Between tradition and progress – temporal orientations in education

Abstract

Selected temporal orientations dominating in education are presented in the light of ontological-cum-epistemological premises of the main didactic paradigms. Thus connections are indicated between (1) the objectivist paradigm with the time prescribed; (2) the constructivist-cum-interpretative paradigm with the assigned and shared with others; (3) the transformative paradigm with one’s own prescribed time. From the theoretical perspective this model is characterized by trichotomy, yet in everyday educational practices the didactic time, as illustrated with examples, takes the form of temporal triunity.