Re: [xmca] Researchers looking into non-linear constructions of time

[mike cole <lchcmike@gmail.com>]

Two sources on non-linear time that may be of use:

Steve Gould's book:
http://en.wikipedia.org/wiki/Time%27s_Arrow,_Time%27s_Cycle

The treatment of prolepsis in cole, cultural psychology.

mike
On Mon, May 7, 2012 at 1:41 PM, Katerina Plakitsi <kplakits@gmail.com>wrote:

> Hi all,
>
> my PhD dissertation is on children's conceptions of time, but
> unfortunately is only in Greek.
> In any case clocks represent the conventional time which is totally
> different from the personal psychological time.
> According to Piaget, we conceptualize time through its major dimensions
> the duration and the succesion of events.
> Long periods of time are more easy (like the time of farmers, seasoning,
> periodical activities etc.), while short periods of time (like minutes and
> seconds) are more difficult.
> Another historical dichotomy between physical time and psychological time
> is the debate between Einstein and Bergson.
> Finally, Heidegger approached the concept of time from a very different
> point of view (Being and Time).
> Below, you can see some helpful citations.
> Yours
> Katerina
>
> 11. Bergson, H. Time and Free Will: An Essay on the Immediate Data of
> Consciousness 1910. (Essai sur les données immédiates de la conscience
> 1889) Dover Publications 2001: ISBN 0-486-41767-0 – Bergson's doctoral
> dissertation
> 12. Biological Clocks. Gold Spring Harbor Symposia on Quantitative
> Biology, XXV, 1960
> 45. Fraisse, P. (1964), The Psychology of Time. Trans.  J. M. A., Leith.
> (OXON.). Eyre & Spottiswoode, London.
> 47. Friedman, W. (1982), The Developmental Psychology of Time. Academic
> Press, New York.
> 58. Grünbaum, A. (1971). The Meaning of Time. In E., Freeman, and W.,
> Sellars. Basic Issues in the Philosophy of Time. Illinois.]
> 69. Hawking, Stephen, (1988), A Brief History of Time, Bantam Books,
> London.
> 70. Heidegger, M. (1962), Kant and the Problem of Metaphysics. Translated
> by James S. Churchill, Bloomington (German original first published: Bonn
> 1929).
> 71. Heidegger, M. (1982), The Basic Problems of Phenomenology. Translated
> by Albert Hofstadter, Bloomington 1982 (German original first published in:
> Martin Heidegger, Gesamtausgabe, II. Abteilung: Vorlesungen 1923-1944, Bd.
> 24, Frankfurt a.M. 1975).
> 72. Heidegger, M. (1992a), Being and Time. Translated by John Macquarrie
> and Edward Robinson, Oxford and Cambridge (first published 1962; German
> original first published: Tübingen 1927).
> 73. Heidegger, M. (1992b), The Concept of Time. Translated by William
> McNeill, Oxford and Cambridge (Mass.) (German original first published:
> Tübingen 1989).
> 88. Kant, I. (1787/1933), Critique of Pure Reason, 2nd edit. N.K. Smith
> (trans.), Macmillan, London (first published: London 1929; German original
> first published: Riga 1781[A]; 1787[B]).
> 137. Piaget, J. (1969), The Child’s Conception of Time. Trans from French
> (1927) Le Development de la Notion de Temps chez l’ Enfant, PUF, by
> Pomerans, A.J. Routledge & Kegan Paul, London.
> 151. Prigogine, Ilya (1980), From Being to Becoming: Time and Complexity
> in the Physical Sciences, San Francisco.
>
> ..............................**..............................**
> ...........
> Katerina Plakitsi
> Assistant Professor of Science Education
> School of Education
> University of Ioannina
> University Campus Dourouti 45110
> Ioannina
> Greece
> tel. +302651005771
> fax. +302651005842
> mobile.phone +306972898463
>
> http://users.uoi.gr/kplakits
> http://erasmus-ip.uoi.gr
> http://www.lib.uoi.gr/serp
>
>
> -----Αρχικό μήνυμα----- From: Michelle Zoss
> Sent: Monday, May 07, 2012 9:26 PM
> To: eXtended Mind Culture Activity
> Cc: Alisha White
> Subject: [xmca] Researchers looking into non-linear constructions of time
>
>
> Dear XMCA Colleagues,
>
> I am working on a project with my colleague, Alisha White, in which we are
> trying to understand the experiences of a  teacher during her second year
> of teaching in which she was diagnosed, treated, and recovered from cancer.
>
> The issue at hand is this: Time, as we understand it based on her
> discussion of her experiences, was not linear. She often spoke about time
> in a folded or overlapping sense--she spoke about past, present, and future
> all at once on a number of occasions. We speculate that her understanding
> of time was not linear because she positioned her experiences as being
> present to her at the moment of the interview, though the experiences had
> already happened in the past or she was talking about what her experiences
> would be like in the future. Trying to parse out whether she was talking
> about recent past events or future events was something we encountered
> throughout the analysis of several hours of formal and informal interviews
> that were conducted during and just after the school year.
>
> The question we would like to pose for consideration of the group is this:
>
> Where and to whom do we look for discussions and analyses of time in
> people's experiences as possibly non-linear?
>
>
> This question is here, in part, because of work that I did with Peter
> Smagorinsky in analyzing the work of a Native American student and his
> composing practices in an English class (see: http://ijea.org/v8n10/). In
> this study, the student named Peta described how a mapping activity to show
> his life could not be linear because "No way in life is linear." This
> phrase has been rattling around in my own brain since about 2005.
>
>
> For the current study, we think that time was not linear for the teacher
> in our study as well. For her, time was less a function of a clock marking
> a linear progression of hours in a day; rather, time was more a function of
> the relationships she had with students. Time seemed interminably slow when
> her relationships with students were strained and awkward because she was
> recovering from the illness, staying relatively still throughout her
> classes, and not connecting with students on a personal level (there were
> times when she could not remember students' names, let alone if they were
> present in class). In contrast, time seemed more typical and even perhaps
> fast when her relationships with students were closer to her expectations
> for what she expected those relationships to look like. Put simply, time is
> important in this study, but we are struggling with how to theorize how it
> functioned, especially since it seems to be out of synch with the day-to-day
> pacing of one lesson after another, day after day structure that existed
> in the school. (We published an article last summer about how her teaching
> practices shaped into the kind of teaching she wanted in this article:
> http://onlinelibrary.wiley.**com/doi/10.1111/j.1754-8845.**
> 2011.01096.x/abstract<http://onlinelibrary.wiley.com/doi/10.1111/j.1754-8845.2011.01096.x/abstract>
> ).
>
>
> I appreciate any thoughts you can share and directions you might be able
> to point out.
>
> Thanks,
> Michelle.
>
>
> **** **** **** ****
>
>
> Dr. Michelle Zoss
> Georgia State University
> michellezoss@yahoo.com
> zoss@gsu.edu
> ______________________________**____________
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