Chronos (χρόνος) and Kairos (καιρός)

When breath becomes air …

Nine minutes and 29 seconds

When kairos grasps for breath from the air of chronos

May 25, 2020, April 20, 2021 - chronos or kairos?

George Floyd, Derek Chauvin, Darnella Frazier - children of Gaia and uranos

Snack time - chronos or kairos?

“When I look at George Floyd, I look at my dad, I look at my brothers, I look at my cousins, my uncles. I have a Black father. I have a Black brother. I have Black friends.” 17 year old Darnella Frazier sees, children born of Gaia (Goddess of the Earth) and uranos (God of the sky), being swallowed by ‘chronos’ … every one of the children … the day they were born …

11 hours to deliberate, discern and dedicate chronos to kairos

GUILTY ON ALL 3 CHARGES !!! THANK YOU GOD THANK YOU THANK YOU THANK YOU THANK YOU - chronos … kairos?

Breath and air - life and death - light and dark - chronos and kairos

I am because we are …

REFLEXIVE PEDAGOGY AND THE ACADEMIC HERETIC

 Abstract

The challenges to education-lacking homegrown traditions of scholarly criticism from its early institutional forms and now enmeshed in a global free market determinism, trumpeting ambiguous visions for a new India-are compounded by vacuous utilitarian policy imperatives. A critique of CBET and groupthink is offered as example of the dominant narrative of neoliberal market ideology impacting knowledge and education. The paper posits the reflexive teacher educator as academic heretic-the idol of enlightenment, discovery and resistance-as a useful frame to analyse the epistemologically specious and ideologically unsound challenges facing education. Reflexive pedagogy and the academic heretic are proposed not as fixed definitions, but as a pluralistic, reflexive, interpretive approach to stimulate dialogue, to engage with the tensions of traversing the ethically-bankrupt technocratic management of educational endeavours. The paper offers reflexivity and reflexive pedagogy—a philosophy for and of education—to counter the rapacious onslaughts of neoliberal economics, and the need for reflexive teacher educators through a deeper critique to locate learning in the larger arena of mind and spirit. This paper positions the possibilities of reflexive teacher educators to identify and challenge prevailing orthodoxies and to voice their potentially ‘heretical’ views about education in the 21st century.

Key Words: Academic heretic, CBET, Groupthink, Reflexive Pedagogy, Teacher Educator