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We Advocate Time Consciousness and Honesty – June 2025

We Advocate Time Consciousness and Honesty runs throughout the month of June every year. It is a cause and advocacy that promotes time, talent, and resources management as well as honesty in all dealings, meeting commitments, and personal life goals. Did you know internet users worldwide spend approximately 144 minutes a day on social media? For most people, it often reduces their productivity. So, what exactly is We Advocate Time Consciousness and Honesty, and what does it really convey? Let’s learn more.

History of We Advocate Time Consciousness and Honesty

We Advocate Time Consciousness and Honesty, or Project W.A.T.C.H, is headed by the JCI Senate Philippines, a non-stock nonprofit organization of JCI Senators. The JCI Senate is the highest and most coveted award of recognition bestowed by Junior Chamber International (J.C.I.). We Advocate Time Consciousness and Honesty is an advocacy program jointly undertaken by JCI Senate Philippines, Department of Education, Commission on Higher Education, Technical Education and Skills Development Authority, Philippine Association of Colleges and Universities, the Philippine Association of Private Schools, Colleges, and Universities (PAPSCU), Private Schools Athletic Association (PRISAA), and the Office of the Presidential Assistant for Education.

We Advocate Time Consciousness and Honesty was created for the sole purpose of promoting and undertaking programs that will instill the value of punctuality and honesty in all sectors of society. In today’s world, developing wholesome values, personality, and character is crucial, especially among the young. We Advocate Time Consciousness and Honesty is the perfect movement to bring the younger generation of the Philippines forward to groom them for a greater future.

The movement was officially launched on January 11, 2008, at the Ramon Magsaysay High School in Quezon City, the pilot school led by the then JCI Senate National President, Carlos Co, and a few other respectable members. Honesty and time management are some of the hardest skills to master, but once mastered, there is no limit to achieving goals and focusing on our dreams.

We Advocate Time Consciousness and Honesty timeline

The T.I.M.E movement becomes official at the Ramon Magsaysay High School.

National Chairman HCI Sen. Aggie leads the first W.A.T.C.H summit in Baguio.

An official search for W.A.T.C.H schools is announced.

More and more people across the world realize the importance of time and honesty.

We Advocate Time Consciousness and Honesty FAQ s

What is the value of honesty.

Honesty promotes openness and enables us to develop consistency in how we present the facts. It also sharpens our perception and allows us to observe everything around us with clarity.

What are the qualities of an honest person?

They don’t exaggerate, their words and actions match up, they are transparent, they have integrity, and they always stand for the truth.

Why is time consciousness important?

Time consciousness is important because it contributes to philosophical issues such as perception, memory, expectation, imagination, habituation, and self-awareness.

How to Observe We Advocate Time Consciousness and Honesty

Teach time management.

Start by teaching young children in your community about the importance of time management. Teach your own kids too. Let’s start grooming them young.

Promote the value of honesty

Raise awareness among the younger generation about the positives of being honest. Don’t forget to be a good example for them to emulate.

Share your story

If honesty and time consciousness have made a tangible difference in your life, share your stories with the world via social media. Use your personal experience to inspire the young people around you.

5 Facts About Time Consciousness And Honesty

Most workers waste time.

89% of employees waste some part of their working time each day.

People don’t care about time management

Only one in five people are conscious about how they spend their time.

Honesty gains you trust

Being honest shows people you can be trusted by others wholeheartedly.

Honesty often translates to love

Honesty is often translated to love, and it keeps relationships healthy.

They show maturity

Honesty and time consciousness are values that show maturity and self-acceptance.

Why We Advocate Time Consciousness and Honesty is Important

It’s good for everyone.

If everyone was punctual and honest, there would be more self-respect. Additionally, people would respect each other’s time.

It motivates you

Time consciousness and honesty make you bolder and better at time management. This motivates you to achieve anything you want in life.

Honesty is really the best policy

Honesty is the best policy. Without it, people wouldn’t be able to rely on you. Honesty builds trustworthy and reliable relationships.

We Advocate Time Consciousness and Honesty dates

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• Salve R. Palo. Project W.A.T.C.H: Its Contexts, Inputs, Processes and Products in the Department of Education. American Journal of Educational Research . Vol. 10, No. 5, 2022, pp 332-341. https://pubs.sciepub.com/education/10/5/9 ">Normal Style
• Palo, Salve R.. 'Project W.A.T.C.H: Its Contexts, Inputs, Processes and Products in the Department of Education.' American Journal of Educational Research 10.5 (2022): 332-341. ">MLA Style
• Palo, S. R. (2022). Project W.A.T.C.H: Its Contexts, Inputs, Processes and Products in the Department of Education. American Journal of Educational Research , 10 (5), 332-341. ">APA Style
• Palo, Salve R.. 'Project W.A.T.C.H: Its Contexts, Inputs, Processes and Products in the Department of Education.' American Journal of Educational Research 10, no. 5 (2022): 332-341. ">Chicago Style

Project W.A.T.C.H: Its Contexts, Inputs, Processes and Products in the Department of Education

This study aimed 1.) to describe how the teachers live or manifest the core values of honesty and punctuality in implementing Project WATCH along with Advocacy, Training/Orientation, Curriculum Integration, WATCH Club Activities, and Awards and Recognition using the CIPP Model of Evaluation. 2.) to develop an advocacy and implementation model on how Project WATCH core values could build punctuality and honesty among public school teachers. Regarding Project WATCH implementation, On the Context level focused on Advocacy, most of the respondents were not well informed about the goal, mission, and vision of the WATCH program. On the Input level, investigated the training/orientation and curriculum Instruction. Project WATCH activities were not well implemented because there was no budget allocation from the MOOE; they did not include it in the Annual Implementation Plan or School Improvement Plan. Most of the respondents said they have no specific training for Project WATCH. The process level focused on the description of the WATCH Club Activities. Most schools had WATCH Club for pupils only to manage the activities in school guided by the School Project WATCH Coordinator and the School Head. When it comes to teachers, there was no Organized WATCH Club. There was no Training and Orientation on Project WATCH, which was supposed to be one of the essential activities to be managed or spearheaded by WATCH Club Officers. The product level described the Program's outcome, which is awards and recognition. From the findings, most schools did not give awards to teachers. Most schools implemented Project WATCH, They did Advocacy through the hanging of tarpaulin inside the school premises, but most of the schools launch in June or any month of the year to implement the project. There was no budget allocated for this Program teacher and parents shared the expenses for the activities, and they did no evaluation done at the end of the year.

1. Introduction

Punctuality and honesty are core values that everyone should possess. If these values are developed at home, there will be no problem in school and the community when it comes to coming on time in any appointments and being truthful in every undertaking.

Being punctual gains respect from your colleagues. Coming up on time shows other people you are respectable and can be trusted, it teaches you that you can rely on yourself. The more you keep being on time, the more your self-confidence will grow.

Being on time in every activity means punctuality. If someone wants to succeed in life he/she should always be on time in reporting, in meetings or assemblies, in payments, and any other activities. From Wikipedia, punctuality is defined as the characteristic of being able to complete a required task or fulfil an obligation before or at a previously designated time. “Punctual” is often used synonymous with “on time” or right time. It is also acceptable that punctual can also, be related to talking about grammar, which means “to be accurate”.

Punctuality demonstrates your willingness to get up early, plan and make every effort to complete your work on time. It is a sign of professionalism and helps you stand out as a reliable and trustworthy employee. Being punctual helps you establish your reputation as a dependable and consistent worker. Honesty and punctuality are the foundation of being a good citizen and leader. Both of these core values are essential in the organization to become successful. It goes without saying that businesses need people to show up on time to get the job done. Although this seems like common sense, you will probably encounter a few employees who are chronically late. For business leaders, tardiness needs to be addressed because it affects productivity and – ultimately – the reputation of an organization (Kimberly Leonard 2019) People miss work for a variety of reasons. Much of the time, when employees take time away it is for planned vacation or personal days. However, when unexpected circumstances require unplanned time off, the impact of absenteeism can weigh heavily on productivity, employee experience and ultimately profits.

According to the Bureau of Labor Statistics (BLS), the absence rate from work for full-time employees is 2.9 percent. The impact of absenteeism is certainly a big enough problem that organizations should understand how it affects individual, team and organizational performance (Bill Cushard, 2017). Absenteeism contradicts with punctuality and sometimes result to dishonesty.

Both terms, honesty and integrity are to be held in high regards being absolutely essential for success in all the areas of life including profession. Having honesty and integrity not only creates value in every communication, but it also leads to build the foundation of trust and confidence. Honesty does not just imply refusal to lie, but it does to live life with fairness and straightforwardness, whereas, integrity implies the quality of possessing and steadfastly adhering to high moral principles. McFarland 1 stated that employees might be dishonest by taking credit for someone else’s idea or to cover up for a mistake. A lot of employees think that telling a small lie is justified because they feel like they deserve a reward, whether that be a raise or promotion. However, to lie to get ahead unjustly disadvantages other employees, especially those that are honest. Tshifhiwa Yandheya Rasila 2 stated that it is a well-established fact that trust, is an important element in the employment relationship and any form of deception in the workplace has an impact on the employee-employer relationship. Employers must be able to trust their employees, without fear and worry of monitoring the employees’ conduct. Therefore, traditionally any form of dishonesty in the workplace has always been viewed as an offence. An offence so serious which usually results in a dismissal. In cases where an employee has stolen from the employer, judges and arbitrators have accepted that such dishonesty, by its very nature, has rendered continued employment intolerable. As such intolerability is the employee's breach of the trust relationship, as dishonesty damages the employer's ability to trust the employee. James D. Kondopulos 3 stated in his article that dishonesty on the part of an employee casts a dark shadow on the employment relationship and may throw the ongoing viability of that relationship into serious question, especially if the dishonesty involves theft or is premeditated, intentional, or sustained over a period of time. In some industries and for specific jobs, honesty is of paramount importance and an employee’s dishonest conduct can result in summary termination of employment for just cause. CSC, 19 April 2021 - Government employees who misrepresent education, experience, training, and eligibility qualifications to qualify for a particular position will be charged with serious dishonesty. This was stressed by the Civil Service Commission as it issued Resolution No. 2100079 or the Revised Rules on the Administrative Offense of Dishonesty. The new resolution aims to further clarify and define the parameters of the classifications of dishonesty in order to aid disciplining authorities in charging the proper offense. Dishonesty refers to the “concealment or distortion of truth, which shows lack of integrity or a disposition to defraud, cheat, deceive or betray and an intent to violate the truth.” Along with misrepresenting qualifications, the submission of fake and/or spurious credentials relative to one’s employment is also considered serious dishonesty under the resolution.

