Abstract
We need a new way to approach time in education. In order to understand the relationship that we have with the concept of time I will identify genealogical connections that structured conceptual time by questioning the way conceptual time was historically shaped alongside ideal notions of dualism and correctness that remain in educational pedagogy. I want to know how ancient expressions of temporality were lost as Western culture instituted a fixed framework for objective time. In this paper, I contend that a belief in time as a linear succession sends human awareness toward external objects because linearity is directed by the next object or minute. A mechanical system separates objects into successive states, which forces humanity to efficiently and logically predict outcomes. To disrupt a strict objective framework, I will study the ideas and artwork of John Cage. Essentially, his sound experiments will inform my investigation regarding temporality, which I will relate to philosophers including Henri Bergson, Martin Heidegger, and Mikhail Bakhtin, among others. Further, I will relate the former philosophers to Cage’s process that explores unpredictability and compare Cage’s process to Heidegger’s proposal that poietics or poiesis breaks our everyday reference to meaning.
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
Arts Education, New Media, Technology and the Arts
KEYWORDS
"Time", " Art", " Technology"
Digital Media
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