It will be the same with the study of languages, of psychology, of organic chemistry, of history. Students would have the chance to move slowly - to savor the complexity of a German idiom or a puzzle in human psychology, the wonder of nature or the contingencies of the French Revolution. In slowness culture, students would listen carefully to music, meditate, talk with their friends. From a pedagogical perspective, slowness would be about practice, about developing, about being educated in the fullest sense. Athletes already value slowness - the slowness of repeating certain moves deliberately and carefully before using them in the heat of competition.
Educators ought to support a similar kind of slowness.
For I believe that, paradoxically, we have a chance of making our students' lives richer by making their lives slower. In the future, the best educated will continue to read and will know how to write and communicate well and persuasively. The best educated will be skeptical of easy solutions, of superficial knowledge, of the free-floating fact that is never rooted in any context at all. Above all our students must learn the importance of mastering a body of material before claiming to have opinions that can make a difference. Finally, perhaps by slowing down, our students would learn better how to listen to and to appreciate others.