Towards a Higher Education: Contemplation, Compassion, and the Ethics of Slowing Down

Autor/in	Mahon, Áine
Titel	Towards a Higher Education: Contemplation, Compassion, and the Ethics of Slowing Down
Quelle	In: Educational Philosophy and Theory, 53 (2021) 5, S.448-458 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1857
DOI	10.1080/00131857.2019.1683826
Schlagwörter	College Faculty; Commercialization; Higher Education; Faculty Workload; Competition; Work Environment; Ethics; Moral Values; College Students; Self Concept; Educational Philosophy; Teaching Methods; Learning Processes; Educational Change; Altruism; Metacognition; Letters (Correspondence); Undergraduate Students; Reflection + Suchen Sie Ihr Suchwort? Fakultät; Hochschulbildung; Hochschulsystem; Hochschulwesen; Wettkampf; Arbeitsmilieu; Ethik; Moral value; Ethischer Wert; Collegestudent; Selbstkonzept; Bildungsphilosophie; Erziehungsphilosophie; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Bildungsreform; Altruistic behavior; Altruismus; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Brief
Abstract	"The Slow Professor: Challenging the Culture of Speed in the Academy" was published in 2016 to critical acclaim. Rejecting outright the marketisation of the modern university, the book proposed a countercultural approach which denounced the seductive imperatives to overwork and competition and called on academics to make a more deliberate moral choice. In this paper, I critically engage with The Slow Professor's ethical vision. I draw on the work of writers Sally Rooney, John Williams and David Foster Wallace in careful exploration of 'slowness' and its cognate terms. I am interested not only in the importance of slowness for university academics but for students in the 21st century university. These students, as pointed out recently by Bruce Macfarlane, are made to carry a plethora of conflicting identities and yet it is perhaps more important that we begin to demand less of our students and not more. Thus, in an era of audit and accountability, this paper explores the possibilities for a less frenetic approach to university teaching and learning. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01