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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: PDF
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
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  Data: 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
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  Data: 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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