Experiencing time: perspectives and perceptions of students and teachers

Abstract

The concept of time, as expressed in Augustine’s famous phrase, «What, then, is time? If no one asks of me, I know; if I wish to explain to him who asks, I know not», remains a provocative inquiry into the nature and perception of time. Scientists and educators have long debated its definition, particularly in relation to human experience. Henri Bergson's distinction between time as conscious duration and as a sequence of events highlights the subjective nature of time perception, influenced by individual interests and motivations. In educational settings, time takes on varied forms, from the rhythm of lessons to the subjective experiences of students and teachers. This study explores time perception in schools, presenting how students and teachers experience and manage time. Findings reveal how psychological, environmental, and pedagogical factors shape these perceptions, with significant implications for educational practices and well-being.