Os diversos tempos escondidos no tempo | Walter Kohan | TEDxUnisinos

Summary

The video explores philosophical reflections on time, drawing from ancient Greek concepts like 'Chronos,' 'Kairos,' and 'Scola.' It examines how these ideas shape our understanding of time in modern life, particularly in education. The speaker critiques how the contemporary educational system often focuses on productivity and time management, neglecting the potential of time as a liberating force. The concept of 'Scola' (leisure or free time) is highlighted as crucial for personal growth and reflection, suggesting that true education occurs when time is freed from rigid structures of labor and utility.

Takeaways

• 😀 The distinction between **kronos** (chronological, measured time) and **kairós** (opportune, significant moments) is central to understanding different experiences of time.
• 😀 **Kronos** is the time of society, defined by schedules, productivity, and measurable outcomes, often dominating in work and education.
• 😀 **Kairós** is the time of opportunity, personal growth, and creativity, not confined by clocks or calendars, but instead rooted in the present moment.
• 😀 Education today is often structured around **kronos**, with fixed schedules and productivity-driven outcomes that leave little room for the liberating time of **kairós**.
• 😀 The original purpose of **schools** (or **scola**) was to create **free time**, where individuals could engage in learning, reflection, and personal growth beyond mere work.
• 😀 Modern schools have shifted from being spaces of **free time** to institutions focused on discipline and preparing individuals for a capitalist economy, often disregarding the liberating potential of time.
• 😀 The societal view of time often equates it to money, emphasizing productivity and justification for every action, which diminishes the value of **free time** or **kairós**.
• 😀 **Kairós** allows for deeper learning, creative expression, and personal transformation, which cannot thrive in a strictly time-bound, **kronos**-dominated system.
• 😀 There is a growing recognition that education should reclaim **kairós** by allowing students space for creative thinking, exploration, and freedom from the constraints of productivity-based measures.
• 😀 The challenge for modern education is to balance **kronos** and **kairós**, creating environments where both structured time and the liberating moments of personal growth can coexist.

Q & A

What is the main distinction between 'kronos' and 'kairos' as discussed in the transcript?

'Kronos' refers to linear, chronological time, often associated with measurable moments, past, present, and future. In contrast, 'kairos' refers to an opportune or qualitative moment, emphasizing meaningful, transformative experiences rather than just passing time.

How does the speaker view the role of schools in modern society?

The speaker critiques modern schools for having shifted from being places of free thought and learning to institutions focused on preparing individuals for the demands of the capitalist system. Schools are seen as spaces that organize students for productivity, rather than allowing time for creative and reflective exploration.

What does the speaker mean by 'time as liberating' in the context of education?

The speaker advocates for a form of time that is not bound by productivity or societal expectations. In education, this means creating spaces where students can engage freely with ideas and learning, without the pressure of strict schedules or outcomes focused on future work.

Why does the speaker argue that 'kronos' time is limiting?

The speaker argues that 'kronos' time, as a measured, linear progression, can restrict the way we experience life. It emphasizes productivity and efficiency, often ignoring the qualitative, creative, and reflective aspects of human existence that are more associated with 'kairos' time.

What is the significance of the term 'scola' in relation to time and education?

The term 'scola' refers to free time or leisure, which the Greeks associated with education. The speaker highlights that schools were originally intended as spaces where individuals could have time to think, reflect, and learn freely, not just prepare for a future career or societal role.

How has the modern school system changed according to the speaker?

The speaker suggests that the modern school system has become more focused on preparing individuals for the workforce, driven by capitalist demands. Education has shifted from fostering free exploration and thought to becoming a mechanism for instilling societal roles and expectations.

What critique does the speaker offer regarding the current view of time in society?

The speaker critiques the modern societal view of time as a commodity, emphasizing productivity and economic gain. Time is often seen as something that must be accounted for, which limits its potential for creative, educational, and reflective pursuits.

What is the relationship between time and productivity in the speaker's argument?

The speaker argues that in modern society, time is often equated with productivity. This connection is most evident in the way schools operate, as they focus on preparing students to be productive members of society rather than encouraging the freedom to learn, reflect, and grow outside of economic constraints.

What role does the concept of 'free time' play in the speaker's vision for education?

Free time, or time that is not strictly controlled or productive, is central to the speaker's vision of education. They believe that education should provide opportunities for students to engage with ideas and explore subjects without the pressure of outcomes tied to societal roles or career preparation.

How does the speaker relate 'time' to societal structures and power dynamics?

The speaker suggests that societal structures, particularly capitalist systems, have influenced how time is perceived and structured. Schools, as part of these systems, have become tools that regulate time and behavior, focusing on creating productive members of society rather than fostering free, critical thinkers who might challenge the existing power dynamics.