Slow Learning
Knowing full well that slow and learning are historically combined to mean something else, I still choose to say that I am a proponent of Slow learning and that I aspire to be a Slow learner. This is the Slow that I refer to:
It is important to note that Slow doesn’t necessarily mean being slow in the literal sense of the word. Slow is about doing things with the right timing, the right concentration, the right approach. It is about using good quality materials or resources, and if necessary, taking your time.
That’s from Ron Tolido as he introduces his concept of Slow IT (via Laurent Haug). See also Geetha Narayanan’s slow pedagogy (further explored by Pam Hook here and here and here) and Maurice Holt’s Slow School Movement.
Update: I need to point out the way Tolido’s article continues:
Consider the difference in eating culture between the US and Italy. Dinner in the US is a one-hour business. Therefore when Americans spend time in Italy they really suffer. First they have to wait until about 9 o’clock for dinner time and then they have to stay put at the table for hours. In a way it highlights a cultural clash between the Anglo Saxon world, which is all about speed and a ‘just do it’ attitude, versus the Rhineland model which is more contemplative and reflective. Not that the one is better than the other off course. The Anglo Saxon approach tends to be more dynamic and innovative while in the Rhineland model we can get stuck in endless discussions.
This is an important point because learning and doing go hand in hand. Before you can reflect, you need an experience to reflect on. So, as is with most things, the answer lies in between: jump in and do, but slow down to reflect before hustling on to your next project.
