Time: The Invisible Frame of Experience

Larry John Green

Abstract


This article is a conversational engagement with Michel Alhadoff-Jones recently published book Time and the Rhythms of Emancipatory Education. The book makes the argument that we live in a milieu of multiple, competing, even alienating, temporalities. This is contrasted with a hegemonic concept of time as objective and measureable — one identical moment following another into eternity. The prevailing dominance of this latter concept elides awareness of multiple temporalities and the impact they have on human experience. Given this state of affairs we remain ignorant of the temporal causes that contribute to incoherent and fragmented selves. This book aims to alleviate that ignorance, while furthering the goals of emancipatory education by teaching us temporal literacy. In this respect, it furthers the work of Mezirow (2000) who encouraged us to critically examine the assumptions that control us. Understanding that challenge, and employing the methods of psychotherapy I outline a process whereby individuals can first understand and possibly author an emancipatory relationship with time. I expand on the author’s thesis by bringing in the notion of liminality to articulate the existential challenges encountered in such a project.

 


Keywords


critical distance, liminality, temporality, transgression,

Full Text:

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References


Alhadeff-Jones, M. (2012). Transformative learning and the challenges of complexity. In E.W. Taylor, P. Cranton (Eds.), Handbook of transformative learning: Theory, research and practice (pp. 178-194). San Francisco: Jossey- Bass.

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Lefebvre, H. (2004). Rhythmanalysis: Space, time and everyday life (S. Elden & G. Moore, Trans.). London: Continuum. (Original work published 1992)

Mezirow, J. (2000). Learning as transformation: critical perspectives on a theory in progress.

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