How a Philosophical Approach to Temporal Perception Can Provide a Basis for Developing Useful Strategies for Teaching Art to Students with ADHD

Main Article Content

Barbara Hirst

Abstract

This paper explores research in how students with Attention Deficit Hyperactive
Disorder (ADHD) experience temporality. Using a phenomenological lens, the author looks for
clues in the writings on temporality by philosopher, Martin Heidegger. Her goal is to establish a
philosophical framework for developing practical approaches to teaching art to secondary
students that address the difference in temporal perception of students with ADHD in an effort to
create a more inclusive learning environment.

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How to Cite
Hirst, B. (2022). How a Philosophical Approach to Temporal Perception Can Provide a Basis for Developing Useful Strategies for Teaching Art to Students with ADHD. The Canadian Review of Art Education, 49(1), 34–45. https://doi.org/10.26443/crae.v49i1.262
Section
Articles

References

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