Tardiness in schools by teachers has two forms: tardiness for school and tardiness for classes throughout the school day and either way if left unchecked can create serious systemic problems. The length of class periods will be shortened and leave students unsupervised for a substantial period time and these students are then free to misbehave and disturb nearby classes. More so, it encourages students to come to classes late by knowing the teacher will also be late. Failure to address this practice will lead to a marked decline in the academic climate and performance of the institution

In the Philippines, being late and starting things late has always been part of Filipino culture. Many Filipinos seem to either practice it or accept it, so much that the term “Filipino Time” was coined 4 . To correct this culture, Republic Act 10535 was enacted requiring government offices, private televisions, and radio stations to calibrate and synchronize their time devices with the Philippine Standard Time to ensure the same time reference of punctuality.

Mool Raj 5 , found out from his study that there is a significant difference in the teachers’ opinions towards the use of a bio-enabled attendance system with regards to their residential background and medium of teaching. There is no significant difference in the opinion of the teachers towards the use of a bio-enabled attendance system concerning their gender, computer training and teaching subjects. The results also show that the bio-enabled attendance system contributes towards improving the punctuality of teachers as it is effective, accurate, time-saving and checks the proxy system for marking the attendance. David McGuire 6 expressed from his article that teachers attendance is directly related to the academic outcomes of their students. Not only does it affect the academic achievement of students but it also affects the overall running of the building. DR.N.V. Srinivasa 7 , stated that being absent, as a teacher, affects a lot of people in the school and causes more disruption. Punctuality helps the people to build their career. Generally, a person who is punctual for all his activities will be respected by everyone all great men had got a time schedule for every day. DepEd Memorandum No. 410s, 8 dated September 18, 2009, entitled “Guidelines on the Establishment of WATCH SCHOOL” (We Advocate Time Consciousness and Honesty) aims to strengthen the value of punctuality and honesty among the DepEd officials and employees.

Concerning this, Her Excellency President Gloria Macapagal Arroyo issued Presidential Proclamation No. 1782 dated May 31, 2009 9 , entitled “Declaring the Month of June as W.A.T.C.H. Month and Enjoining all Schools, Colleges, Universities and Local Government Units to Undertake Programs of Activities Thereto Every Second Week of June. Its purpose is to inculcate the two core values of a Filipinos that should be developed, the Honesty and Punctuality.

The purpose of the establishment of the Project “We Advocate Time Consciousness and Honesty (WATCH) program is to advocate time consciousness and honesty as a significant campaign for core values development of the individual to minimize the corruption of time by the Department of Education employees and to ensure quality education. Punctuality and honesty are values that should be developed of every employees in their workplace.

This study described the Project WATCH, Its context Input, Process and Product in the Department of Education. Specifically this study sought to answer the following objectives:

1.) To describe on how the teachers live or manifest the core values in Project WATCH, punctuality and honesty, along the following parameters: Advocacy, Training/Orientation, Curriculum integration, WATCH Club Activities, and Awards and Recognition using CIPP Model.

2.) To develop an advocacy and implementation model on how the teachers could build punctuality and honesty.

The respondents of this study were 11 school heads and 11 teachers of San Jose District, Division of Camarines Sur. It started on March 2020 and was completed on June 2021. It dealt with the description of how the teachers live or manifest the core values of Project WATCH which are punctuality and honesty along Advocacy, Training/Orientation, Curriculum integration, WATCH Club Activities and Awards and Recognition in San Jose District.

The result of this study can be applied to all schools in the entire Division in compliance with the DepEd Memorandum No. 410s, 8 , entitled “Guidelines on the Establishment of WATCH School”, supported with the Presidential Proclamation Number 1782 which was issued by Her Excellency Gloria Macapagal Arroyo, entitled “Declaring the Month of June as WATCH Month”and Enjoining all Schools, Colleges, Universities and Local Government Units to Undertake Programs of Activities Thereto Every Second Week of June. Its purpose is to inculcate the two core values of a Filipinos that should be developed, the Honesty and Punctuality.

The purpose of this study is to strengthen/enhance the implementation of Project WATCH among teachers and school heads as the role model to the young learners, how they can bring change to everyone, manifest the habit of coming on time in every activity and being truthful in every dealings and to see how the teachers show punctuality and honesty. School heads should monitor their teachers whether their teachers are practicing these two values punctuality and honesty.

The primary function of the school head is to assure the implementation of the programs and projects of the Department of Education geared toward quality education. Project WATCH is one of the projects of the department aimed to strengthen the values of punctuality and honesty among the DepEd officials and employees (DeEd Memo. Nos. 160 and 387s. 10 ) as a significant step in bringing about fundamental change and transformation of the society.

• Figure 1. Theoretical Framework for the Project WATCH Evaluation

CIPP (Context, Input, Process, Product) evaluation model is a program evaluation model which was developed by Daniel Stufflebeam and colleagues in the 1960s. CIPP is an acronym for Context, Input, Process, and Product. This evaluation model requires the evaluation of context, input, process, and product in judging a program’s value. According to Robinson (2002), CIPP is a decision-focused approach to evaluation and emphasizes the systematic provision of information for program management and operation. The CIPP model is unique as an evaluation guide as it allows evaluators to evaluate the program at different stages, namely: before the program commences by helping evaluators to assess the need and at the end of the program to assess whether or not the program affected.The CIPP framework was developed as a means of linking evaluation with the program’s decision-making. It aims to provide an analytic and rational basis for the program’s decision-making, based on a cycle of planning, structuring, implementing, and reviewing, and revising decisions, each examined through a different aspect of evaluation –context, input, process, and product evaluation. This is an attempt to make evaluation directly relevant to the needs of decision-makers during the phases and activities of a program. Stufflebeam’s context, input, process, and product (CIPP) evaluation model is recommended as a framework to systematically guide the conception, design, implementation, and assessment of service-learning projects, and provide feedback and judgment of the project’s effectiveness for continuous improvement. This model is best understood when its four aspects are explained.

Context Evaluation. CIPP begins with Context Evaluation which answers the question; what needs to be done? Vs. were important needs addressed? It establishes the goals of the program 11 . At this stage, the beneficiaries and their needs are also identified, along with potential resources available on hand, and potential problems that will need to be overcome. Hashaw 11 clarified that Context in CIPP refers to the group of considerations that center on needs assessment, available resources, problems to be solved, any background issues and the overall environment for the program. This is a planning phase in the cycle. The Context phase focuses primarily on the intended goals for a program. This phase clarifies what needs to be accomplished and any specific needs to be addressed. The context really envelops a program because it defines the circumstances within which the program will be operating. Stufflebeam, the proponent of this model said that the results of a context evaluation are intended to provide a sound basis for either adjusting or establishing goals and priorities and identifying needed changes. One suggested use of context evaluation is a means for a school to communicate with the public to achieve a shared understanding of the district’s strengths, weaknesses, needs, opportunities, and pressing problems. Other uses are to convince a funding agency of the worth of a project, to develop objectives for staff development, to select schools for priority assistance, and to help parents or advisers focus on developmental areas requiring attention. Context evaluation is a situational analysis – a reading of the reality in which the individuals find themselves and an assessment of that reality in light of what they want to do. It continues to furnish baseline information regarding the operations and accomplishments of the total system. It also assesses the environment where evaluation takes place. The aggregate data and information gathered serve as a basis for curriculum decisions and the subsequent development of objectives. Therefore, context evaluation includes: policy, surroundings, needs assessment, at the least. Evaluation “contexts” focus on the environment which is the change will occur and problems will appear. The evaluation context is used to give a rational reason a selected program or curriculum to be implemented. A wide scale, context can be evaluated on: the program's objectives, policies that support the vision and mission of the institution, the relevant environment, identification of needs, opportunities and problems specific diagnosis. This evaluation aspect can also serve as the “planning-decisions” aspect.

Input Evaluation. The second stage of the model, input evaluation answers the question: How should it be done? Vs. was a defensible design employed? And is designed to provide information and determine how to utilize resources to meet program goals. Input evaluators assess the school’s capabilities to carry out the task of evaluation; they consider the strategies suggested for achieving program goals and they identify how a selected strategy will be implemented. Input evaluates specific aspects of the curriculum plan or specific components of the curriculum plan. An important component of this analysis is to identify any barriers or constraints in the client’s environment that may influence or impede the operation of the program. In other words, the purpose of Input Evaluation is to help clients consider alternatives in terms of their particular needs and circumstances and to help develop a workable plan for them. Input Evaluation carries the idea that stakeholders will need to be engaged in the implementation of the program and suitable strategies for the program execution should be identified. Competing or conflicting strategies may also be identified to strengthen the program implementation. That is why this aspect serves as the “structuring decisions” aspect.

Process Evaluation. The focus of process evaluation is the implementation of a program or a strategy. It answers the question: Is it being done? Vs. Was the design well executed? The main purpose is to provide feedback about needed modifications if the implementation is inadequate. Besides, process evaluation should provide a comparison of the actual implementation with the intended program, the costs of the implementation, and participants’ judgments of the quality of the effort. Process evaluation includes three strategies. The first is to detect or predict defects in the procedural design or its implementation stage, the second is to provide information for decisions and the third is to maintain a record of procedures as they occur. This stage, which includes the three strategies, occurs during the implementation stage of the curriculum development. It is a piloting process conducted to debug the program before district-wide implementation. From such evaluation, project decision makers obtain the information they need to anticipate and overcome procedural difficulties and to make decisions.

Product Evaluation. Stufflebeam who is the proponent of this model stated that the primary function of product evaluation is to measure, interpret, and judge the attainments of a program. It answers the question: Is it succeeding? Vs. Did the effort succeed? Product evaluation, therefore, should determine the extent to which identified needs were met, as well as identify the broad effects of the program. This product evaluation stage measures outcomes 11 . This aspect has three significant terms. They are the impact, effectiveness, and sustainability. These three will help assess the product of the implemented program. The impact will answer whether or not WATCH reaches its targeted audience. Effectiveness is assessed through the efficacy of the WATCH program in terms of its quality and significance by evaluating its positive and negative outcomes. The findings will be used by all stakeholders to determine whether the implementation is a success or a failure. On the other hand, sustainability will be measured through its findings and will find out whether the WATCH program should be continued or not. This evaluation should document both intended and unintended effects and negative as well as positive outcomes. The primary use of product evaluation is to determine whether a program should be continued, repeated, and/or extended to other settings. However, it should also provide direction for modifying the program to better serve the needs of participants and to become more cost-effective. Finally, product evaluation is an essential component of an “accountability report”. Product evaluation measure and interpret the achievement of goals. Evaluation of the products also come to: the measurement of the impact of the expected and unexpected. The evaluation is conducted: during and after the program. Stufflebeam and Shinkfield suggest product evaluation conducted for the four aspects of evaluation: impact, effectiveness, sustainability, and transportability. The decision making process is done by comparing the findings / facts contained in context, input, process and product standards or criteria that have been set previously.

