The ambiguous and interwined relationship between 'being' and 'becoming' in young children's learning

What does it mean to be a child of our time in a learning society? What role does temporality play for pedagogical relationships in children’s everyday life and learning? In what way might notions of ‘being’ and ‘becoming’ influence children’s ability to create knowledge and meaning? In the contemporary educational debate and policy, demands on higher education constantly increase and younger children’s learning is required to be stimulated. ‘Being’ and processes of learning are often placed in the present moment, while ‘becoming’ can be connected to products of learning placed in the future. Traditionally, grownups and adults represent the human beings while children can be viewed as human becomings. Although we cannot ignore the importance of desire and change in conquering knowledge, focusing mainly the future can lead to an over-emphasis on the value of ‘becoming’. Children’s being and meaning-making in the present moment are likely to be undervalued. A too strong focus on ‘being’, a somewhat stagnant position, may as well limit children’s possibility to learn.The overall aim of this paper is to illuminate and discuss the notions of ‘being’ and ‘becoming’ and what consequences those notions might have on pedagogical relationships and children’s learning in educational settings such as preschool and school. I explore these notions in relation to the philosophy of the life-world, as formulated by the French philosopher Maurice Merleau-Ponty, and in some extent to Gilles Deleuze’s theory of time, as well as to voices from a number of teachers in school and preschool. The combination of teacher voice and the associated philosophical discussion, show that it is relevant to continue and broaden the exploration of children as both ‘beings’ and ‘becomings’. The ambiguous relationship between ‘being’ and ‘becoming’ therefore is discussed in terms of an intertwined, chiasmic and ever changing process.The paper offers a philosophical contribution to the field of educational research, but one in which the philosophy is exemplified by, and connected to, teachers’ voices.Godkänd; 2012; 20120327 (ysko