Obsession derived from ideology that imposes the achievement of practices and knowledge useful to productive processes distorts the idea of time in education at its essence. Time does not longer refer to life, but to the contingent continuity of certain procedures and patterns of organization in the production of goods and services. Conversely, in order to develop education as a project focused on the learner, investments are required on the long run in such as libraries (real, non-virtual), laboratories, specialized spaces, scenic locations, music halls, and so on, to design educational paths that enhance the inner resources of the learner.
Mattei, F., Vertecchi, B. (2017). Educazione come progetto. EDUCAZIONE, VI(I), 1-6 [10.14668/Educaz_6101].