The foregoing researcher’s theory tried into account for the Manifestation of punctuality and honesty among public school teachers in the Department of Education through proper implementation of Project WATCH that will lead to quality education.

The Trait Theory of K. Cherry (2016) stated that it is important to know that good leadership is being honest, forward-looking, inspiring, and competent. Leaders that have these skills are the enthusiastic motivators of the group and they have an intense desire to lead others to reach shared goals. Their followers always look upon them because they have high levels of effort, ambition, energy, and initiative. Leaders are also known to have charisma, creativity, self-confidence, intelligence, integrity, sociability, determination, and flexibility.

Self-Determination Theory (SDT) suggested that people are motivated to grow and change by three innate and universal psychological needs. This theory suggested that people can become self-determined when their needs for competence, connection, and autonomy are fulfilled. Self-determination theory grew out of the work of psychologists Edward Deci and Richard Ryan, who first introduced their ideas in their 1985 book Self-Determination and Intrinsic Motivation in Human Behavior.

According to Deci and Ryan, extrinsic motivation is a drive to behave in certain ways based on external sources and it results in external rewards (1985). Such sources include grading systems, employee evaluations, awards and accolades, and the respect and admiration of others.

On the other hand, intrinsic motivation comes from within. There are internal drives that inspire us to behave in certain ways, including our core values, our interests, and our personal sense of morality.

It might seem like intrinsic motivation and extrinsic motivation are diametrically opposed—with intrinsic driving behavior in keeping with our “ideal self” and extrinsic leading us to conform with the standards of others—but there is another important distinction in the types of motivation. SDT differentiates between autonomous motivation and controlled motivation (Ryan & Deci, 2008). Autonomous motivation includes motivation that comes from internal sources and includes motivation from extrinsic sources for individuals who identify with an activity’s value and how it aligns with their sense of self. Controlled motivation is comprised of external regulation—a type of motivation where an individual acts out of the desire for external rewards or fear of punishment. On the other hand, introjected regulation is motivation from “partially internalized activities and values” such as avoiding shame, seeking approval, and protecting the ego.

When an individual is driven by autonomous motivation, they may feel self-directed and autonomous; when the individual is driven by controlled motivation, they may feel pressure to behave in a certain way, and thus, experience little to no autonomy (Ryan & Deci, 2008).

The Pickle Jar Theory of Shadav Mohammad Ansari,is a time management solution that is simple and works. The Pickle Jar theory is based on the idea that time, like a pickle jar, time is limited. Our life is the jar and what is in it, the volume or space is limited. Every day, everyone fills out time with important, less important, and unimportant activities. It helps you to set your priorities for daily life and plan tasks in such a way, that you have time to spare instead of too few hours in the day. This Theory is popular for time management. The Theory is about a big glass pickle jar that is filled with a large number of fist-sized rocks, pebbles, and a lot of sand. Rocks, pebble, and sand have a purpose in the Pickle Jar Theory. The pickle jar itself represents our daily life, what keeps us engage and how we divide our time and activates during the day. The Pickle Jar Theory helps us visualize our priorities, as well as the amount and size of tasks that can be done realistically on a given day. The Pickle Jar Theory provides a deep understanding of our schedule and offers opportunities to make an effort to put our most important tasks at the top of the list every day. The deep understanding becomes even clearer by working with to-do lists. By carefully considering what tasks still need to be done in advance, you will be able to treat the most important tasks as ‘rocks’ and put them on your list.Through the theories presented that were related to Project WATCH Program, its context, input, process, product and implementation model on how DepEd core values could build punctuality and honesty among public school teachers was developed and served as the final output.

The output will be implemented and cascaded in the field to attain and bring change, to practice punctuality and honesty and be manifested by the teaching and non-teaching personnel in the Department of Education in which the main goal is quality education among learners.

• Figure 2. Conceptual Framework for the Project WATCH Evaluation

From the Figure 2 , Project WATCH was assessed along with advocacy, Training or Orientation, WATCH Club activities, curriculum integration, and the awards and recognition and identified which are the context, input,process and product

Context-Input-Process-Product (CIPP) Model is used in the evaluation of this Project WATCH implementation to measure, translate and authenticate the progress of the program. This model does not only illustrate the overall evaluation framework but also relates to the research questions of this study. This is also used to identify the weaknesses and the strengths of the WATCH program. Through CIPP, each area will be scrutinized.

In the Context Evaluation aspect, the questions “what needs to be done vs. were important needs addressed?” will be answered. There will be an assessment of the Context of WATCH implementation concerning the core values punctuality and honesty as the core values in Project WATCH. In this evaluation process, problems and needs in Project WATCH implemented in San Jose District, Division of Camarines Sur were diagnosed and assessed. This help in planning decisions by describing on how the teachers manifest or live in terms of the implementation of Project WATCH. This evaluation process aims to understand the value of punctuality and honesty in the context of the development of a better Filipino Character.

Input evaluation involves examining potentially the relevant approaches and strategies to strengthen Project WATCH implementation in San Jose District, Division of Camarines Sur. If Context evaluation serves as planning decisions, this aspect is in structuring decisions. For it structures alternative strategies to meet the needs of the objectives of WATCH. It generally answers the question “how should the implementation be done Vs. was a defensible design employed?”

Process evaluation focuses on how the objectives of WATCH were done. This shall see and scrutinized the weaknesses of the program. It will study the WATCH implementation adjustments other than the monitoring problems. This process evaluation shall get and provide additional information for changes, document the process, and will run regular monitoring on WATCH implementation. If context evaluation serves as planning decisions, while input evaluation is in structuring decisions, this one is different. It serves as implementing decisions as it offers information during the WATCH implementation process. It also helps in decision-making and contributes ideas on what else could be done to strengthen WATCH implementation.

Product Evaluation assesses the impact, effectiveness, and sustainability of Project WATCH implementation. The impact tells us whether WATCH reaches its targeted audience. This is very significant to all stakeholders for it gives an assurance that the WATCH program truly reaches its intended and right beneficiaries. The findings will be used by all stakeholders to determine whether the implementation is a success or a failure.

In this study, the existing CIPP model of evaluation of Project WATCH (We Advocate Time Consciousness and Honesty) was used to describe on how the teachers live or manifest the core values punctuality and honesty along Advocacy, training/orientation, curriculum integration, WATCH club activities and Awards and Recognition as the parameters to evaluate on how teachers and stakeholders support and participate in the said project. Through the findings in the evaluation the researcher should be able to develop an advocacy and implementation model on how the core values could build punctuality and honesty among public school teachers.

2. Methodology

The research method and design, the sampling technique, the data collection technique, and how the findings were presented and discussed to come up with valid results were discussed in this chapter.

This study employed a qualitative research design, and it started with collecting data through Focus Group Discussion. It does not use data that do not indicate ordinal values. It is descriptive because its process starts with a description based on observation (Lomax, 2013) and is inferential to help assess the strength of the relationships between and among variables and to establish shreds of evidence to understand the impact and effectiveness of the input to the outcomes, evaluations were used to provide sound information that will help DepEd officials regularly assess and improve services and make effective and efficient use of resources, time, and technology to serve the beneficiaries and targeted needs. 

The researcher purposively chose San Jose District in the Division of Camarines Sur as the area of her study because she is also from this District advocating Project WATCH( We Advocate Time Consciousness and Honesty) and her focus of interest is to describe how the teachers live or manifest punctuality in terms of implementing the said project along with advocacy, training/orientation, curriculum integration, WATCH Club Activities and Awards and Recognition using contexts, inputs, processess and products analysis.The respondents were Eleven teachers and eleven school heads who were randomly chosen. This research was conducted in the second semester of the academic year, 2019-2020. Data collection in problem number one was through Focus Group Discussion (F.G.D.) participated in by the 22 representatives of every school and discussed activities, practices, ideas, and other concerns on the Advocacy, Curriculum Integration, Training/ Orientation, WATCH Club Activities, and Awards and Recognition by analyzing the context, input, process, and product of Project W.A.T.C.H. The researcher also applied the Archive method, wherein she used questions and documents that focused on the past. She also used Contact Method, wherein there was a group interview or focus group interview. Further, five experts were consulted to test the content validity and reliability of the responses or data. Suggestions and comments were collated and considered to refine the process in the Focus Group Discussion. The data gathered were transcribed and thematically analyzed to satisfy the questions of this study. These data in the transcript were the responses to the questions to the respondents during Focus Group Discussion.

3. Results and Discussion

A. IMPLEMENTERS UNDERSTANDING OF THE PROJECT WATCH

From the data presented it was found out that the respondents have no idea about the goal, vision and mission of Project WATCH.

B. NEED FOR INFORMATION DISSEMINATION

It was found out that schools conducted activities to inform the implementers about the program, most schools conducted launching every month of June the rest they conducted in any month of the year. During the launching, some schools had their parade around the Poblacion to make people aware about the Programs and projects in the school. They distributed fliers in the community. Most schools had their Bulletin boards for Project WATCH. They distributed fliers in the community.

A. NEED TO EXPLORE THE CONTENT OF MELC

It was found out that there was no specific curriculum guide for Project WATCH for punctuality and honesty. However they confirmed that the two core values was integrated in Edukasyong Pagpapakatao (EsP) and Edukasyong Pangkabuhayan at Pantahanan (EPP) when they prepare learning or lesson plan.

B. INCLUSION OF PROJECT WATCH TO SIP/AIP

It was found out that Project WATCH was not included in the budget allocation in the School Improvement Plan (SIP) or Annual Implementation Plan(AIP). There was no Action Plan and Training Proposal that pertains to Project WATCH.

A. ORGANIZATION OF SCHOOL WATCH CLUB

WATCH Club activities were not fully implemented in some schools. There were no Watch Club Officers for teachers and no training/orientation initiated by the WATCH Club Officers.

B. STRATEGIES TO IMPLEMENT OR CONDUCT WATCH ACTIVITIES

It was found out that the school heads and teachers made strategies on how to mobilized and got support just to implement the project. Some teachers donated an amount for the expenses during the activities of Project WATCH. School Heads and School Coordinators tap the stakeholders to support and participate in the activities in school. School Heads and Teachers donated an amount for the expenses of the WATCH activities.

