Cette question initiale entraîne la

Cette question initiale entraîne la critique de la conception d'un temps homogène, uniforme, qui s'écoulerait de la même façon pour tous les êtres temporels. Car la signification du temps, ses accentuations, dépendent d'une perspective sur le monde, d'un engagement dans le monde et d'un mode de rapport aux choses. Il devient alors impossible de référer au temps de l'enseignement comme donnée objective, substrat de toute expérience. Et, par contrecoup, il devient possible et nécessaire de critiquer la manière dont le temps est représenté et vécu dans les pratiques d'enseignement dominantes. Il doit y être resitué en tant que concrétisation d'une temporalité particulière parmi les temporalités possibles, et non comme fait incontournable accréditant l'argument de «contraintes de temps» ou de «manque de temps» pour ne pas pratiquer autrement et résister au changement.

Results (English) 1:

This initial question involves criticism of the design of a homogeneous time, uniform, which would flow the same way for all temporal beings. For the meaning of time, its accents, depend on a perspective on the world, a commitment to the world and a fashion statement to things. It then becomes impossible to refer to the time of teaching as objective data, substrate of all experience. And, in turn, it is possible and necessary to criticize the way in which time is represented and lived in mainstream teaching practices. There must be relocated as the realization of a particular temporality among the possible timescales, and not as inescapable fact accrediting the

Results (English) 2:

This initial question leads to criticism of the design of a homogeneous, uniform time, which would flow in the same way for all temporal beings. For the meaning of time, its accentuations, depend on a perspective on the world, a commitment to the world and a way of relating to things. It then becomes impossible to refer to the time of teaching as an objective data, the substrate of any experience. And, in turn, it becomes possible and necessary to criticize the way time is represented and lived in mainstream teaching practices. It must be re-located as a realization of a particular temporality among the possible temporalities, and not as an inescapable fact accrediting the argument of "time constraints" or "lack of time" not to practice otherwise and resist change.

Results (English) 3:

This initial problem leads to criticism of the design of a unified, unified time, which will flow to all time in the same way. Because the meaning of time, its strengthening, depends on the view of the world, the commitment to the world, and the relationship with things. In this way, it is impossible to regard teaching time as objective data, the benchmark of any experience. Therefore, it is possible and necessary to criticize the representativeness and life style of time in mainstream education practice. It must be used as a concrete manifestation of a specific time within the possible time range, rather than as an unavoidable act to prove the argument of "... Time limit" or "time limit", so as to avoid other approaches and resistance to change.