ABSTRACT
This chapter provides the reader with an exploratory framework to be able to the position oneself in regard to such questions. It introduces a distinction among four conceptions (chronometry, chronography, chronology and chronosophy) through which the idea of the time may be visualized and translated to identify the core assumptions that frame the understanding of the idea of time in the educational practices, theories and policies. Educational temporalities constitute also a complex that produces the multiple threads that compose the physical, living, psychological and social fabric of human life. Moreover, because the educational sciences refer to a praxis that goes far beyond the production of knowledge, they also occupy a unique position to broaden one’s understanding of time and confront the ways it is theorized with the social and cultural practices that inform every single aspect of the everyday life.