A. MONITORING AND EVALUATION OF PROJECT WATCH

It was found out that most of the Teachers were not given awards and Recognition for the entire year. There was no School or District Memorandum on Search for Outstanding Teacher of the year. There was no organized Committee on Awards and Recognition. Award and Recognition were only for learners and parents.

B. PROVISION OF GUIDELINES FOR AWARDS AND RECOGNITION

It was found out that there was no specific guidelines for Awards and recognition for teacher at the district and school level.

4. Conclusions

Project WATCH was not given importance by the school heads because it is not academic. Some school heads focus on the academic activities. Hence, there was no proper orientation regarding to Project WATCH. They were not aware of the legal basis like memorandum for Project WATCH.

Information dissemination is very much needed in an organization. Teachers need more information regarding the programs and project of the Department of Education.

Punctuality and honesty values can be found in the Most Essential Learning Competencies (MELC) for Edukasyong Pagpapakatao (EsP) and Technology and Home Economics and was integrated in some learning areas during the teachinglearning process.

Expenses in any activities and projects in school can be incurred from the School MOOE if it is reflected in the School Improvement Plan or Annual Implementation plan. Hence, there was no training provided to teachers because of non inclusion to the School Improvement Plan or Annual Improvement Plan and Work Financial Plan.

Due to insufficient knowledge on the goals, vision and mission and memorandum related to Project WATCH, there was no organized WATCH Club for teachers and parents.

School Heads and School Coordinators tap the stakeholders to support and participate in the activities in school. School Heads and Teachers donated an amount for the expenses of the WATCH activities.

Awards and recognition is given after the result of the Evaluation. Thus, there was no Awards and Recognition for teachers because Monitoring and Evaluation was not done at the school level. There were no allocated funds for awards and recognition for teachers. Monitoring activities are essential in every activity to track positive outcomes and weaknesses. The identified weaknesses should be given intervention, improvement, or modification, and the strength must be sustained and enhanced. Activities should be assessed in terms of teachers' effectiveness and participation in the implementation of Project WATCH in school.

The learners have guidelines for Recognition and it was included in the budget which is reflected in the Work Financial Plan and in the Annual Implementation Plan. The teachers’ awards and recognition was not included in the budget and there was no specific guidelines at the school level.

5. Recommendations

There is a need for the School Heads to furnish copy of the DepEd memorandum No.410s 8 so that teachers will. School Head should intensify the Project, discuss the goals, vision and mission of Project WATCH.

School Heads should provide the DepEd Memorandum anent to Project WATCH and should discuss those memorandum during the conference. There is a need to intensify the implementation of Project WATCH and the school head should extend their support to the School WATCH Coordinator. School Heads need to know, understand and disseminate Project WATCH especially its advocacy, goal, mission, and vision. The School head can invite speakers who were the winner as Best implementers on Project WATCH. They can also benchmark from other schools who implemented the above mentioned program. School Heads should suggest to their teachers to use internet and search about the project.

School Heads should check the learning Plan of the teachers whether they integrate punctuality and honesty and should organized School Subject Matter Experts to prepare learning materials or lesson plan integrating the core values of Project WATCH.

School Heads need to allocate a budget by including in the School Improvement Plan(SIP)or Annual Implementation Plan(AIP) for the conduct of workshops or training and other activities or look for stakeholders that will support and help promote punctuality and honesty. Teachers need to be capacitated on the objective of the programs and projects. Hence, Teachers need Training and Orientation. There is a need for the School Project WATCH coordinator to Prepare an Action Plan every year before the start of classes to guide or direct what activities will be implemented. School head should give full support to this project to encourage the teachers.

It is highly recommended that School Heads should monitor the integration of punctuality and Honesty. Teachers should regularly submit their Weekly Home Learning Plan for checking. Lesson Plans should always have values integration.

There is a need to organize WATCH Club for teachers and parents to support and guide the pupils in the process. There must be an allocation of budget thus Project WATCH should be included in the School Improvement Plan(SIP) or Annual Implementation Plan. When there is no budget or fund the activities will not be possible. However the teachers donated an amount to pursue the activities of Project WATCH.

There’s a need for the School Head to Organize Resource Mobilization Committee to be incharge for fund raising activity to support Project WATCH programs and activities. There is also a need to allocate budget for the implementation of Project WATCH through including in the School Improvement Plan(SIP) or Annual Implementation Plan and School Work Financial Plan.

It is recommended that the School Heads should create committee on awards and recognition that will craft for the contextualized guidelines on awards and recognition at the school level because not all teacher has the chance to be recognized in the higher level. The parents also should be given awards to increase the participation rate of parents.

It is recommended that the school head need to create School Monitoring and Evaluation team headed by the school head to conduct monitoring and evaluation at the school level. So as with the district, Public Schools District Supervisor should also create Monitoring and Evaluation Team headed by the District Supervisor. Awards and Recognition or Selection Committee should also be organized from the District down to School level.

Published with license by Science and Education Publishing, Copyright © 2022 Salve R. Palo

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HATAW! D'yaryo ng Bayan hatawtabloid.com

Leaving a Legacy: Instilling the Values of Time Consciousness and Honesty

hataw tabloid October 14, 2020 Lifestyle

In recent years, arriving late for meetings and appointments has become normal, and being late has become the stereotype of Filipinos already. In Metro Manila, the worsening traffic is usually used as an excuse by people for not getting somewhere on time. But if you ask those who are chronically late, most of them, if they are being honest, would tell you that they just don’t want to come early and wait.

This trend of habitual tardiness among our people, if unabated, will surely be counterproductive towards our goal of making our nation progressive. Efforts should be made now to change people’s mindset, make them understand that being “fashionably late” is not only rude but also shows disrespect of your own commitments, and that tardiness also has its costs.

Thankfully, the JCI Senate Philippines is implementing Project W.A.T.C.H. (We Advocate Time Consciousness and Honesty) with the Department of Education (DepEd) which aims to inculcate to the Filipino youth the value of Punctuality and Honesty in the development and productivity of our Nation.

Presidential Proclamation 1782 declared every month of June as a W.A.T.C.H Month and that for all schools, universities, colleges and department of local government offices and municipalities to conduct activities related to W.A.T.C.H. among their students, teachers, civil servants and constituents.

Free workshops for students and teachers were provided as part of this advocacy project which has its National (Virtual) Kickoff this year via FB Live last July 29, 2020 hosted by Canabuan National High School. Awarding for the 2020 National Search for Outstanding W.A.T.C.H. Schools will be on December 2020.

Earlier this year, the Community Transformation for Development (CTD) Foundation became the  institutional partner for Project W.A.T.C.H. after its Founder and Chairman, JCI Sen. Conrad T. Dieza signed a Memorandum of Agreement with the JCI Senate Philippines. During the ceremonial signing, JCI Sen. Conrad T. Dieza expressed his support to the project and his belief that instilling these values to the next generation is a very good legacy to leave behind.   He also added that “being punctual and honest will never go out of style”.

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Guidelines on the Establishment of a W.A.T.C.H. School

September 18, 2009

DepEd Memorandum No. 410, s. 2009

Table of Contents

GUIDELINES ON THE ESTABLISHMENT OF A W.A.T.C.H. SCHOOL (We Advocate Time Consciousness and Honesty)

Undersecretaries Assistant Secretaries Bureau Directors Directors of Services, Centers and Heads of Units Regional Directors Schools Division/City Superintendents Heads, Public and Private Elementary and Secondary Schools All Others Concerned

1. To strengthen the values of punctuality and honesty among the DepED officials and employees, this Department has issued DepED Memorandum Nos. 160 and 387, s. 2008 as a significant step in bringing about fundamental change or societal transformation.

2. In support of the said strengthening, a National Summit on W.A.T.C.H. (We Advocate Time Consciousness and Honesty) was held on May 20-23, 2009 in Teachers Camp, Baguio City. This was participated in by DepED regional, division, and school officials and teachers, corporate individuals, and other government and private education stakeholders.

3. Relative to this, Her Excellency President Gloria Macapagal Arroyo issued Presidential Proclamation No. 1782 dated May 21, 2009 entitled “Declaring the Month of June as W.A.T.C.H. Month and Enjoining All Schools, Colleges, Universities, and Local Government Units (LGUs) to Undertake Programs of Activities Relating Thereto Every Second Week of June”. Its major goal is to push forward the recognition of punctuality and honesty as two core values in promoting national renewal and development.

4. To attain this goal, school heads are encouraged to organize W.A.T.C.H. Clubs and to establish W.A.T.C.H. Schools nationwide that will serve as center of excellence in the renewal commitment towards consciousness on punctuality and honesty. The JCI Senate of the Philippines will spearhead the campaign for advocacy in coordination with the DepED, Commission on Higher Education (CHED), Technical Education Skills Development Authority (TESDA), Philippine Association of Private Schools, Colleges and Universities (PAPSCU), Philippine Association of Colleges and Universities (PACU), and Office of the President.

5. For the guidance of principals/schools heads, enclosed are the Guidelines on the Establishment of a W.A.T.C.H. School (Enclosure No. 1) and the Entry Form for the National Search for W.A.T.C.H. School (Enclosure No. 2). These guidelines were validated by selected school heads/principals during the said summit.

7. To ensure the successful implementation of the project, all concerned are required to send their report on W.A.T.C.H. Club and the entry form for W.A.T.C.H. Schools to:

JONATHAN E. MALAYA Assistant Secretary Special Projects and Legislative Liaison c/o Ms. Luzviminda F. Dela Rosa Head, Special Events Unit 505 Bonifacio Bldg., DepED Complex, Meralco Avenue, Pasig City

8. For more details, please contact the DepED-Special Events Unit (SEU) at tel. nos.: (02) 637-5832 and (02) 637-5834 and mobile phone nos.: 0919-5164759, 0927-2204951 and 0928-6075533.

9. Immediate and wide dissemination of this Memorandum is desired.

JESLI A. LAPUS Secretary

(Enclosure No. 1 to DepED Memorandum No. 410, s. 2009)

Guidelines on the Establishment of a WATCH School

I. rationale.

Advocacy for time consciousness and honesty is a significant campaign for core development of individuals. If everyone is punctual and honest there will be a concomitant valuing for self respect and for respecting others’ time. These values cannot be taught but they can be caught by simply modeling the practice and making it a habit. Awareness of the benefits we can derive from being a WATCH implementer is basically the end goal in establishing a WATCH School.

