Teaching and Time: Foundations of a Temporal Pedagogy
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| Title: | Teaching and Time: Foundations of a Temporal Pedagogy |
|---|---|
| Language: | English |
| Authors: | Mayes, Clifford |
| Source: | Teacher Education Quarterly. Spr 2005 32(2):143-160. |
| Availability: | Caddo Gap Press. 3145 Geary Blvd PMB 275, San Francisco, CA 94118. Tel: 415-666-3012; Fax: 415-666-3552; e-mail: caddogap@aol.com; Web site: http://www.caddogap.com |
| Peer Reviewed: | Y |
| Physical Description: | |
| Page Count: | 18 |
| Publication Date: | 2005 |
| Intended Audience: | Teachers |
| Document Type: | Journal Articles Opinion Papers Reports - Descriptive |
| Education Level: | Adult Education |
| Descriptors: | Theory Practice Relationship, Time Perspective, Autobiographies, Spiritual Development, Case Studies, Cultural Context, Teaching (Occupation), Teaching Experience, Time Factors (Learning), Time Blocks, Transformative Learning, Teacher Education |
| ISSN: | 0737-5328 |
| Abstract: | How people experience, interpret, and enact time--personally, collectively, and transcendentally--is educationally significant. One's temporal hopes and fears, limitations and potentials, are the fundamental stuff out of which is forged "the constitution of human life in time." In this article, the author offers various perspectives on individual, cultural, and spiritual time, suggesting alternatives to the reductionist linearity in most federal agendas for educational "reform." He also offers a few suggestions about how to bring these alternative views of time to fruition in various educational contexts. "At the biographical level," he discusses helping students deal with psychological rupture through narrative reconstruction. He also stresses the importance of encouraging teachers to explore the autobiographical dimensions of their own sense of calling, current practice, and goals. Furthermore, he argues for the importance of teaching both teachers and students to respectfully examine various "cultural views of time." Finally, he discusses how "spiritual commitments regarding time" are vital because they buttress the delicate personal, political, and cultural edifice of many teachers' calling and practice. |
| Abstractor: | ERIC |
| Number of References: | 89 |
| Entry Date: | 2008 |
| Access URL: | https://www.teqjournal.org/backvols/2005/32_2/volume_32_number_2.htm |
| Accession Number: | EJ795316 |
| Database: | ERIC |
| Abstract: | How people experience, interpret, and enact time--personally, collectively, and transcendentally--is educationally significant. One's temporal hopes and fears, limitations and potentials, are the fundamental stuff out of which is forged "the constitution of human life in time." In this article, the author offers various perspectives on individual, cultural, and spiritual time, suggesting alternatives to the reductionist linearity in most federal agendas for educational "reform." He also offers a few suggestions about how to bring these alternative views of time to fruition in various educational contexts. "At the biographical level," he discusses helping students deal with psychological rupture through narrative reconstruction. He also stresses the importance of encouraging teachers to explore the autobiographical dimensions of their own sense of calling, current practice, and goals. Furthermore, he argues for the importance of teaching both teachers and students to respectfully examine various "cultural views of time." Finally, he discusses how "spiritual commitments regarding time" are vital because they buttress the delicate personal, political, and cultural edifice of many teachers' calling and practice. |
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| ISSN: | 0737-5328 |
