Technology & Time (1)

I'm well into the swing of reading up on time & technology; I seem to have stumbled on a quite a promising can of worms, although, so far, there's not much connecting it back to education directly. Interestingly there is a lot of stuff in the business sector - I would've thought phenomenology was a bit anti-capital for the MBA crowd.

I'm developing some ideas that don;t fit directly into what I'm reading, even though notionally sharing some underpinnings. For example, in their intro. to 24/7, Hassan & Purser talk a lot about the human perception of time before  switching to a discussion of the way in which computers (the main technology I guess, in general (although, come to think of it, the telephone must have been an interesting impact-er on perceptions of, say, "communicative distance", must get back to that (I still remember calling my grandparents at Christmas for the 1st time, and how over 4 years it went from an expensive complex process to something taken-for-granted))) alter the way in which clock is measured - almost without acknowledging that they have completely altered their perspective.

Anyway, tentatively I see it this way - human time (phenomenological time) has an envelope of "now" which OVERLAPS past and future; this human time is not wholly sequential. That envelope allows us to perceive the sense of a sentence, or a piece of music, or indeed any sequence - images are maybe a different case. So then if we look at this envelope, what constructs it & what constrains it? If it were constructed by the sequence, ie, sense dependant, it seems likely that we would comprehend quite complex ideas readily when spoken, but the difference between written & spoken language suggest that the envelope is media, rather than content sensitive. Also, it seems plausible that the envelope is managed by the brain, so it would come under cognitive/psychological discussion. Perhaps the brain cannot manage (given some complex of conditions) an envelope beyond a certain size, or perhaps there is a behavioural/affective COST associated with expanding the envelope.

I wonder how the idea of "flow" (the educational version) might fit into this? Is "flow" another way of looking at the envelope? "In the zone" is an extremely-extended envelope?

Lots of questions.