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The slow professor : challenging the culture of speed in the academy /

by Berg, Maggie; Seeber, Barbara Karolina.
Type: materialTypeLabelBookPublisher: Toronto ; Buffalo : University of Toronto Press, c2016Description: x, 115 pages ; 23 cm.ISBN: 9781442645561 (cloth); 1442645563 (cloth).Subject(s): College teaching | Education, Higher -- Philosophy | Slow life movement | Time management
Contents:
Time management and timelessness -- Pedagogy and pleasure -- Research and understanding -- Collegiality and community -- Conclusion: Collaboration and thinking together.
Summary: "If there is one sector of society that should be cultivating deep thought in itself and others, it is academia. Yet the corporatisation of the contemporary university has sped up the clock, demanding increased speed and efficiency from faculty regardless of the consequences for education and scholarship. The authors discuss how adopting the principles of the 'slow movement' in academic life can counter this erosion of humanistic education. Focusing on the individual faculty member and his or her own professional practice, the authors present both an analysis of the culture of speed in the academy and ways of alleviating stress while improving teaching, research, and collegiality. List(s) this item appears in: Faculty Development Collection
Item type Location Collection Call number Status Date due
Books-14days Books-14days Bissell Library
East Wing
Faculty Development Collection FDC 378.125 BER (Browse shelf) Available

Includes bibliographical references (pages 95-105) and index.

Time management and timelessness -- Pedagogy and pleasure -- Research and understanding -- Collegiality and community -- Conclusion: Collaboration and thinking together.

"If there is one sector of society that should be cultivating deep thought in itself and others, it is academia. Yet the corporatisation of the contemporary university has sped up the clock, demanding increased speed and efficiency from faculty regardless of the consequences for education and scholarship. The authors discuss how adopting the principles of the 'slow movement' in academic life can counter this erosion of humanistic education. Focusing on the individual faculty member and his or her own professional practice, the authors present both an analysis of the culture of speed in the academy and ways of alleviating stress while improving teaching, research, and collegiality.

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