Education and the Time of our Lives

Pattison, Harriet (2016) Education and the Time of our Lives. Other Education, 5 (2). pp. 108-127. ISSN 2049-2162

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Abstract

Education has long presented itself as a meaningful advancement. It is a proposition which depends on, amongst other things, a particular projection of the temporal dimension. Time proposed as a forward flowing consistent and constant element allows for education as a progression through which its subjects will be improved upon by the addition of more knowledge and greater skills. This paper explores the notion of this progression through a deconstruction of the linear topology of time with reference to Nietzsche’s eternal recurrence. In doing so the description of ourselves begged by the idea of education as a progress is questioned. New mathematical ideas present the possibility of topologies of time which are able to reflect and relate differently to human experience. Here I suggest that altering the topology of time used by education would also allow us to alter our understanding of human change and would therefore simultaneously allow us to think anew about what we mean by education.

Keywords: time, nihilism, memory, progress, change

Item Type:	Article
Keywords:	time, nihilism, memory, progress, change
Faculty / Department:	Faculty of Education and Social Sciences > School of Education
Depositing User:	Harriet Pattison
Date Deposited:	22 May 2017 13:48
Last Modified:	08 Nov 2024 12:14
URI:	https://hira.hope.ac.uk/id/eprint/1590

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