Despite all the talk about the need for innovation, colleges and universities today are changing too quickly, not too slowly, argues Johann N. Neem.
Education is a slow but necessary effort to transform people. It cannot be rushed, at least if we take it seriously. As I wrote in a previous essay, “time is formative.” It harms universities’ research and teaching mission to give in to the narrative of speed, as Maggie Berg, a professor of English at Queen’s University, and Barbara K. Seeber, a professor of English at Brock University, both in Canada, also conclude in their recent book The Slow Professor.
If we had courage, we would acknowledge that education cannot be done by machines or be done too fast. We would argue, as do Daniel F. Chambliss and Christopher G. Takacs in How College Works, that true learning depends on the cultivation of personal relationships. We would conclude, based on the evidence Richard Arum and Josipa Roksa assemble in Academically Adrift, that the best way to improve student success is to put students on campuses that set high expectations and emphasize the liberal arts and sciences. Maybe we would invoke the work of cognitive scientist Daniel T. Willingham or biologist James E. Zull, who have explored why real learning is tough and takes trust and time. Perhaps we would even stand up for the humanistic and civic goals of liberal education.