In a speedy world, slow learning gives students a chance to go deeper. By Daryl Pellizzer
INTERESTING start to our year. I know some think that learning a language, or anything else, should be done as quickly as possible, so that time is not wasted. So the box can be ticked and people can get on with the important and necessary matters they need to attend to in their lives.
Well, yes and no.
I’ve been reading Slow Knowledge and the Unhurried Child, a book about slow pedagogy in early childhood development. The idea is in the vein of the slow food movement. It talks about timefulness, where the students get time to be themselves and have time to be with each other, their place, their thoughts and feelings. And to feel, reflect and express their own questions and play with whatever emerges and whatever materials are available.
INTERESTING start to our year. I know some think that learning a language, or anything else, should be done as quickly as possible, so that time is not wasted. So the box can be ticked and people can get on with the important and necessary matters they need to attend to in their lives.
Well, yes and no.
I’ve been reading Slow Knowledge and the Unhurried Child, a book about slow pedagogy in early childhood development. The idea is in the vein of the slow food movement. It talks about timefulness, where the students get time to be themselves and have time to be with each other, their place, their thoughts and feelings. And to feel, reflect and express their own questions and play with whatever emerges and whatever materials are available.