Education and the Concept of Time

Educational Philosophy and Theory 45 (5):571-583 (2013)
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Abstract

As we speak about time in the context of everyday life, we have no problem with what we mean by time. We take time as given. Different kinds of theories of development rely on the ordinary concept of time. Time is a sequence of instants, and we are moving along from the past to the future, from birth to death. Moving in time also means development. It does not take into account how a human being is in the time. It flattens our view of human life and cannot describe our manifold being. According to theories of development, if a child does not behave in a certain instant as the theories expect, there must be a problem with that child or she has not developed as well as others. Heidegger uses terms like time-space, temporality and ecstases of time. The question of time is of the same kind as the question of Being. We are in the world and in time in the same way. We all have experience of time, how it sometimes goes quickly and sometimes very slowly. Time is not experienced as moments one after another. It is time-space. Time-space means that time has three dimensions and it consists of the ecstatical opening up of the future, the past and the present. In this article, I will open up the question how the traditional understanding of time and the ecstatic understanding of time understand children differently. What does it mean that little children live exclusively in the present?

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References found in this work

Critique of Pure Reason.Immanuel Kant - 1998 - Cambridge: Cambridge University Press.
Critique of Pure Reason.Immanuel Kant - 1781/1998 - In Elizabeth Schmidt Radcliffe, Richard McCarty, Fritz Allhoff & Anand Vaidya (eds.), Philosophy and Phenomenological Research. Blackwell. pp. 449-451.
Critique of Pure Reason.Wolfgang Schwarz - 1966 - Philosophy and Phenomenological Research 26 (3):449-451.

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