Customarily, reflections on the need to educate sensory and bodily enactments with the world, take for granted that it is the child who must be educated. However, the educational passage of becoming 'rational' and 'grown up' often leaves the adult divorced from her own embodied self. As part of my engagement with childism (conf. Wall in Ethics in light of childhood, Georgetown University Press, Washington, 2010; The child as natural phenomenologist. Primal and primary experience in Merleau-Ponty’s psychology, Northwestern University Press, Evanston, 2013; Child Geogr, 2019, https://doi.org/10.1080/14733285.2019.1668912) in this article, I ask: Who needs sensory education? In response, I propose that it is adults who need sensory education more than their temporal others (Beauvais, in: Spyrou S, Rosen R, Cook DT (eds) Reimagining childhood studies, Bloomsbury Academic, London, pp 57–74 2018) i.e. children. As Merleau-Ponty has shown, the richness of embodied perception that children experience, is relatively distant for adults (Bahler in Child Philos 11:203–221, 2015; Welsh in The child as natural phenomenologist. Primal and primary experience in Merleau-Ponty’s psychology, Northwestern University Press, Evanston, 2013). The particular lived-experience I reflect on is the sense of temporality. Accompanied by two distinct, yet interconnected examples of encounters with Baby Ole and Captain Duke, I suggest that being-with-children can enable philosophical clearings for adults to re-cognise plural temporalities, as opposed to a singular clock-time perception of Time. (The preposition with is used in the sense of the Norwegian hos or German bei, whereby an adult intentionally positions herself as a guest in a child's world.)

通常，对与世界一起进行感官和身体成文教育的需求的思考认为，必须对儿童进行教​​育是理所当然的。但是，成为“理性的”和“长大的”的教育途径常常使成年人脱离了她自己的内在自我。作为我与儿童主义的互动的一部分（根据儿童时期的《道德伦理》，沃尔，华盛顿大学，2010年；作为自然现象学家的儿童。），西北大学出版社，埃文斯顿，梅洛-庞蒂心理学的原始和初级经验，2013年； Child Geogr，2019，https://doi.org/10.1080/14733285.2019.1668912）在本文中，我问：谁需要感官教育？作为回应，我建议是成年人比他们的颞上其他人更需要感官教育（博韦，在：Spyrou S，Rosen R，Cook DT（eds）Reimagining童年研究，布鲁姆斯伯里学院（Bloomsbury Academic），伦敦，第57-74页，2018年），即儿童。正如Merleau-Ponty所表明的那样，对于成年人而言，儿童体验的丰富感知距离相对较远（Bahler in Child Philos 11：203–221，2015； Welsh在《儿童》中是自然现象学家。Merleau-Ponty's的原始经验心理学，西北大学出版社，埃文斯顿，2013年）。我所反映的特殊的生活经历是时间感。我建议在与“婴儿之光”和“杜克船长”相遇的两个截然不同但相互联系的例子的陪同下，我建议与孩子们在一起可以使成年人获得哲学上的认识，以重新认识多元的时间性，而不是对时间的单一时钟时间感知。（介词与指挪威的hos或German bei的意思，即成年人有意将自己定位为儿童世界中的客人。