The manner in which each person perceives time and the assigned role his or her conception of time plays in governing their life is a learned perspective. Although time by definition is incremental and precise, the passage of time feels amendable to a person’s frame of mind. Time seems to either pass to quickly or pass to slowly depending upon a person’s mood, temperament, and context. Instead of regretting the passage of time, disagreeable activities and tedium spur an aversion for the methodical pace of time. Whenever a person is stuck performing distasteful tasks, one frequently wishes that time would pass more quickly. Conversely, when we are experiencing fun or working to meet a pressing deadline, we are apt to despair that time is evaporating too rapidly.
We employ education and the convictions gained through the intermeshing of personal experiences and fresh ideas to establish the configuration of our being that in actuality was our mysterious potentiality from the very inception of our birth.
A person whom ignores learning and gathering of wisdom from the world’s great thinkers runs the risk of never escaping a dark canister housing his or her personal ignorance.
The way that we think is dependent upon our flowering formal and informal education. How we think affects our behavior. How we conduct ourselves in the unscripted interactions with our family, friends, and lovers alters our emotional being. Our emotional being funnels our thought processes. Our community modulates our actions and establishes standards for behavior, and our logical reasoning and moral reasoning skills evolve as we mature. The didactical association between education, thinking, behaving, communal relationships, and the ongoing process of making logical and moral decisions continues to shape unions and disunions of our transforming character.