scholarly journals Forked Times: Documenting “Ordinary Time” in Everyday Life

Author(s):  
Pam McKenzie
Keyword(s):  

“Ordinary” time is commonly defined as time that is neither holidays nor emergencies, which suggests that “ordinary time” events are routine rather than singular.  An analysis of how people document events in “ordinary” time, however, shows that the stream of “ordinary” time has multiple forks; that ordinary does not necessarily mean predictable, and that both vacations and emergencies could, in certain circumstances, take on the character of routine rather than singular events. Le temps «ordinaire» est généralement défini comme un temps qui n'est ni des vacances ni des urgences, ce qui suggère que les événements «ordinaires» sont routiniers plutôt que singuliers. Une analyse de la manière dont les gens documentent les événements en temps «ordinaire» montre cependant que le flux du temps «ordinaire» a plusieurs fourchettes; cet ordinaire ne signifie pas nécessairement prévisible et que les vacances et les urgences pourraient, dans certaines circonstances, prendre le caractère d'événements routiniers plutôt que singuliers.

2020 ◽  
Vol 17 (2) ◽  
pp. 347-359
Author(s):  
Tammie Marie Grimm

The rediscovery of the church calendar, specifically Ordinary time and the daily office in popular Christian publishing, prompts the recovery of the whole of everyday life as integral to Christian discipleship. This paper considers how intentional Christian community in the spirit of the eighteenth-century Methodists that leverages insights from transformational learning theory offers contemporary Christians an opportunity for considering the small moments of everyday as important to faithful Christian discipleship.


2012 ◽  
Vol 15 (2) ◽  
pp. 77-84 ◽  
Author(s):  
Ketevan Mamiseishvili

In this paper, I will illustrate the changing nature and complexity of faculty employment in college and university settings. I will use existing higher education research to describe changes in faculty demographics, the escalating demands placed on faculty in the work setting, and challenges that confront professors seeking tenure or administrative advancement. Boyer’s (1990) framework for bringing traditionally marginalized and neglected functions of teaching, service, and community engagement into scholarship is examined as a model for balancing not only teaching, research, and service, but also work with everyday life.


2011 ◽  
Vol 42 (3) ◽  
pp. 225-230 ◽  
Author(s):  
Janet B. Ruscher

Two distinct spatial metaphors for the passage of time can produce disparate judgments about grieving. Under the object-moving metaphor, time seems to move past stationary people, like objects floating past people along a riverbank. Under the people-moving metaphor, time is stationary; people move through time as though they journey on a one-way street, past stationary objects. The people-moving metaphor should encourage the forecast of shorter grieving periods relative to the object-moving metaphor. In the present study, participants either received an object-moving or people-moving prime, then read a brief vignette about a mother whose young son died. Participants made affective forecasts about the mother’s grief intensity and duration, and provided open-ended inferences regarding a return to relative normalcy. Findings support predictions, and are discussed with respect to interpersonal communication and everyday life.


2010 ◽  
Vol 9 (3) ◽  
pp. 138-144 ◽  
Author(s):  
Gabriele Oettingen ◽  
Doris Mayer ◽  
Babette Brinkmann

Mental contrasting of a desired future with present reality leads to expectancy-dependent goal commitments, whereas focusing on the desired future only makes people commit to goals regardless of their high or low expectations for success. In the present brief intervention we randomly assigned middle-level managers (N = 52) to two conditions. Participants in one condition were taught to use mental contrasting regarding their everyday concerns, while participants in the other condition were taught to indulge. Two weeks later, participants in the mental-contrasting condition reported to have fared better in managing their time and decision making during everyday life than those in the indulging condition. By helping people to set expectancy-dependent goals, teaching the metacognitive strategy of mental contrasting can be a cost- and time-effective tool to help people manage the demands of their everyday life.


1982 ◽  
Vol 27 (3) ◽  
pp. 200-201 ◽  
Author(s):  
Lawrence J. Strieker

Sign in / Sign up

Export Citation Format

Share Document