Against the backdrop of a historical debate between science and
philosophy with regard to the nature of time, this book argues that
our commonsense understanding of time is inadequate-especially for
education. Teachers' work is heavily imbued with the effects of
clock time, and yet there is another time-duration-which remains
out of sight precisely because our sights are filled with temporal
things and projections of futurality. The book rests primarily on
Henri Bergson's work on time, and works toward intuition as
phenomenological method for the discovery of a creative time in
experience.
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