Abstract:

To a large extent, the Double Reduction can be regarded as a reform oriented to “educational time”, a “key event” in the transformation and reconstruction of educational time. Philosophy’s rich exploration of the connotation of “time” provides extensive theoretical resources for understanding time in the context of academic burden. The problem of time in modern society is rooted in the acceleration of technology, and the proliferation of “technology-time” has caused external time to continuously squeeze internal time, intensifying the competition for educational time. As a form of time reform, the “Double Reduction” initiative introduces a logical shift in “educational time” from “linear transcendence” to “circular return”, that is the Nietzschean return of outer time to inner time. The former manifests in the logic of “linear transcendence,” characterized by the advancement, padding, and formalization of educational time, while the latter emphasizes the “circular return” perspective, highlighting the value of the educational “moment”. The continuous unveiling of the value of education's “moment” is of great significance for the effective implementation of the “Double Reduction” and the alleviation of increasingly intense educational competition. This requires reversing the linear view of time in educational competition, focusing on the openness of education based on the moment, and being vigilant about the acceleration of “techno-capital.”

Key words: time, education, Double Reduction, academic burden, Nietzsche