II. Objectives

• To know and understand the value of punctuality in the context of the development of a better Filipino character;
• To cherish and value punctuality as an integral part of a true Filipino; and
• To identify concrete strategies that will assist an individual in the actualization of the value of punctuality and honesty in one’s life.

a. The School

i. Any type of elementary and secondary public and private school can establish. The school may either be:

ii. Schools’ Readiness

1. Principal

2. Teachers: Teaching and non-teaching

3. Resource materials

4. Any religion/sect

b. Curriculum and Instruction

i. The concept/programs particularly the goals and objectives are part of the subjects where there is point of entry, specifically in Values Education/GMRC and Technology and Home Economics.

ii. Updates, information campaign in School Bulletin Board found in distinct places of the campuses.

iii. School Paper with special column regularly featuring students, teachers, non-teaching personnel who are exemplifying Time Consciousness and Honesty.

iv. Involve other sectors such as the local media, religious groups and the local government units.

c. Training

i. School administrators will include WATCH program in the INSET and regular monthly meeting;

ii. Continuous orientation involving the Parent-Teacher-Community Association (PTCA) and the Student Government Organization (SGO);

iii. Conduct seminar-workshop to annexes of the mother school for multiplier effect;

iv. Attending regional and divisional forum on time consciousness and honesty; and

v. Formation of core trainers.

d. Campaign for Advocacy

i. Coordinate with the government organizations (GO’s) and nongovernment organizations (NGO’s) resourcing participation to or in attending seminars and workshops on WATCH.

ii. Collaboration with the division offices and regional implementers;

iii. Attending community assemblies conducted by LGU’s in Baranggay’s where the school is located;

iv. Organizing a core group of trainers ready to deliver the program in special groups in need of the program;

v. Conduct of contest (oration, debate, essay, etc); and

vi. Organization of WATCH Clubs under the auspices and advisory of the Values Education Head or Coordinator.

e. Monitoring and Evaluation

i. Monthly monitoring

ii. Quarterly reporting

iii. Awarding of outstanding individual every graduation and or recognition day.

1. An instrument guided by the guidelines shall be developed.

2. Guidelines in the selection of the outstanding school implementer shall be based on the guidelines. Corresponding points shall be allocated.

Mark Anthony Llego

Mark Anthony Llego, a visionary from the Philippines, founded TeacherPH in October 2014 with a mission to transform the educational landscape. His platform has empowered thousands of Filipino teachers, providing them with crucial resources and a space for meaningful idea exchange, ultimately enhancing their instructional and supervisory capabilities. TeacherPH's influence extends far beyond its origins. Mark's insightful articles on education have garnered international attention, featuring on respected U.S. educational websites. Moreover, his work has become a valuable reference for researchers, contributing to the academic discourse on education.

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Article Contents

Introduction, time consciousness is grounded in phenomenology, duration: time consciousness is extended, flow: time consciousness is continuous, consciousness, time, and self: the importance of no-stimulus paradigms, summary of time consciousness, short, discrete, and static: the current status of time in theories of consciousness, time consciousness in iit and gnwt, long, continuous, and dynamic: time consciousness can remedy (literal) shortcomings in theories of consciousness, acknowledgments.

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Time consciousness: the missing link in theories of consciousness

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Lachlan Kent, Marc Wittmann, Time consciousness: the missing link in theories of consciousness, Neuroscience of Consciousness , Volume 2021, Issue 2, 2021, niab011, https://doi.org/10.1093/nc/niab011

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There are plenty of issues to be solved in order for researchers to agree on a neural model of consciousness. Here we emphasize an often under-represented aspect in the debate: time consciousness. Consciousness and the present moment both extend in time. Experience flows through a succession of moments and progresses from future predictions, to present experiences, to past memories. However, a brief review finds that many dominant theories of consciousness only refer to brief, static, and discrete “functional moments” of time. Very few refer to more extended, dynamic, and continuous time, which is associated with conscious experience (cf. the “experienced moment”). This confusion between short and discrete versus long and continuous is, we argue, one of the core issues in theories of consciousness. Given the lack of work dedicated to time consciousness, its study could test novel predictions of rival theories of consciousness. It may be that different theories of consciousness are compatible/complementary if the different aspects of time are taken into account. Or, if it turns out that no existing theory can fully accommodate time consciousness, then perhaps it has something new to add. Regardless of outcome, the crucial step is to make subjective time a central object of study.

The recent ascent of theories of consciousness has undoubtedly raised the stakes regarding fundamental aspects of experience and reality. Within this high-stakes environment, where competing or even adversarial perspectives are vying for ascendancy, the fundamentals in questions have to be clear, concise, and consistent. One prime example is time or, in its context-specific form, time consciousness. While there is a prevailing consensus in the field that consciousness is extended in time ( Northoff and Lamme 2020 ), in our opinion as dedicated time researchers, it is not yet extended enough. Decades of timing research supports a “minimally sufficient” duration for time consciousness somewhere in the seconds’ range ( Fraisse 1984 ; Pöppel 1989 , 1997 ; Varela 1999 ; Wittmann 2011 ; Kent 2019 ), but most theories and methodologies in consciousness science only focus on the hundreds-of-milliseconds’ range ( Northoff and Lamme 2020 ). As such, we claim that current theories do not adequately address time as a fundamental aspect of conscious experience. The discrete “timing” of brief neural, perceptual, and behavioral functioning cannot hope to explain time consciousness when, from a prevailing phenomenological viewpoint, it is neither discrete nor brief ( Wittmann 2016 ; Dorato and Wittmann 2020 ).

One possible misconception at the root of this problem is that time consciousness is synonymous with the timing of behavior, perception, and other stimulus-based responses or event-based experiences. Timing and other nonconscious aspects of time perception should not be confused or conflated with time consciousness itself, which can be defined as the conscious experience of time , as opposed to events (e.g. a perceptual stimulus) that merely happen at specific times ( Kent 2019 ). This distinction is about the general feeling we have of time passing from the future to the past (sometimes as the impression of time passing slowly or fast), on the one hand, and the sensorimotor timing of behavior in relation to the duration of specific events, on the other hand. The former is concerned with the phenomenal impression of subjective passage of time, the latter with the comparison between subjective duration and objective clock time, i.e. the accuracy of estimating the duration of an event.

Taking a neuroscientific approach as well, there are in fact three separable but interdependent “times” at play in the study of time consciousness—neural temporal dynamics, functional timing of perception/thought/behavior, etc., and the phenomenal experience of time—all of which must be addressed in any general neuroscientific theory of consciousness. The goal must be to arrive at a theory that simultaneously explains how underlying neural dynamics in time generate a conscious experience of time , how the experience of time affects how people perceive, think or act at specific times , and how those perceptions, thoughts, and actions feedback to shape (or a complementary to) the underlying neural (temporal) dynamics and conscious experience. Neural, functional, and phenomenal aspects of time need to be triangulated in order to understand the key features of time consciousness, two of which we focus on below—namely, extension/duration and continuity/flow.

William James’ (1890) “stream of consciousness” and Edmund Husserl’s (1928 /1991 ) “inner time consciousness” attempt to explicate phenomenologically that all experience happens within an extended present, a unified temporal and spatial whole of experience, within which the unfolding of events, time passage, happens. The experienced present is extended as it carries an event’s history and possible future within the implicit temporal structure of consciousness ( Lloyd 2012 ). Edmund Husserl (1928 , /1991 , 32) writes about the duration of the temporal field, “which is manifestly limited, precisely as in perception’s case. Indeed, on the whole, one might dare to assert that the temporal field always has the same extensions.” As empirical researchers we may ask what the extension of this field of consciousness is, e.g. in units of clock time. Some contemporary theorists deny that consciousness extends over a relatively fixed “specious present” on either empirical ( White 2017 ) or philosophical ( Arstila 2018 ) grounds. It is by no means a settled question, but the early phenomenological and experimental studies of Husserl (1928 , /1991 ) and James (1890) are supported by contemporary theory and research ( Zahavi 2005 ; Lloyd 2012 ; Berkovich-Ohana and Glicksohn 2014 ; Northoff 2016 ). If consciousness is extended in time and possesses the experiential quality of time passage, we have to probe neural and functional theories of consciousness concerning their answers to this issue.

Building on Husserl’s and others’ phenomenological conception, three temporal aspects of conscious experience can be discerned, two of which we will address in our article, namely the extended present, time passage or flow, and one which we will not address in detail, namely the tripartite structure concerning past, present, and future. These aspects have been related to neuronal and psychological properties in empirical science. First, an experienced present has been operationalized to account for the feeling of an extended now and sensorimotor integration with perception and behavior ( Pöppel 1997 ; Wittmann 2011 ; Tschacher et al. 2013 ; Kent 2019 ). As Edelman (1991 , 92) argues, the constant flux and variation of incoming sensory signals necessitate a temporal organization, a “cohesion in a given period of time” potentially afforded through reentrant processing, for primary consciousness to arise. Second, experimental paradigms have been set up to account for the feeling of time passage in healthy individuals and the corresponding experiential and functional breakdown in patients with schizophrenia ( Lalanne et al. 2010 ; Martin et al. 2014 ). Unconscious processes may enable us to follow information over time with high temporal accuracy and at the same time contribute to our feeling of time passage ( Elliott and Giersch 2016 ). Third, human experience can be categorized into the temporal domains of past, present, and future which on a sensorimotor-processing level correspond to the cognitive functions of working memory, interference control, and preparatory set, respectively ( Fuster 2003 ), and arguably to Husserl’s phenomenological notion of retention , impression , and protention ( Vogeley and Kupke 2006 ).

The orthodox view in the cognitive neurosciences is that time consciousness extends over a duration between a few hundred milliseconds and a few seconds over what is otherwise called the “experienced moment” or “subjective present” ( Pöppel 1997 ; Wittmann 2011 ; Kent 2019 ). Experimental findings discussed in the above reviews indicate that the perception of external events is automatically segmented into units with a duration of a few seconds such as when listening to sequences of beats, when viewing ambiguous figures, or when viewing distorted naturalistic visual sequences ( Nakajima et al. 1980 ; Fairhall et al. 2014 ; Wang et al. 2016 ; Kornmeier et al. 2019 ). These special stimulations are supposed to be limit cases of general processing mechanisms which temporally structure all of our perception and action ( Pöppel 1997 ). Sensorimotor synchronization to external events is effortless and most accurate when one has to time movements to regular events with intervals not exceeding three seconds ( Mates et al. 1994 ; McAuley et al. 2006 ). There is a debate concerning the question whether several independent mechanisms with variable duration underlie all these different experimental paradigms ( White 2017 ), they nevertheless point to a similar time range and could be related to what Husserl termed the “temporal field” of an experienced present. Humphrey (1992) similarly advocates the idea of present moment-ness. According to him, repeated feedback processes of neural sensory-motor loops induce perceptual content, which is extended over time. Consciousness thereafter is “thick,” i.e. an extended perception of what is out there.

