Centre and time. The multidimensional school and globalization of the bases

Abstract

Time does not exist. Conformed from the Augustinian Praesentia as an Aristotelianweft, a lineal and sequential meta-narrative has been streamlined to favor power structures and tocontrol the procedures for change. From Homer's Odyssey to Newtonian physics, a temporarystructure that generates hieratical feelings of the past and naive illusions of the future in humanconsciousness has been solidified. Western society establishes a deist dualism, characterized by thegod-space-center and the god-time-virtual. Globalization and its integral reality are installed in thereference centers (Wallerstein’s security zones), by diluting historical time of the event,psychological passion of time and subjective time of judgment. It does so in a virtuality so-called“real time” (Baudrillard), by designing educational policies which are chronologically lineal andmethodologically uni-dimensional. The question: what if time was not linear? What if theconsciousness of time does not respond to the usual processes of performance and productivity?What if we analyzed Rousseau's motto of “wasting time to win it” and Horacio’s concept of carpediem from the point of view of Einstein's theories? From a nonlinear temporal structure, educationbecomes a multidimensional process, generating models of teaching and learning not based on theeducational offer, but on demand.1 The society should not be the one to choose what each personshould become, it is for each person to seek what he or she wants within society. A pedagogy thatassumes the nonexistence of time does not propose an educational reform; it actually imagines adifferent school.