ABSTRACT
Critical studies in higher education often embrace the ideas of the slowness movement to address time pressure. However, this desirable horizon presents some limitations. On the one hand, by emphasizing solutions at the individual level, boosting slowness may promote tactics incapable of producing changes to the underlying structural dynamics of time pressure. On the other hand, approaches based on slowness may also inadvertently foster a form of ethical paternalism within the context of ethical pluralism by prescribing substantive models of practice ultimately based on ‘do this quickly or do it slowly.’ This theoretical research moves away from the temporal paradigm to that of the way of relating. Building upon the ethical concept of resonance, the approach focuses on a formal critique of the current socioeconomic and ethical dynamics of social acceleration, growth, and innovation that can contribute to projecting non-alienated relationships in higher education.
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Correction Statement
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Notes
1. Hartmut Rosa defines social acceleration as a cycle, driven by economic and ethical factors, encompassing three distinct phenomena that constantly reinforce each other: 1) technological acceleration; 2) acceleration of the rate of social change, involving the rapid destabilization of institutions and social practices; and 3) acceleration of the pace of life (Rosa Citation2010, 13–25).
2. The Marxist formula M-C-M’ (Money-Commodity-Money plus profit) refers to the circuit of circulation and accumulation of value in an economy through the buying and selling of commodities (Marx Citation1906, 163–73).
3. In collaboration with Endres, Rosa proposes in Resonanzpädagogik. Wenn es im Klassenzimmer knistert (Citation2016) the basis for redesigning educational processes rooted in competencies. While the latter are mainly an ability to control, resonance implies engaging with other people, things, or oneself in a meaningful way.