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We need a "slow food" movement for higher education — Quartz
"The academy has moved to the fast lane. Corporatization has sped up the clock, compromising teaching, scholarship, and collegiality. The “slow movement”—originating in slow food—challenges the frantic pace and homogenization of contemporary culture. We believe that adopting the principles of “slow” into the professional practice of academia is an effective way to alleviate time poverty, preserve humanistic education, and resist the destructive effects of the corporate university.

“Slow,” Carlo Petrini makes clear in Slow Food Nation (2007), is not really about speed. It’s about the difference “between attention and distraction; slowness, in fact, is not so much a question of duration as of an ability to distinguish and evaluate, with the propensity to cultivate pleasure, knowledge, and quality.”

Being a professor is a privilege. We are not advocating slacking off, letting junior faculty do the heavy lifting, taking the summers off, missing deadlines, or doing less in class. Our view, advocated in our book The Slow Professor (2016), is rather about protecting the work that matters. Due to expanding workloads, the casualization of labor, the rise of technology, the consumer model of education, and increasing managerialism, the nature of the academy has changed dramatically in the past generation. Universities are now businesses. Teaching and learning are increasingly standardized, emphasizing the transfer of skills and time to completion. Both are now assessed in quantitative rather than qualitative terms. Research now is about winning grants and generating output—all as quickly as possible. Collegiality now is about useful networking.

Distractedness and fragmentation characterize contemporary life. In order to protect the intellectual and pedagogic life of the university, we need to create opportunities to think and to shift our sense of time. This might mean getting away from having everything scheduled down to the minute. We can’t do our best work if we are frantic.

It is also crucial to be aware of the structural changes in the university so we don’t blame ourselves for not keeping up. And we should not forget the joy that is possible in teaching and scholarship. We are drawn to the slow movement because its critique of contemporary culture insists on the importance of pleasure and conviviality. Talking about individual stress and trying to find ways to foster wellbeing have political implications. If we are stressed, we feel powerless to change the larger context. In the corporate university, aggressive individualism and the familiar bottom line dominate at the expense of community and social critique.

Slow teaching is not about lowering standards. Rather, it is about reducing our distractedness so that we can focus on our students and our subjects. We need to be able to concentrate on creating a convivial classroom in which our students can meet the challenges—and we can foster the joys—of learning a discipline.

Slow scholarship is about resisting the pressure to reduce thinking to the imperative of immediate usefulness, marketability, and grant generation. It’s about preserving the idea of scholarship as open-ended enquiry. It will improve the quality of teaching and learning.

In the current climate, most of us simply don’t have time for genuine collegiality. As academics become more isolated from each other, we are also becoming more compliant—more likely to see structural problems, including those of general working conditions, as individual failings. When that happens, resistance to corporatization seems futile. Collegiality, properly understood as a community practice, is about mutual support rather than works-in-progress, about sharing our failures as well as our successes, and about collaboration as well as competition. It offers solidarity.

We acknowledge the systemic inequities in the university, but we believe that a slow approach is potentially relevant across the spectrum of academic positions. Slow time is inimical to the corporate university. Scholars in tenured positions, given the protection that we enjoy, have an obligation to try to improve in the working climate for all of us. We are concerned that the bar is being continually raised for faculty and for graduate students. We need to reflect on what we are modeling for each other and the next generation of academics."
slow  sloweducation  highered  highereducation  barbaraseeber  maggieberg  2017  collegiality  time  carlopetrini  slowness  pleasure  knowledge  quality  attention  distraction 
april 2017 by robertogreco
The Slow Professor movement: reclaiming the intellectual life of the university - Home | The Sunday Edition | CBC Radio
"You have heard of the slow food movement...now, there's a "slow professor" movement.

Two university professors say they feel time-crunched, exhausted and demoralised. They say they are being asked to be more efficient at the expense of more thoughtful teaching.
"Really, we're being encouraged to stay away from the really big questions because they're going to take too long to think through. You want to pump out as much stuff as quickly as you can. That's going to have a consequence for how thoughtful things are." — Barbara K. Seeber

Maggie Berg, a professor of English at Queen's University, and Barbara K. Seeber, a professor of English at Brock University, are co-authors of The Slow Professor: Challenging the Culture of Speed in the Academy.

Berg and Seeger argue universities squeeze as much intellectual capital out of professors as possible, and closely monitor the output of their mental exertions.

They spoke to Michael about their book and their mission to "reclaim the intellectual life of the university.""

[Update: See also: "We need a “slow food” movement for higher education"
https://qz.com/947480/we-need-a-slow-food-movement-for-higher-education/ ]
slow  highereducation  highered  education  academia  reflection  2017  barbaraseeber  maggieberg  deliberation  slowprofessor  productivity  standardization  speed  homogeneity  slowfood  knowledgeproduction  universities  corporatism  corporatization  competition  economics  fastknowledge  research  adminstrativebloat  teaching  howweteach  wisdom  faculty  howwelearn  friendship  benjaminginsberg  management  power  labor  work  casualization  adjuncts  busyness  time  anxiety  stress  davidposen  credentials  credentialization  joy  beauty  transferableskills 
february 2017 by robertogreco

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