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In the context of the dominance of the logic of acceleration, efficiency, and measurable productivity in the field of education, there is an increasing demand for an alternative pedagogy that focuses not on speed and volume, but on depth, reflection, and the quality of interaction. The concept of "slow education" (Slow Education), which emerged as a response to the culture of "fast education," proposes a rethinking of the goals, rhythms, and values of the learning process: to slow down in order to understand, to delve deeper in order to reflect, and to engage in dialogue in order to truly learn. The article explores the philosophical and pedagogical foundations of Slow Education, its connection to the Slow Food, Slow City, and environmental thought movements, as well as its practical applications in the university environment, from avoiding overloaded programs to creating spaces for reflection, long-term projects, and meaningful dialogue. It is emphasized that "slow education" is not passivity, but a conscious choice in favor of deep learning, ethical responsibility, and a human dimension in the era of digital acceleration.
slow education, Slow Education, acceleration culture, deep learning, reflection, care pedagogy, quality of education, university environment, anti-turbulent pedagogy, educational sustainability
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