Abstract

Waiting 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.

摘要

传统上，将等待时间定义为事件预期到事件发生之间的时间间隔。从教育的角度来看，我们通常认为，重要的不是等待，而是等待的个人的态度。正是由于这个原因，尽管我们几乎找不到任何有关等待的教育研究，但是却产生了与希望有关的多产。也就是说，与某人在等待时可能会有的态度有关。与此趋势相反，本文旨在强调等待本身具有的教育重要性，另一方面，在解决个人可能表现出的任何态度之前，有必要考虑到这一点对此。为此，我们将首先区分两种不同的等待方式，一个是个人知道等待的目的，另一个是他们不知道任何目的。其次，我们将分别分析它们中的每一个，并指出当今世界在多大程度上试图迫使我们将经验缩减为其中之一。最后，我们将得出结论，如果我们想教育能够以不同方式应对希望的态度的开放思想，那么就需要经历两者的教育。