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Rehumanizing Pedagogy: Is Slowing Down the Answer?

  • Published In: New Directions for Teaching & Learning, 2025, v. 2025, n. 183. P. 93 1 of 3

  • Database: Academic Search Ultimate 2 of 3

  • Authored By: Blumenfield, Tami 3 of 3

Abstract

Many universities began prioritizing efficiency over efficacy in the 1990s, contributing to educator and student exhaustion. Meanwhile, vocational awe paradigms have led faculty to sacrifice personal time and health to satisfy students. The Slow Academia movement offers a different approach. Bypassing quantifiable outcomes and metrics, it advocates slowing down teaching and learning activities to sustainable paces. Contemplative practices, self‐care, and trauma‐informed pedagogies are crucial components. This chapter imagines opportunities for a slowed‐down, rehumanized version of learning, teaching and sharing and provides recommendations for experimenting with format and content. [ABSTRACT FROM AUTHOR]

Additional Information

  • Source:New Directions for Teaching & Learning. 2025/09, Vol. 2025, Issue 183, p93
  • Document Type:Article
  • Subject Area:Education
  • Publication Date:2025
  • ISSN:0271-0633
  • DOI:10.1002/tl.20643
  • Accession Number:188002117
  • Copyright Statement:Copyright of New Directions for Teaching & Learning is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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