ABSTRACT
This chapter examines to the significance and broader implications of temporality for phenomenology and higher education. Merleau-Ponty said that dismissal is inappropriate, and hesitate from doing so and take another look at what presents itself to us through perception, the phenomenon; it opens new vistas for the meaning and understanding of experience. The chapter provides ordinary writing as the means for students to pursue what have previously thought of as identity in higher education and how this relates to students choices of major and courses of study more generally. It argues that writing is the only way the professor can see or hear what students know in detail inside their heads, but in fact, the essay or term paper does not exist anywhere until it is actually written. The chapter focuses on how higher education may facilitate, if it chooses to do so. It explores that what type of writing might actually look like in higher education.
