Abstract
We have done everything with time except learn how to waste it. Now adolescents and adults are faced with the problem of beguiling their time. To the middle‐aged redundancy or early retirement presents a vista of boredom or bliss, depending on how they can fill their days; while to school‐leavers and graduates, the prospect of idle hours is stark reality when they visit the Job Centres. The implications of compulsory idleness are catastrophic and frightening, for they augur a change in attitude to time and work that will revolutionise society and the philosophy of education that interprets it.
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