chapter
A sense of time
‘I would like the school to be clever,
Pages 14

Time has long been a feature of the playground vocabulary of school children. Time though is a multi-faceted concept. It can be viewed as historical, scientific or mathematical. It can be imagined, experienced and measured. It can be theorised as geometrically rigid, with constant measurable distances or as percolated:

Time does not always flow according to a line . . . but rather, according to an extraordinarily complex mixture, as though it reflected stopping points, ruptures, deep wells, chimneys of thunderous acceleration, rendings, gaps – all sown at random, at least in a visible disorder.