APA 6th Edition Žarnić, B. (2015). Vrijeme otvorenog znanja. Metodički ogledi, 22 (2), 79-94. https://doi.org/10.21464/mo42.222.7994
MLA 8th Edition Žarnić, Berislav. "Vrijeme otvorenog znanja." Metodički ogledi, vol. 22, br. 2, 2015, str. 79-94. https://doi.org/10.21464/mo42.222.7994. Citirano 26.01.2021.
Chicago 17th Edition Žarnić, Berislav. "Vrijeme otvorenog znanja." Metodički ogledi 22, br. 2 (2015): 79-94. https://doi.org/10.21464/mo42.222.7994
Harvard Žarnić, B. (2015). 'Vrijeme otvorenog znanja', Metodički ogledi, 22(2), str. 79-94. https://doi.org/10.21464/mo42.222.7994
Vancouver Žarnić B. Vrijeme otvorenog znanja. Metodički ogledi [Internet]. 2015 [pristupljeno 26.01.2021.];22(2):79-94. https://doi.org/10.21464/mo42.222.7994
IEEE B. Žarnić, "Vrijeme otvorenog znanja", Metodički ogledi, vol.22, br. 2, str. 79-94, 2015. [Online]. https://doi.org/10.21464/mo42.222.7994
Sažetak In this paper the minimal theory of temporal order has been defined and axiomatically presented. The concept of time captured by the minimal theory has been termed ‘basic time’. The concept of basic time has been divided into four types with respect to criteria of uniqueness and totality of temporal order. The exemplar scientific concepts corresponding to the three of four types have been found in the history of ideas (Newton, Kant, Einstein) and classified (strong temporal monism, weak temporal pluralism, strong temporal pluralism). The fourth, missing exemplar for weak temporal monism has been found in the child’s conception of time discovered by Piaget. The analysis of the historical development of the concept of time has revealed that there is an element in its structure that changes its logical status from being defined to being primitive and back to being defined. This anomalous phenomenon regards the logical status of the relation of simultaneity and it brings to light the discontinuity of the logical structure in concept development thus corroborating the dynamic theory of knowledge. Relying on our previous research (Žarnić, 2001) and the recent discovery of systematic theoretical power of the concept of openness (Peters, 2010) we have sketched some traits of the education for openness that are consistent both with the noted anomaly in the conceptual development and with the Enlightenment concept of Bildung.