ABSTRACT
Temporalities, as human capabilities, can be constructed pedagogically. Learning itself, if it is understood as an activity, has a temporal element to it. In addition, self-reflection or taking part in an internal conversation or in an examination of the self (especially in a religious sense) all refer to past occurrences – they are never acts of reflection about present occurrences. The whole present is never available for self-examination. This notion of reflection and examination has important consequences for learning, pedagogic relations and going-on in life.
