Temporality and Emergences in Education

It is striking to note to what extent the time issue in education is commonly understood in termsof chronology. It is an institutional and linear time that is divided and then fitted back togetherlike a Russian doll in an analytical approach. The conception of time is reversible and possessesthe same characteristics as space.It is a paradox that this institutional rationalization of time by reversible chronologicaldivisions barely conceals the whole concrete and living reality of human time, which is acontinuous process of change that philosophers generally call duration. On the contrary, far fromthe above reduction, its specificity lies in its irreversibility.This article intends to present both the results of empirical research on cooperative pedagogyand its current theorization. The emergence of complexity in time is visible in the primacy given toprocesses in the educational relationship. The way the multiple scales of complexity are superposed isreflected in the cooperative organization of work, for a new educational temporality which resultsin an increase in joyful emergences