We normally think of teaching as a synchronic process, you and I are in the same place and in the same time while we are learning, when in fact at least right now we are not.

我们通常设想教学是限于一时的过程，你我在同一地点,同一时间学习，但事实上至少现在就不是这样。

麻省理工公开课 - 媒体、教育、市场课程节选

So a lot of teaching and learning can be thought as less synchronic activities and more diachronic one.

所以很多教学可以被看成是,不限于一时的而有历时变化的。

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When structuralism thinks about how yesterday things were different from the way they are today, it has to say: yesterday there was a certain synchronic cross-section of data, and today there's a slightly different synchronic cross-section of data.

结构主义想,昨天的事情和今天的事情如何不同时，它不得不说：,昨天有某个数据的同步剖面，今天有数据的略微不同的同步剖面。

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