Children’s Imagining and Understanding of Time: A Montessori Perspective

Authors

Abstract

The scientific understanding of natural processes is underscored by ideas of relative temporality, timing, abstracted time, and inferred time. Gruber’s, Block’s, and Montemayor’s (2022 and in this issue) distinction, explication, and final synthesis between the veridical and an illusory nature of time is pertinent to philosophical and cognitive distinctions between objective and subjective time. These distinctions, when understood and applied to curriculum development, make the difference between effective and extemporaneous, off-the-cuff approaches where in the latter little thought is given to the importance of children’s understanding of time—how it develops. Verily, nervous systems exhibit intrinsic temporality. Irrevocably, time engulfs us, within and without.

Recommended Citation

(2023) "Children’s Imagining and Understanding of Time: A Montessori Perspective," The International Journal of Ecopsychology (IJE): Vol. 7: Iss. 1, Article 5.
Available at: https://digitalcommons.humboldt.edu/ije/vol7/iss1/5