Waiting before hoping: an educational approach to the experience of waiting

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dc.contributor.authorSánchez Rojo, Alberto
dc.date.accessioned2024-01-20T11:36:34Z
dc.date.available2024-01-20T11:36:34Z
dc.date.issued2021-01-22
dc.descriptionThis work is framed within the development of two Spanish national research projects: 1) “Hyperconnected identity of young people and their perception of time in digital leisure”. Spain’s Ministry of Science, Innovation and Universities (ref. PGC2018-097884-B-I00); 2) “Digital identities in hyperconnected young people: challenges facing the family, social and learning context”. Regional Government of Castilla y Leon (ref. SA038G19). Referencias bibliográficas: • Augustine of Hippo. (1997). The confessions. Ignatius Press. • Ayuste, A., & Trilla, J. (2020). A sixth principle for the «Manifesto for a post-critical pedagogy». Teoría de la Educación, 32 (2), 25–36. https://doi.org/10.14201/teri.22384 • Bauman, S. (2000). Liquid modernity. Polity Press. • Biesta, G. (2006). Interrupting hope. Philosophy of education society yearbook 2006 (pp. 280–282). Philosophy of Education Philosophy. • Blanchot, M. (1993). The infinite conversation. 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(2002). A culture of temporal diversity. Time & Society, 11 (1), 131–140. https://doi.org/10.1177/0961463X02011001008 • Goth, M. (1971). Existentialism and Franz Kafka. In T. Z. Wolodymyr (Ed.), Proceedings of the comparative literature symposium (pp. 51–69). Texas Tech University Press. • Han, B. (2018). The expulsion of the Other: Society, perception and communication today. Polity Press. • Hauser, M. (2015). The colonization and decolonization of time. Philosophy Study, 5 (6), 287–291. https://doi.org/10.17265/2159-5313/2015.06.003 • Hodgson, N., Vlieghe, J., & Zamojski, P. (2017). Manifesto for a post-critical pedagogy. Punctum Books. • Irvin, S. K. (2001). Waiting: Concept analysis. International Journal of Nursing Terminologies and Classifications, 12 (4), 128–136. https://doi.org/10.1111/j.1744-618X.2001.tb00450.x • Jeffrey, C. (2008). Waiting. Environment and Planning D: Society and Space, 26 (6), 954–958. https://doi.org/10.1068/d2606ed • Kafka, F. (2009). The trial. 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dc.description.abstractWaiting has traditionally been defined as the interval of time between the anticipation of an event and its occurrence. From an educational perspective, we usually believe that it is not the wait that is important, but the attitude of the individual who is waiting. It is for this reason that, while we can barely find any educational research that addresses waiting, there is a prolific production relating to hope; that is, relating to one of the possible attitudes that someone may have while waiting. This paper, contrary to this trend, aims to highlight, on the one hand, the educational importance that waiting has in itself and, on the other hand, the need to take it into account before addressing any attitude that an individual may show in relation to it. To do this, we will first distinguish between two different ways of waiting, one in which the individual is aware of the objective of the wait and another in which they are not aware of any objective. Secondly, we will analyze each of them separately and point out to what extent our world today is trying to force us to reduce our experience to just one of them. Finally, we will conclude that there is an educational need to experience both if we want to educate open minds capable of dealing with hope-inspiring attitudes in different ways.
dc.description.departmentDepto. de Estudios Educativos
dc.description.facultyFac. de Educación
dc.description.refereedTRUE
dc.description.statuspub
dc.identifier.citationAlberto Sánchez-Rojo (2022) Waiting before hoping: An educational approach to the experience of waiting, Educational Philosophy and Theory, 54:1, 71-80, https://doi.org/10.1080/00131857.2021.1872020
dc.identifier.doi10.1080/00131857.2021.1872020
dc.identifier.essn1469-5812
dc.identifier.issn0013-1857
dc.identifier.officialurlhttps://www.tandfonline.com/doi/full/10.1080/00131857.2021.1872020
dc.identifier.relatedurlhttps://produccioncientifica.ucm.es/documentos/60e6a0ee4edb8e25f92cd2f3
dc.identifier.urihttps://hdl.handle.net/20.500.14352/94185
dc.issue.number1
dc.journal.titleEducational Philosophy and Theory
dc.language.isoeng
dc.page.final80
dc.page.initial71
dc.publisherTaylor & Francis
dc.relation.projectID“Hyperconnected identity of young people and their perception of time in digital leisure”. Spain’s Ministry of Science, Innovation and Universities (ref. PGC2018-097884-B-I00)
dc.relation.projectID“Digital identities in hyperconnected young people: challenges facing the family, social and learning context”. Regional Government of Castilla y Le on (ref. SA038G19)
dc.relation.projectIDinfo:eu-repo/grantAgreement/AEI/Plan Estatal de Investigación Científica y Técnica y de Innovación 2017-2020/PGC2018-097884-B-I00/ES/LA IDENTIDAD HIPERCONECTADA DE LA JUVENTUD Y SU PERCEPCION DEL TIEMPO EN EL OCIO DIGITAL/
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 Internationalen
dc.rights.accessRightsembargoed access
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/
dc.subject.cdu37.01
dc.subject.cdu179.9
dc.subject.cdu2-423.79
dc.subject.cdu37.013
dc.subject.cdu37.015.3
dc.subject.keywordPhilosophy of education
dc.subject.keywordTime
dc.subject.keywordWaiting
dc.subject.keywordExpectation
dc.subject.keywordHope
dc.subject.ucmPsicología de la educación (Psicología)
dc.subject.ucmInteligencia emocional
dc.subject.ucmEducación
dc.subject.ucmFilosofía de la Educación
dc.subject.ucmPedagogía
dc.subject.ucmPsicología de la educación (Educación)
dc.subject.unesco58 Pedagogía
dc.subject.unesco6104 Psicopedagogía
dc.subject.unesco6106.09 Procesos de Percepción
dc.titleWaiting before hoping: an educational approach to the experience of waiting
dc.typejournal article
dc.type.hasVersionVoR
dc.volume.number54
dspace.entity.typePublication
relation.isAuthorOfPublicationa4f39d58-4a1c-4122-8c2f-9896519537fa
relation.isAuthorOfPublication.latestForDiscoverya4f39d58-4a1c-4122-8c2f-9896519537fa
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