Empirical evidence stemming from behavior analysis and using brain imaging technology has identified neural integration processes on different time scales. These temporal integration processes define how long a given event proactively influences moment-to-moment neural activity stimulated by continuous visual and acoustic input ( Hasson et al. 2008 ; Lerner et al. 2011 ). However, one has to be careful in identifying subjective experience with neural integration processes, as the latter might represent functional properties of the brain unrelated to the experienced present ( Lockwood 2005 ). This principle applies at all timescales of human experience, too. We have (conscious) experiences that span hours, days, and even decades, but this should not be identified solely with temporal integration processes given that there are memory and other higher-order processes involved ( Kent et al. 2019 ). This is the decisive goal for forthcoming research: if possible, to identify the exact neural correlates of present moment experience. Importantly, the neural mechanisms underlying consciousness are not stimulus bound but act in a top-down anticipatory fashion. “When in a conscious state, experience will unfold regardless of specific stimulation, because stimulation is no strict requirement for conscious experience given the predictive inferential machinery” ( Fekete et al. 2018 , 7).

Notwithstanding recent neuro-phenomenal work in time consciousness that seeks to explain the “width of present” in terms of the continuous, singular nature of conscious experience ( Northoff 2016 ), we argue in this article that all other theories of consciousness are generally confined to the functional moment because they are derived from methods that restrict activity within that short timescale range. In their review article on eight different neural theories of consciousness, Northoff and Lamme (2020) show that only Northoff’s (2016 , Northoff and Huang 2017 ) Temporo-spatial theory of consciousness (TTC) explicitly incorporates temporal integration mechanisms on longer time scales of seconds to minutes duration. The other theories only address short temporal integration on the millisecond level, i.e. between 100 and 300 ms. We argue that this confinement leads to intractable problems within and between theories of consciousness, citing the recent controversy surrounding the “unfolding argument” as a prime example ( Kleiner 2019 ; Doerig et al. 2019b ; Ganesh 2020 ; Negro 2020 ; Tsuchiya et al. 2020 ).

Whatever the actual extent of the experienced moment and its underlying neural mechanisms, the original and principal distinction captured in the concept of time consciousness is between punctate, point-like present moments (plural) on the one hand, and the integration of those moments into an extended, field-like present moment (singular) on the other hand ( Montemayor and Wittmann 2014 ). Perception and action evolve as discontinuous processing of discrete momentary units ( Pöppel et al. 1990 ; Dehaene 1993 ; VanRullen and Koch 2003 ). These moments are characterized by the idea of co-temporality, events within such a time unit have no before–after relation ( Ruhnau 1995 ). Speech recognition, e.g. is enabled through the 3–6 Hz segmentation of the continuous speech stream into temporal units for perceptual and linguistic analyses ( Teng et al. 2019 ). Neural microstates as recorded by electroencephalogram of around 125 ms duration have, e.g. been discussed as potential critical time windows, as “atoms of thought” which functionally integrate neural events across the cortex ( Lehmann et al. 1998 ; Milz et al. 2016 ). These nonconscious, discrete “functional moments” are ascribed by their dynamic range over a few hundred milliseconds, as opposed to the latter conscious and continuous “experienced moment” that ranges over a few seconds ( Stern 1897 ; Fraisse 1984 ; Pöppel 1997 ; Varela 1999 ).

In short, continuity entails temporal flow between discrete temporal units. Discrete time refers only to a minimally extended present that can be thought of as a basic temporal “unit” (cf. a functional moment). Discreteness does not apply to a maximally extended present that requires passage or flow between discrete time units. Such maximal extension is continuous by definition, in that it could not possibly be otherwise because it entails the co-consciousness of percepts that are not simultaneous (cf. co-temporal, as above). That is, extended experiences exhibit temporally ordered structure but are nevertheless perceived as a unified whole ( Kiverstein and Arstila 2013 ; Dorato and Wittmann 2020 ). An example often cited is how people hear the musical phrase “Hey Jude” within a separable but unified perceptual whole that holds both discrete units, “Hey” and “Jude,” within the same continuous experience of the full “Hey Jude” phrase ( Lloyd 2012 ).

Any theory of consciousness that aims to include time consciousness must therefore explain how the brain achieves this feat at a neural level. Our analysis below suggests that, with only one or two exceptions ( Northoff and Lamme 2020 ), many of the leading candidate theories cannot explain continuity or flow because they are methodologically (and thus theoretically) constrained to short, discrete, nonconscious functional moments.

Theories of consciousness have been constrained methodologically. Prevailing research methods almost exclusively use stimulus-based paradigms when searching for the neural correlates of consciousness (NCCs; Koch 2004 ) but time itself is not consistently controlled in the vast majority of experiments and not in-keeping with current notions regarding the actual extension (cf. duration) of conscious experience. Temporal processing of stimuli can be probed in specific tests (i.e. gap detection, temporal order judgements, stimulus duration perception), typically in the order of milliseconds to a few seconds, but “no-stimulus” paradigms can be devised to judge empty intervals of much longer duration ( Thönes and Stocker 2019 ). Such experimental setups, e.g. are those where one has to wait through a period of time for something to happen or to end. Temporal judgments and prediction in these studies can range from the sub-second ( Martin et al. 2017 ), to the multiple second ( Röhricht et al. 2018 ), and several minutes’ range ( Pfeifer and Wittmann 2020 ).

It is therefore possible to close the gap between theories of consciousness and time consciousness by using “no-stimulus” paradigms which strike at the common heart of time, self, and conscious experience. “No-stimulus” paradigms are central to the study of time consciousness because research has demonstrated that time perception, especially of longer duration, is intimately linked to the perception of self as unfolding over time, such that an increased awareness of self corresponds to an increased awareness of time, and vice versa ( Wittmann 2015 ). Whether this is tied to the basic, immediate, embodied sense of self-hood akin to interoceptive cues over short timescales from a few-hundred milliseconds up to several seconds ( Craig 2009a , b ; van Wassenhove et al. 2011 ), or the narrative, autobiographical sense of self-hood spanning longer timescales of months, years, and decades ( Conway et al. 2004 ; Bird and Reese 2006 ), both types of self-awareness are central, if not necessary, to any definition of consciousness as “what it is like to be something” ( Nagel 1974 ). A disturbed sense of self is typically associated with a disturbed sense of time ( Fuchs 2013 ; Martin et al. 2014 ).

Time is a complex topic, especially for the uninitiated who specialize in general theories of consciousness. Before discussing time in theories of consciousness, it may help to review the key aspects of time consciousness:

Time consciousness should not be: (i) confused with timing of cognitive functions; or (ii) identified with all timescales of temporal integration.

Time consciousness extends over multiple seconds, not just a few-hundred milliseconds.

Time consciousness is not discrete or point-like (i.e. it does not “happen” at a particular time) but rather field-like (i.e. it contains multiple points that happen at different times but are nevertheless experienced together).

Short and discrete “functional moments” that are nonconscious are integrated into longer and continuous “experienced moments” that are conscious.

This continuous integration results in the phenomenal sense of temporal flow in conscious experience.

Neuroscientific approaches to consciousness do not apply these established principles of time consciousness consistently and so theories of consciousness and time consciousness are potentially incommensurate.

After a proliferation of alternative theories of consciousness in recent decades, the current trend is toward parsimony through synthesis ( Waade et al. 2020 ), standardization ( Graziano et al. 2020 ), or direct competition ( Reardon 2019 ). In this vein, Northoff and Lamme (2020) reviewed the convergence between eight theories of consciousness (i.e. integrated information theory [IIT], global neuronal workspace theory [GNWT], predictive coding theory [PCT], recurrent processing theory [RPT], embodied theory [ET], synchrony theory [ST], higher-order thought theory [HOT], and temporospatial theory [TTC]) and included details about the “timing of consciousness”. While TTC, ET, PCT, and HOT were less constrained, their review found that major theories such as IIT, GNWT, RPT, and ST were concerned only with narrow timescales between approximately 100 and 300 ms. They noted that GNWT deals with comparatively “late” processing that is beyond 300 ms but, as discussed below, in reality, this late processing does not extend sufficiently far beyond 300 ms into the seconds’ range.

Their analysis further hints at the possibility that GNWT, RPT, and ST may be methodologically constrained by a shared reliance on stimulus-based paradigms such as masking, binocular rivalry, change/inattentional blindness, attentional blink, and so on ( Northoff and Lamme 2020 ). The reason why IIT is limited to particular timescales under 100 ms is less clear but, regardless of the reasons why, the fact remains that several of the most prominent theories of consciousness do not currently allow enough time for extended and continuous time consciousness to occur. On the plus side, some theories seem compatible with time consciousness (i.e. ET, PCT, and HOT) and TTC ( Northoff and Huang 2017 ) is firmly dedicated to more expansive timescales of consciousness, including infra-slow (0.0001–0.1 Hz) and slow (0.1–1 Hz) neural oscillations. But there is still scope for improvement, especially for prominent theories like IIT and GNWT. These two theories will now be explored in detail in relation to controversies surrounding the “unfolding argument” and discrete versus continuous perception ( Doerig et al. 2019a,b ; Drissi-Daoudi et al. 2019 ).

IIT posits a mathematical framework for the quality and quantity of consciousness from a phenomenological starting point that details properties of conscious experience (cf. intrinsicality, composition, information, integration, and exclusion; Tononi et al. 2016 ). The last of these properties, exclusion (cf. experience is definite in its content and spatiotemporal grain), grapples with phenomenal aspects of time consciousness in terms of duration and flow. In recent formulations of the theory, Tononi and Koch (2015 , 6) state clearly that “experience flows at a particular speed—each experience encompassing a hundred milliseconds or so—but I am not having experience that encompasses just a few milliseconds or instead minutes or hours.” This particular estimate of a hundred milliseconds is shorter than most estimates from time consciousness research ( Kent 2019 ; Dorato and Wittmann 2020 ) and so we would question whether time as operationalized in IIT is indeed a phenomenologically extended present (cf. experienced moment). Tononi et al. (2016) later expanded this estimate to state that the “duration of the instant of consciousness is also definite, ranging from a few tens of milliseconds to a few hundred milliseconds, rather than lasting a few microseconds or a few minutes” (p. 452), but even this timescale remains within only the lower proposed ranges of the experienced moment ( Kent 2019 ) and is still framed as a discrete, duration-less “instant” of time. IIT falls short of the standard operational definition of time consciousness ranging between durations of a few hundred milliseconds up to a few seconds.

