How people experience, interpret, and enact time--personally, collectively, and transcendentally--is educationally significant. One's temporal hopes and fears, limitations and potentials, are the fundamental stuff out of which is forged "the constitution of human life in time." In this article, the author offers various perspectives on individual, cultural, and spiritual time, suggesting alternatives to the reductionist linearity in most federal agendas for educational "reform." He also offers a few suggestions about how to bring these alternative views of time to fruition in various educational contexts. "At the biographical level," he discusses helping students deal with psychological rupture through narrative reconstruction. He also stresses the importance of encouraging teachers to explore the autobiographical dimensions of their own sense of calling, current practice, and goals. Furthermore, he argues for the importance of teaching both teachers and students to respectfully examine various "cultural views of time." Finally, he discusses how "spiritual commitments regarding time" are vital because they buttress the delicate personal, political, and cultural edifice of many teachers' calling and practice.