Time is inextricably intertwined with human existence and our experience. Temporality – a more neutral yet multifaceted concept – is widely regarded as a constitutive dimension of all human action and existence. Not only does time function as a quantitative measure for describing or assessing physical phenomena (such as motion or transformations in place and substance), it also functions, akin to space, as a categorical framework through which the relational aspects of sociality and individuality are constructed.

"Time," as Emmanuel Kant stated, "is a necessary concept that underlies all our perceptions". (Kant KrV B 52). 

Learning as action in time

Learning invariably unfolds over time, in two primary forms: in a chronometric sense (“learning always takes time”) and situated within various phases of the human lifespan in a chronological sense (e.g. “learning to die”).

Furthermore, educational theories and concepts are inherently embedded within historical contexts. For instance, the concept of lifelong learning has emerged as a modern imperative in response to the accelerated transformations that are characteristic of contemporary society – an evolution often being framed within the broader narrative of modernisation ('learning towards the future'). Educational institutions, programmes and practitioners are therefore responsible for fostering continuous learning throughout life. Individuals must continuously respond to and adapt to life transitions, many of which are characterised by uncertainty and unpredictability.

Finally, it is important to acknowledge that the experience of learning is marked by temporal qualities, which are diverse, subjectively perceived, and vary across contexts, situations, daytime, season…

"If time were only what clocks measure, then we would quickly come up with an answer to the question of time. It would simply be nothing more than the measurable duration of events. But the impression arises that this still doesn't touch on its true significance." (Rüdiger Safranskis, 2015, own translation)

The concept of time offers a powerful lens through which to address the question of what is distinctively human. As Stolarski et al. (2018) argue, “The ability to perform mental time travel constitutes a discontinuity between humans and other animals. This absolutely unique capacity […] allows us ‘not only to go back in time, but also to foresee, plan, and shape virtually any specific future event’” – all from within the present moment. This temporal ability enables individuals to reflect on past experiences, project themselves into possible futures, and act in the present. 

For adult learning, such capacities for retrospection and prospection (to use Edmund Husserl’s expressions) are central to learning processes, and the reconfiguration of identity throughout life (“biographization”, as defined by Peter Alheit). In what ways are time-related thoughts, perceptions, and actions habitually anchored in educational processes? What differences in time-related life-wide learning emerge across various life phases, and how do these differences manifest themselves differently for people of different genders? How do learners themselves perceive and navigate these time-related educational differences? 

James Draper uses the metaphor “Dynamic Mandala of Adult Education”, which “encompasses a world view” of adult education in its “realities of today and a vision of the future” (Draper, 2016, p. 156). 

Contemporary society is marked by an increased sensitivity to time as a central dimension of human existence. This heightened temporal awareness profoundly shapes various spheres of life, and adult education is by no means exempt from its influence. In both teaching and learning, time is not merely a logistical factor but a constitutive principle that manifests in multifaceted, sometimes contradictory, and often subtle ways. In adulthood – in contrast to child and adolescence with their structured time-institutions for education (compulsory school education) – time for formal, non-formal and informal learning plays a major role beside other (monetary) resources. 

In the learning process, our experiences and how we manage time can create specific qualities of time, such as finding peace, achieving rhythmic concentration and contemplation. As one interviewee mentioned in the Time and Learning in Adulthood research, it can even provide 'strength for the rest of the year'. However, it can also lead to pressure to adapt, increased stress and time compression.

“Time in itself”

This blog post marks a departure from conventional theories on time. It delves into the concept of “time-in-itself”, treating it as an entity that transcends human perception and the simplistic reduction to chronometric and chronological (linear) times. In doing so, it invites readers to explore the profound and often overlooked dimensions of time, encouraging a deeper understanding that goes beyond everyday experience. As Levine (1997, p. 16) stated: “how people construe the time of their lives comprises a world of diversity. There are drastic differences on every level: from culture to culture, city to city, and from neighbor to neighbor. And most of all, I have learned, the time on the clock only begins to tell the story.”

Find out more: reading suggestions

A glance at EPALE reveals numerous illustrative examples of how temporal dynamics play out in adult education practice, thinking, research, theories etc.: 

• In its “Key Takeaways for Educators and Parents,” the Digital Distraction or Digital Inclusion project highlights time as one of four key concerns, emphasizing “the need to address the hidden costs of ‘free’ digital content: time, attention, and subtle commercial influence” 
• A Time to Breathe is a two-year transnational partnership project “aimed at providing education, training and awareness-raising at national and European level on creative processes to promote positive mental health and emotional well-being of young people.”  
• In Robot society: the new normal Jumbo Klercq talks about the acceleration of current society.

References

Draper, James A. (2016). The Dynamic Mandala of Adult Education. In Shah, S Y. & Choudhary, Shri K.C. (eds.). International Dimensions of Adult and Lifelong Learning. International Institute of Adult and Lifelong Education (pp. 156-164). New Delhi/India.

Hassinger, Hannah & Schmidt-Lauff, Sabine (2024). Zeitdimensionen des Weiterbildungsverhaltens und seiner Barrieren (pp. 19-24). Forum erwachsenenbildung, 57(2). https://www.waxmann.com/artikelART105700

Levine, Robert (2006). A Geography of Time: The Temporal Misadventures of a Social Psychologist. New York: BasicBooks.

Safranskis, Rüdiger (2015). Zeit. Was sie mit uns macht und was wir aus ihr machen - Time: What It Does to Us and What We Make of It. Munich: Hanser.

Schmidt-Lauff, Sabine (eds.) (2023).  Time and Temporalities in (Adult) Education and Learning. Sisyphus Journal of Education, 11 (1); with Editorial: Introduction (pp. 6-9). https://doi.org/10.25749/sis.29952

Stolarski, Maciej, Fieulaine, Nicolas & Zimbardo, Philip G. (2018). Putting time in a wider perspective: The past, the present and the future of time perspective theory. In V. Zeigler-Hill & T. K. Shackelford (Eds.), The SAGE handbook of personality and individual differences: The science of personality and individual differences (pp. 592–628). Sage Reference. https://doi.org/10.4135/9781526451163.n28

About the author

Sabine Schmidt-Lauff holds the Professorship for Continuing Education and Lifelong Learning at Helmut Schmidt University since September 2016. Her main research interest is in International comparative research on lifelong learning; time and temporalities in adult education; digitalization and the digital nature of education and learning; and professional identity and practice in the field of adult education. She is an EPALE Adult Learning Expert.