Studies of how a percept is progressively specified and stabilized – a process called microgenesis – indicate that it takes up to 100–200 milliseconds to develop a fully formed sensory experience, and that the surfacing of a conscious thought may take even longer… Other evidence indicates that a single conscious moment does not extend beyond 2–3 seconds…While it is arguable whether conscious experience unfolds more akin to a series of discrete snapshots or to a continuous flow, its time scale is certainly comprised between these lower and upper limits. Thus, a phenomenological analysis indicates that consciousness has to do with the ability to integrate a large amount of information, and that such integration occurs at a characteristic spatio-temporal scale.

The question, then, is why there has been a shift in emphasis between earlier and later versions of IIT. Consistent with Tononi et al. (2016) , the review by Northoff and Lamme (2020) concluded that IIT concerned only early processing after stimulus onset (100–300 ms). The key is “after stimulus onset,” meaning that the methodological application of IIT has constrained the theory due to the reliance on stimulus-based paradigms. It is not within the scope of this article to explore the temporal characteristics of these methodologies in detail, and so we take it on face value (i.e. the authors’ words and reviewers’ findings) that IIT deals almost exclusively with short, discrete functional moments, despite Tononi (2004) acknowledging that a “single conscious moment” can extend up to a few seconds. As Fekete et al. (2016) point out, IIT needs to show how the property of exclusion is dynamic and continuous over a typical spatiotemporal grain of experience across spatial and temporal scales.

The impact of this issue for IIT may extend beyond mere methodology, too. In order to calculate a value of Φ and the quantity of consciousness “at any given time,” IIT relies on a synchronic , summative approach that assumes a point-like value at time t . This can then be compared with another time t' and a conclusion can be made about the amount of consciousness based on comparison between the two timepoints. This is a problem for time consciousness that is field-like as opposed to point-like, because a temporal field contains multiple points, and so multiple Φ’s, meaning that the value of Φ “at any given time” is not a single value that can be compared veridically. Using an alternative non-synchronic (i.e. diachronic), nonsummative approach to calculating Φ requires a notion of dynamic change or spread of values. In TTC, Northoff and Huang (2017) use a measure of intrinsic temporal autocorrelation of neural activity spanning across multiple timescales from milliseconds, to seconds, to minutes to describe a “repertoire” of “scale-free dynamics” that is not bound to the onset of a paradigmatic stimulus. This approach has already been applied to explain the breakdown of consciousness in general anesthesia ( Zhang et al. 2018 ), and isolated studies have examined resting-state functional temporal dynamics during sleep in relation to IIT and GNWT ( Tagliazucchi et al. 2013 ). Perhaps IIT (and GNWT and other theories of consciousness) could better utilize this kind of temporal scale-free approach to calculating Φ and, in doing so, return to the expanded timescales of conscious experience cited in early formulations of the theory ( Tononi 2004 ). The important feature is that dynamics need to be construed over a continuous range of hierarchically nested timescales with a particular spatiotemporal grain ( Fekete et al. 2016 ; Kent et al. 2019 ).

Such an approach could also help to clarify or resolve controversies such as the recent “unfolding argument” proposed by Doerig et al. (2019b ), which criticized IIT and other causal structure theories of consciousness on the grounds that recurrent feedback neural networks could be “unfolded” (i.e. either partly or wholly replaced) by nonrecursive feedforward neural networks, undermining the central claim of IIT that recurrent networks are a necessary feature of consciousness. It is important to note that the authors use “unfolding” in a spatial sense, rather than temporal. A system is unfolded into n  +  m layers if it functions the same as a recurrent system with only n layers. So the unfolding only adds spatial layers to the configuration. Temporally, this unfolding still happens within discrete moments of time such that the system receives an input (I) at time t and then later gives an output (O) at time t' . Both recurrent and feedforward systems can do this (for every I and O), so the difference is in how they do it (cf. internal spatial organization), not when .

(T)emporal features, such as motion, are not consciously perceived while they occur. They are not even perceived over an extended period of time, but are encoded as any other feature, such as colour or shape, by a static label. For example, motion is not represented by a signal that moves in time but by the output of a motion detector. ( Doerig et al. 2019a , 2; emphasis in original)

The question about the time course of perception directly relates to the question of qualia. As mentioned, motion detection does not need to be coded by a dynamically changing representation. What about motion experiences ? In our model, the experience of motion does not extend in time, it only seems to. ( Doerig et al. 2019a , 3; emphasis in original)

From a phenomenological standpoint of time consciousness, the very fact that motion “seems to” extend in time is the very thing that needs to be explained (subjective experience). Ultimately, the authors concede their position is based on philosophical underpinnings that approximate the illusionist position of Dennett (2016) and Frankish (2016) .

Proponents of IIT could counter these claims by abandoning the synchronic calculation of Φ in favor of a more dynamic, diachronic definition of integrated information. This empirical shift could bridge the ideological divide and seeming philosophical impasse between qualia realism and illusionism, as well as those who deny or affirm a phenomenology-first approach. If IIT predictions do not accord with the integration of information and conscious states over timescales of the experienced present, which is extended, then those predictions and some of the theory could be considered falsified. In response to the unfolding argument, Negro (2020 , 7) proposes that IIT would be at least partially falsified if “the informational structure did not change at the same temporal scale of the stimulus and the phenomenal experience, or, even worse, if it did not change at all.” This is because causal structure theories like IIT require strict isomorphism between phenomenal and physical structures ( Tsuchiya et al. 2020 ). Taking the stimulus out of the picture, the phenomenology of time consciousness also requires that the informational structure be extended and made continuous in order to achieve that strict isomorphism.

A strong statement of the proposed theoretical synthesis is that early bottom-up sensory events, prior to global ignition (< 200–300 ms), contribute solely to nonconscious percept construction and do not systematically distinguish consciously seen from unseen stimuli […] Whether it takes 200 ms, 300 ms, or even more, the slow and integrative nature of conscious perception is confirmed behaviorally by observations such as the ‘‘rabbit illusion’’ and its variants […], where the way in which a stimulus is ultimately perceived is influenced by poststimulus events arising several hundreds of milliseconds after the original stimulus. Psychophysical paradigms that rely on quickly alternating stimuli confirm that conscious perception integrates over ∼100 ms or more, while nonconscious perception is comparatively much faster […]. Thus, whether externally induced or internally generated, the ‘‘stream of consciousness’’ may consist in a series of slow, global, and transiently stable cortical states.” ( Dehaene and Changeux 2011 , 215)

Besides being brief, the visual masking, attentional blink, inattentional blindness and other paradigms used to test GNWT focus primarily on stimulus-related neural processing (P300 or P3b) associated with the “global ignition” of a conscious percept ( Northoff and Lamme 2020 ), which imposes only a discrete functional “cut-off” point. While the authors of GNWT refer to the “stream of consciousness” as a series of cortical states, the fact that it is only a series confirms that global ignition refers to discrete (functional) moments and does not propose a basis for the continuity of time consciousness. More recent experimental work in the GNWT tradition continues this trend by locating discrete all-or-none temporal sampling of visual information at around the 350-ms timescale range ( Marti and Dehaene 2017 ). Again, this emphasis on discreteness is probably related to the short timescale range of the durations involved that span the upper limit of functional moments ( Kent 2019 ).

It is clear that both IIT and GNWT are not currently amenable to the notion of an extended or continuous time consciousness as outlined above. The functional moment as captured by these two theories is too instantaneous, short, and discrete to capture the phenomenology of time ( Dorato and Wittmann 2020 ). That is a strong claim but to take phenomenology seriously in consciousness research means grounding experimental findings in first-person accounts of their own (cf. our own) experience ( Negro 2020 ). Do you/I/we experience discrete or continuous temporal flow? Is the stream of consciousness static and merely sequential, like a frame-by-frame cinematic film that “creates” motion above a certain frame rate, or is it dynamic and continuously unfolding in time?

Phenomenological research in time consciousness holds that discrete conscious perception at shorter millisecond timescales is complemented by continuous conscious experience (cf. both perception and action) at supra-second timescales ( Dorato and Wittmann, 2020 ), but the latter is not properly addressed in current theories of consciousness like IIT and GNWT. Figure 1 illustrates the current state of theories of theories of consciousness like IIT and GNWT in relation to time consciousness research, showing how discrete events (cf. functional moments) create a stream of consciousness that flows from right to left, and also how consciousness (cf. the experienced moment) extends across multiple events in order to create time consciousness that is long, continuous, and dynamic.

Conceptual illustration of continuous time consciousness (cf. experienced moment) that creates an extended, flowing and dynamic present integrated over 1–3 seconds discrete, unextended, and static events (cf. functional moments) integrated over approximately 250 ms. Theories of consciousness like IIT and GNWT refer primarily to only one (i.e. first or most recent) functional moment, but time consciousness incorporates multiple events that are co-conscious (i.e. experienced together but temporally ordered) and so multiple instances of phi, global ignition, or any other synchronic event. To explain time consciousness, theories of consciousness like IIT and GNWT need to extend beyond the “moment” a single stimulus enters consciousness to accord with experience that is long, continuous, and dynamic.

Even researchers who deny (or more implicitly ignore) meaningful phenomenological analyses nevertheless still rely on subjective experience when interpreting experimental results (e.g. “seeing” a target, or not). To accommodate this epistemological fact, and in sympathy with the complementary notion regarding consciousness by Velmans (2009) , we propose a triadic approach to time that simultaneously explains phenomenal, behavioral, and neural dimensionality in cognitive neuroscience, in general, and in consciousness research, in particular. Other recent proposals share this 3-fold emphasis and come to similar conclusions regarding the issues IIT faces around discrete versus continuous time ( Winters 2020 ). A pertinent example of this type of approach is in how Schmidt et al. (2016) parse out the neural, phenomenological, and behavioral/psychological aspects of the Libet paradigm to conclude that slow cortical potentials represent dynamic changes in “readiness” to act and not, as some argue, a discrete “moment” of conscious decision-making.

Such a triadic approach could serve as a stage for some of the adversarial exchanges that are taking place between theories like IIT and GNWT ( Reardon 2019 ). This is especially true given that both IIT and GNWT have thus far concentrated on functional moments. If, e.g. GNWT was able to explain what IIT could not, given that it is not prone to the same isomorphic requirements ( Negro 2020 ; Tsuchiya et al. 2020 ), then an experimental result could clearly favor one theory over the other.

