This book argues that by rethinking the way we relate to time, we can fundamentally rethink the way we conceive education. It provides an epistemological, historical and theoretical framework that will serve as a comprehensive resource for critical reflection on the relationship between the experience of time and emancipatory education.
This book argues that by rethinking the way we relate to time, we can fundamentally rethink the way we conceive education. It provides an epistemological, historical and theoretical framework that will serve as a comprehensive resource for critical reflection on the relationship between the experience of time and emancipatory education.
Michel Alhadeff-Jones is a psychosociologist and a philosopher of education. He works as an adjunct associate professor in the Adult Learning and Leadership Program at Teachers College, Columbia University. In Europe, he teaches at the universities of Fribourg and Geneva (Switzerland) and he is associated to the French Laboratory of Research EXPERICE (Experience, Cultural Resources and Education) at the University of Paris. He is the founder of the Sunkhronos Institute located in Geneva.
Inhaltsangabe
Introduction: How to establish the educational values of time? Part I: The study of time in educational sciences 1. The study of time and its epistemological challenges 2. Theorizing educational temporalities 3. The functions and meanings of temporal constraints in education Part II: The evolution of temporal constraints and the rhythms of education 4. The evolution of temporal discipline in education, from Antiquity to the Early Modern period 5. Temporal efficiency and rhythmic harmony, two competing educational ideals at the turn of the 20th century 6. The raise of temporal double binds in formal education throughout the second half of the 20th century 7. The rhythms of lifelong learning, between continuity and discontinuity Part III: Theorizing the rhythms of emancipation in education 8. The meanings of emancipation within a context of temporal alienation 9. Toward a rhythmic theory of emancipation in education 10. Facilitating emancipatory education, from critical pedagogy to rhythmanalysis 11. The moment of emancipation and the rhythmic patterns of transgression 12. The emergence of a rhythmological critique and the moment of theory in education
Introduction: How to establish the educational values of time? Part I: The study of time in educational sciences 1. The study of time and its epistemological challenges 2. Theorizing educational temporalities 3. The functions and meanings of temporal constraints in education Part II: The evolution of temporal constraints and the rhythms of education 4. The evolution of temporal discipline in education, from Antiquity to the Early Modern period 5. Temporal efficiency and rhythmic harmony, two competing educational ideals at the turn of the 20th century 6. The raise of temporal double binds in formal education throughout the second half of the 20th century 7. The rhythms of lifelong learning, between continuity and discontinuity Part III: Theorizing the rhythms of emancipation in education 8. The meanings of emancipation within a context of temporal alienation 9. Toward a rhythmic theory of emancipation in education 10. Facilitating emancipatory education, from critical pedagogy to rhythmanalysis 11. The moment of emancipation and the rhythmic patterns of transgression 12. The emergence of a rhythmological critique and the moment of theory in education
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