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.