ABSTRACT
This chapter explores the nature and the evolution of the relationships between temporal constraints and education. Music education was therefore conceived through its cohesive function, its disciplinary value and the moral character they were both supposed to reinforce. The medieval period started with the surge of barbarian invasions between 376 and 406 CE in Europe, invasions that provoked the fall of the Roman empire in 476 CE. One of the consequences of those political changes was the rise of the educational role played by the Christian Church during the fourth century. One of the main characteristics of the monastic schools was their aim: to fully transform those who were entering monasteries, breaking down and deconstructing their secular culture and habits. In schools and in universities, both the necessity to accommodate a larger number of heterogeneous students and the increase of knowledge got translated in the temporal economy of pedagogical practices.
