In education, time is a scarce commodity. Through prescriptive policy, and scripted curriculum in some jurisdictions, policy makers attempt to steal local teacher and learner control over what is taught, how it is taught, and what is learned. That theft amounts to a heist. While clock-time cannot (and should not) be disregarded, this paper offers a critique of conventional views on time as it is embedded in neoliberal education policy and practice. In this paper we ask how education can better contribute to more durable learning by taking up alternate conceptions of time. By dispensing with high levels of standardization and prescription and instead focusing on an education of experience, relevant to learners and not bound by chronos, schools might encourage la durée, or durable learning, resulting in education focusing on teaching students how to live well with others in a meaningful world.