Today's pedagogy has developed a theoretical and practical understanding of time that is incongruent with the logical-rational paradigm of deterministic temporality. The time spent educating and learning is incompatible with the traditional universality of quantifiable and measurable time. The "kairological" rhythm of the subject's evolutionary experience governs the subjective and qualitative time of education. This time emphasizes individual differences and necessitates the creation of appropriate learning spaces and environments. In this sense, the contribution aims to improve the formative dimension of slow time in education and learning in outdoor enviroments.

Slow Time. Education and learning in outdoor environments

Giambattista Bufalino
;
Gabriella D'Aprile
;
Raffaella Strongoli
2022

Abstract

Today's pedagogy has developed a theoretical and practical understanding of time that is incongruent with the logical-rational paradigm of deterministic temporality. The time spent educating and learning is incompatible with the traditional universality of quantifiable and measurable time. The "kairological" rhythm of the subject's evolutionary experience governs the subjective and qualitative time of education. This time emphasizes individual differences and necessitates the creation of appropriate learning spaces and environments. In this sense, the contribution aims to improve the formative dimension of slow time in education and learning in outdoor enviroments.
time, slow time, learning environments
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/20.500.11769/538399
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