Abstract:

As an important form of children’s inspiration and creative cognition, non-logical thinking has distinctive generative power and contains deep potential for cognitive breakthroughs and individual spiritual growth. However, in the current efficiency-oriented educational environment dominated by economic rationality, non-logical thinking has been marginalized because it is difficult to standardize, quantify, and measure. Leisure, a key pathway for its development, has also been systematically compressed. From the perspective of Rancière’s philosophy of the distribution of the sensible, this study re-examines the hierarchical order of educational time allocation and the construction of children’s identity as “students,” revealing how they shape a logic-dominated learning order and obscure the space for developing non-logical capacities such as free imagination, intuitive insight, and affective association. Based on the political deconstruction of educational time, this study proposes the methodological principle of a “revolution of time”: reclaiming time to confront indeterminate meaning, stimulating suspension to create linear spaces for situated imagination, and constructing a community of the sensible to generate multiple integrated temporal sequences.

Key words: time, otium, creativity, non-logical capacities