This chapter explores how the concept of time has shaped state policies in education, drawing on the philosophical perspectives of Arendt and Heidegger. They differentiate between objective time (measured by clocks and calendars) and subjective time (the human experience of time, shaped by the past and future). The chapter argues that, historically, states have increasingly relied on objective time to assess educational outcomes, as seen in practices like standardized testing. However, this growing emphasis on objective and standardized time within education conflicts with modernity’s focus on personal identity and the liberation of political communities, which are tied to subjective time. Ultimately, the chapter suggests that prioritizing objective time in education negatively impacts children’s well-being and democratic development. It advocates for a more holistic approach that integrates both objective and subjective time in educational policies.