IN-PERSON Prague Research & Teaching Conference

Abstract

In contemporary academia, the pervasive culture of urgency and hyper productivity undermines efforts to foster creative and respectful educational environments and the cultivation of new knowledge (Berg and Seeber, 2016). And within academia, the design discpline reveals compounding pressures, with urgency from the academy adding to disciplinary pressures rooted in capitalistic systems that values speed and productivity. (Wizinsky, 2022). This paper explores how integrating ‘slow principles’ can challenge this culture specifically within studio-based courses, creating conditions for more meaningful and healthy experiences for faculty and students. Drawing inspiration from the Slow Movement, which advocates resisting hyper-productivity to prioritize care and intentionality (Honore, 2004), this study reimagines design pedagogy through the lens of slowness. The focus is a graduate-level Design Pedagogy and Leadership seminar, where students critically analyzed syllabi and proposed pedagogical interventions integrating slow principles such as community over competition, nourishing mind and body, rejecting urgency, etc. Teams identified tensions within traditional design practices, such as compressed timelines, unclear expectations, and productivity-focused evaluations. Students then designed alternative pedagogical approaches aimed at reducing stress and enhancing well-being for both educators and students. This paper outlines the theoretical underpinnings, framework, logistics, and outcomes of the seminar, offering actionable insights for educators seeking to reimagine their own practices. Positioned at the intersection of research and teaching, this work contributes to the broader discourse on sustainable academic practices and ethical design education. It aims to inspire new conversations about how design leaders can model environments that prioritize well-being while advancing academic and professional excellence.