on the concept of dialogical Co-ZPD proposed in the conclusion of a paper by (Boulanger et al., in Integrative Psychology and Behavioral Sciences, 54, 269-285, 2020). I do this by insisting on potentiality as one of its main dimension.

Gerontagogy Toward Intergenerationality: Dialogical Learning Between Children and Elders.

This paper aims at overcoming the following limits of gerontagogy -particularly with regard to Lemieux's model: referencing chronological age; delimitating elders' learning in reference to traits (styles, needs, behaviors, etc.) in contrast to children's learning; overlooking the aging aspect. To do so, we propose to integrate aging and intergenerationality into gerontagogy from a sociocultural, dialogical and historical approach.

Continuity of Learning in Discontinuous Conditions: Children Experience of Transition in Irreversible Time.

In this theoretical paper, I propose that in certain conditions children's subjective continuity (irreversible time) of experience could be sustained by objective discontinuity in reference to instruments like the clock that is used to sequentialize time in school. I suggest that it happens through intervals-as-transitions (c.f.

Expansion of Parents' Undetermined Experience in Socioeducational Programs: Extending the Dialogical Self Theory.

The Dialogic Self Theory (DST-Hermans et al. Integrative Psychology and Behavioral Sciences, 51(4), 1-31, 2017) is extended here in its dynamic aspects through focusing on the notions of indeterminacy, emptiness and movement. Linking with Husserl, I propose moving the dialogical self (DS) from a clear position in the "repertory of the Self" to an undetermined horizon.