The Child’s Understanding of Time

Bibliographic Data

ID14818843
AuthorsWilfried Lippitz (Folkwang University of the Arts, corresponding author)
Year1983
Pages172-180
Publication date1983-01-01
Open AccessYes
TypeARTICLE
VenuePhenomenology + Pedagogy (JOURNAL)
Journal identifiersISSN: 0820-9189 • E-ISSN: 0820-9189
PublisherUniversity of Alberta Libraries (PUBLISHER)
DOI10.29173/pandp14873
OpenAlexW1919818068
LanguageEN
Citations received4
References cited1

Time is anything but an immediate phenomenon to which we have easy access. To be sure, we always live with and in time. But when we ask what time really "is," we find it difficult to come up with a quick answer. It is no accident that interpretations of time constitute one of the central chapters in philosophical attempts to provide a comprehensive understanding of human existence. Time is one of the key concepts of phenomenological reflection on the conditions and possibilities of human knowledge. But it is equally clear that a teacher or student, should he or she run up against the problem of time in didactic or development psychological contexts, will not simply reach for Heidegger's Being and Time. Such a person may turn to psychology. If one takes a look at one of the textbooks on developmental psychology which are often used in educating teachers, one finds an exclusively scientific view of time. In this case it is Piaget's' interpretation of time, an interpretation oriented toward cognitive psychology which cannot conceal its roots in the tradition of rationalistic epistemology. Langeveld's (1960) interpretation of the child's commerce with and experience of time presents a radical contrast to Piaget. His point of departure is our experience of lived time as we experience it prereflectively in our everyday lives

Early Childhood Education and Development · Education Methods and Practices · Psychology

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