ABSTRACT
This chapter identifies principles that may provide us with an epistemological ground to navigate theories that appear simultaneously as complementary, antagonistic and contradictory with each other. It also provides the reader with a broad (but necessarily superficial) overview of some of the main ideas that inform the contemporary understanding of time in philosophy, physics, biology and human sciences to better understand the origins and the roots of the discourses on time found in educational sciences. Dominant perspectives in biology are deeply embedded in the epistemological assumptions framed by classical physics and Newtonian mechanics, privileging a conception of time used to measure and quantify duration and rate. Social theories of time are all based on the assumption according to which time is fundamentally a social construction. This is a claim that plays a critical role to deconstruct the dominant conceptions of time that frame education as much as they are reproduced through it.
