Slow schools and slow education is an educational movement that works on different aspects of school and education that seek to create alternatives that link traditional activities in a locality, local knowledge and local ways of living. To some extent, there is a correspondence such as the Slowfood movement, which emerged in Italy in the 1980s as an alternative philosophy of life.
Part of the criticism of conventional schools that takes away the educational task of the family, referring this function to the state. The obligation to attend school removes this competence from parents and family. This movement of massification (universalization) of teaching does not take into account the interests of each community, and has led to a centralization of processes. Education and school become the same for everyone. Everyone follows the same path and the essential focus of the school shifted from the individual and his growth, to the results of this authoritarian process. Examinations are the culmination of this knowledge standardization process.
Slowschool’s proposal proposes a school centered on the process as an alternative to the results. The educational process focuses on how ideas are built, learning to research through questioning and self-knowledge.
The Slow education movement seeks to link knowledge to the activity and real experience of individuals. He defends a school based on the universal values of universality and the balance with nature.
Some of the movement’s proposals are based on the concept of ‘ecological literacy’. Michael Stone and Zenobia Barlow put together a collection of authors in Ecological Literature: “Educating our Children for a Sustainable World” (The Bioneers Series) that present us with a proposal to look at the way we live on Earth and the way we can educate our children in in order to transmit and facilitate the acquisition and development of skills that allow them to live happily and ethically.
In an analogy to ways of eating, (criticizes fast food) Slow food schools are concerned with the process, the preparation of work on problems and the connection with themselves and others. They criticize schools based on the transmission of information, which are charged uncritically in exams and outside contexts. The slow education school is concerned with practices and experiences, oriented towards values and participation.
Some Waldroff School can be indentified with this mouvemnt
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