Time consciousness could thus help to resolve the phenomenological disconnect in consciousness science. The main advantage of studies into time consciousness over other methodological approaches is that, whereas qualia are not at all instantiated in neural activity (e.g. neurons need not recreate the color red in a Cartesian theatre), time is. It is therefore possible to describe, not just a neural correlate, but also a neural basis or a neural mechanism of time consciousness. This could be an important stepping-stone toward more general neural mechanisms or bases for phenomenal consciousness itself, so long as the neural activity is sufficiently extended. Time consciousness could be operationalized as an empirical subject of enquiry without falling into the trap, highlighted above, of qualia realism versus illusionism. Borrowing the language of Doerig et al. (2019a ) above, it simply cannot be that time consciousness only “seems” to extend in time, unless one would also like to deny that time exists, which is a position that seems untenable. The experience of time is not a quale in the strict sense of the word, and experienced moments are not qualia. Time is more abstract like space, number, size, and other magnitudes that one can derive from or apply to qualia ( Bueti and Walsh 2009 ) and so time forms part of the perceptual field within which qualia contents are experienced ( Dorato and Wittmann 2020 ).

We have discussed the experienced moment a lot in this article but there is a longer form of phenomenal experience called “mental presence” that maintains cognitive operations and emotional feelings through working memory activity over approximately 30 s, as it is related to working-memory span ( Wittmann 2011 ; Dorato and Wittmann 2015 , 2020 ). “Working memory provides a temporal bridge between events—both those that are internally generated and environmentally presented—thereby conferring a sense of unity and continuity to conscious experience” ( Goldman-Rakic, 1997 , 559). Northoff and Huang (2017) propose that the TTC extends conscious activity over even longer timeframes, perhaps up to hours in duration, which suggests possible parallels between long-term and lifelong memory abilities and long-term and lifelong modes of experience ( Kent et al. 2019 ). Whatever the upper limit, what is clear is that synchronic, discrete time represents the lower temporal limit and as such is only the entry point for time consciousness. There is much more to explore in terms of duration, dynamics, and emotional content.

In their review paper on eight different theories of consciousness, Northoff and Lamme (2020) show how the TCC ( Northoff 2016 ; Northoff and Huang 2017 ) is most explicit about a temporo-spatial nestedness of spontaneous brain activity spanning several time scales. Northoff makes explicit reference to phenomenological analyses of time consciousness as one starting point for his consciousness theory. Even though definite neural processing mechanisms for the experience of presence and time passage have not been conclusively identified, the search for an answer will be essential for the understanding of consciousness.

In addition to the spatiotemporal dynamics of the brain, the continuous input from the body as part of an embodied system are discussed by Northoff and Lamme (2020) as necessary prerequisites of self-consciousness. Bodily signals, visceral, and somatosensory input from the peripheral nervous system not only enact subjective feelings from the body but also underpin emotional feelings and self-consciousness ( Damasio 1999 ). We did not delve into the embodiment issue of self-consciousness too deeply because we wanted to concentrate on the issue of extended time consciousness. Recent conceptualizations build a direct link between bodily signals, self-consciousness, and subjective time ( Wittmann 2013 ). Craig (2009a , 2009b ), e.g. suggests that the experiences of self and time are constituted through emotional and bodily processes stemming from the same neural system, the interoceptive system including the insular cortex. Successive moments of self-realization and time consciousness thus would be formed by information originating within the body. Picard and Craig (2009) proposed that the continuous bodily signals advance with a frame rate of ∼8 Hz, which amounts to temporal building blocks (functional moments) of around 125 ms. In line with our idea of an extended present moment we would argue that these individual processing units have to be furthermore integrated over time to form a present moment of conscious experience ( Wittmann 2014 ).

There are plenty of issues to be solved in order for researchers to agree on a neural model of consciousness. Here we wanted to emphasize an often under-represented aspect in the debate: time consciousness. The notion of an extended present as prerequisite for the experience of time passage is essential for a theoretical understanding of consciousness which, in the not-too-distant future, could become a very real and practical problem given the potential for artificial consciousness. Doerig et al. (2019b ) concede that naturally occurring unfolded systems are biologically implausible given physical constraints (e.g. size) that evolution solved by implementing recursive networks like the human brain. But such constraint may not apply to artificially unfolded systems and so the danger for a science of artificial consciousness is that the debate concerning whether or how machines could be conscious could fall on ideological lines.

There is some evidence that this ideological divide already exists. From a combined GNWT and HOT theoretical perspective, Dehaene et al. (2017) give a functional definition that machines would “behave as if they were conscious” (p. 7) if they were simultaneously capable of broadcasting stimuli for global availability (i.e. ignition) and self-monitoring their own mental activity (i.e. metacognition). Proponents of IIT and PCT responded that this definition of consciousness lacks phenomenological grounding ( Carter et al. 2018 ) but they did so without challenging any of the substantive claims about ignition or metacognition. Instead, they left the debate with an open question: “What would constitute successful demonstration of artificial consciousness?” ( Carter et al. 2018 , 400).

We propose that any plausible demonstration of artificial consciousness must include an agreeable definition and operationalization of time consciousness. The key is to triangulate strict isomorphisms between the duration of presented stimuli, their neural representation, and their subjective experience. All three need to be explained by a single theory of consciousness in order to satisfy our criteria for time consciousness that is long, continuous, and dynamic. Thankfully, the potential for such triangulation is embedded within the substantive claims of Dehaene et al. (2017) : the bottom right-hand corner of Figure 2 (p. 3) shows averaged neural activity from a masking activity in response to stimulus recognition that lasts for another 1500 ms after an initial spike (i.e. ignition) between 300 and 500 ms. While not at all discounting HOT, self-monitoring, or metacognitive approaches, what can this sustained activity tell us about the long, continuous, and dynamic conscious experience of that stimulus? What else does the individual experience during that time when, according to theories of time consciousness, the recognized object remains conscious? What is their emotional response to the recognized object? How does it change what they expect to see next? Answers to questions like these would paint a more extended, continuous, and dynamic picture of (time) consciousness as experienced by biological organisms such as ourselves, and could therefore provide a more plausible demonstration of artificial consciousness than any offered by current theories of consciousness.

We thank Georg Northoff, Niccolò Negro, and Carlos Montemayor for critical comments on earlier drafts of this article.

Conflict of interest statement . None declared.

There is no data associated with this manuscript.

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Project W.A.T.C.H. Renews Commitment to Time Consciousness and Honesty

Today, Project W.A.T.C.H. (We Advocate Time Consciousness and Honesty) held a significant signing ceremony for the Pledge of Commitment by stakeholders, marking the celebration of Project W.A.T.C.H. Month as proclaimed by the President.

The event took place from 9:00 AM to 12:00 PM at Liwasang Aurora, Quezon City Memorial Circle, bringing together the JCI Senate Philippines, the Department of the Interior and Local Government (DILG), the Department of Education (DepEd), and the Office of the President. This collaboration reinforces the shared mission to promote time consciousness and honesty nationwide.

JCI Senate Philippines’ National President Eduardo Echem and Project W.A.T.C.H. National Chairman Angelica Jones Alarva led the ceremony, highlighting the renewed dedication to these core values. The presence of distinguished JCI senators and key representatives from the involved government agencies emphasized the united front in fostering a culture of accountability and integrity.

The event showcased the collective commitment to instilling the values of punctuality and honesty across all sectors of society. Through partnerships and advocacy, Project W.A.T.C.H. strives to build a nation that upholds these principles in every aspect of daily life.

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DepEd-XI to train teachers, employees on punctuality and honesty program

DAVAO CITY — Teachers and employees of the Department of Education (DepEd) in the Davao region will undergo an orientation on a punctuality and anti-corruption advocacy

Under the program We Advocate Time Consciousness and Honesty or Watch, it is hoped that the Filipino youth ages 8-18 will be inculcated with the value of time consciousness and honesty and thus help in the development and productivity of the nation. It is aimed to curb the infamous values of ‘Filipino time’ and cheating among young Filipinos.

Watch is a joint values advocacy movement of the JCI Senate Philippines, DepEd, and the Philippine Association of Colleges and Universities (PACU).

President Gloria Macapagal-Arroyo recently declared the month of June as Watch month. Last May 20-23, the DepEd held its Watch summit in Baguio. This served as an orientation to the advocacy and was attended by representatives from different DepEd regional offices.

According to DepEd regional director Susana Estigoy, she aims to start WATCH among the region’s teachers and DepEd employees. These teachers, in turn, will serve as role models for their students.

Estigoy said Watch will be geared on the positive inculcation and will not be punitive in nature. She said, the DepEd will be mapping out strategies on how to promote these two values.

The Watch program in Davao was officially launched last June 5 at the Philippine Information Agency (PIA) conference room. Present were Watch national chairman JCI Senate Maria Agnes Angeles, who handed over promotional materials to Estigoy. Before the turn-over, Estigoy and the JCI Senate officials were guests at the Kapihan sa PIA media forum disseminating the program through the local media. (PIA XI)

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W.A.T.C.H. (WE ADVOCATE TIME CONSCIOUSNESS AND HONESTY) MONTH

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PROGRAMS AND ACTIVITIES FOR PROJECT WATCH- WE ADVOCATE TIME, CONSCIOUSNESS AND HONESTY

Teaching the values of time and honesty

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Promote honesty, time consciousness, Abalos tells LGUs

Department of the Interior and Local Government (DILG) Secretary Benjamin ‘Benhur’ Abalos, Jr. has directed all local government units to promote activities that foster honesty and time consciousness in a bid to maximize public service. 

“All LGUs are mandated to organize programs that will raise awareness of time consciousness and honesty as twin values that are essential in bringing about national progress and development,” said Abalos in his order.

The order is part of the observance in June of Time Consciousness and Honesty Month under the We Advocate Time Consciousness and Honesty (WATCH), a program that was ushered in by the issuance of Presidential Proclamation No. 1782 on May 21, 2009. 

Junior Chamber International Senator Cesar S. Ochoa, who leads the project, said Project WATCH seeks to bring back honor, dignity and respect for the Philippines and Filipinos through activities that promote punctuality and honesty.  

The project  is in cooperation with JCI Senate Philippines, the Department of Education, Commission on Higher Eduction, Technical Education and Skills Education Authority, Philippine Association of Colleges and Universities, Philippine Association of Private Schools, Colleges, and Universities (PAPSCU), Private Schools Athletic Association (PRISAA) and the Office of the Presidential Assistant for Education.

For more details and related inquiries, all interested individuals and groups may directly contact JCI Senate Philippines, at this email address: [email protected] or at cellphone number (+63) 928-524-7835.