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.
In The Slow Professor, Maggie Berg and Barbara K. Seeber 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, Berg and Seeber present both an analysis of the culture of speed in the academy and ways of alleviating stress while improving teaching, research, and collegiality. The Slow Professor will be a must-read for anyone in academia concerned about the frantic pace of contemporary university life.
|Publisher:||University of Toronto Press, Scholarly Publishing Division|
|Product dimensions:||5.80(w) x 8.60(h) x 0.60(d)|
About the Author
Maggie Berg is a professor in the Department of English at Queen’s University. A winner of the Chancellor A. Charles Baillie Award for Teaching Excellence, she held the Queen’s Chair of Teaching and Learning from 2009 to 2012.
Barbara K. Seeber is a professor in the Department of English at Brock University. She received the Brock Faculty of Humanities Award for Excellence in Teaching in 2014.
Table of Contents
Preface Introduction 1. Time Management and Timelessness 2. Pedagogy and Pleasure 3. Research and Understanding 4. Collegiality and Community Conclusion: Collaboration and Working Together
What People are Saying About This
"The Slow Professor has a manifesto-like quality. But there are more scholarly insights packed into its slim 90-odd pages than you get in longer academic tomes. A must-read, but do take your time."
"Maggie Berg and Barbara K. Seeber's The Slow Professor: Challenging the Culture of Speed in the Academy (University of Toronto Press) is a much-discussed manifesto that has launched a vitally needed conversation on the importance and pleasures of protecting open enquiry from the frantic pace of the modern academic assembly line."
"I read this book with the intensity and engagement that I read a novel. It's a fresh and insightful study that reaches out to readers with wisdom as well as information."
"I love this book. Mentors should give it to newly hired faculty members. Advisors should buy it for their graduating PhDs. Individual faculty should read it to reclaim some of their sanity."