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ERIC Number: ED386450
Record Type: RIE
Publication Date: 1995-Apr-22
Pages: 43
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Time and Education: Postmodern Eschatological Perspectives.
Slattery, Patrick
This paper discusses postmodern philosophical conceptions of time as they might inform educational theorizing, and it challenges the underlying assumptions about time in current educational reform literature, especially the 1994 Report of the National Commission on Time and Learning entitled "Prisoners of Time" (U.S. Department of Education, 1994). The paper deconstructs the notions of time as linear, hierarchical, and quantifiable and proposes instead a proleptic or eschatological view of temporality. Time has traditionally been incorporated into educational research as a variable to be controlled, managed, or manipulated in order to improve instructional goals, classroom management, and evaluation results. These efforts to manipulate time as an isolated, independent, and quantifiable variable are based on the assumption that the universe was created in time and space as opposed to time and space being interwoven into the very essence of the cosmos. This paper proposes an understanding of time based on a simultaneous experience of past, present, and future. This proleptic eschatology confronts the underlying assumption in contemporary educational literature and research that time can be quantified and used as an independent variable. Rather than defining teachers as "prisoners of time" who met efficiently manage, effectively organize, appropriately delegate, and creatively invest time, educators are challenged to envision their lives as functioning within a larger dynamic ecosystem with past, present, and future integrated simultaneous into the very fabric of existence in a postmodern process of becoming. (Contains 44 references.) (Author)
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (San Francisco, CA, April 18-22, 1995).