智力与情感相关，焦虑降低创新力

小书短小精焊，主旨体现在“慢教授宣言”中。

大学的企业化追求效率、成果，学术人因而普遍觉得时间紧张，感到焦虑。这种变化带来的影响是巨大而负面的。科学领域的Slow Science Academy宣称“需要时间来思考和理解”；人文学科则有The Slow Professor Manifesto。科学研究强调“判断的价值”（judging value）（we don't measure [scholarship]; we judge it.）。

反对大学企业化这种负面影响的理由有：智力与情感相关（the last decades have seen growing awareness that intelligence is embodied and therefore is dependent on context and emotions；neural connections are shaped by emotion）。焦虑及其引发的各种身心问题将使学术研究工作欲速不达，流于表面形式或自我重复。研究与教学是大学教师的主要智力活动。在研究中，焦虑使人远离高效的心流（flow）或永恒（timelessness）状态；在教学中，教学的“无成果体现”的特性贬低教学的意义；以学生为中心，应是以“the personal relationship between student and teacher”为中心，强调师生情感的交互。

抵制大学企业化这种负面影响的方法是共情、合作。这本小册子就是两位女教授的共情、合作的结晶。

附： The Slow Professor Manifesto

We are Slow Professors. We believe that adopting the principles of Slow into our professional practice is an effective way to alleviate work stress, preserve humanistic education, and resist the corporate university. The Slow Movement – originating in Slow Food – challenges the frantic pace and standardization of contemporary culture. While slowness has been celebrated in architecture, urban life, and personal relations, it has not yet found its way into education. Yet, if there is one sector of society which should be cultivating deep thought, it is academic teachers. Corporatization has compromised academic life and sped up the clock. The administrative university is concerned above all with efficiency, resulting in a time crunch and making those of us subjected to it feel powerless. Talking about professors’ stress is not self-indulgent; not talking about it plays into the corporate model.

In the corporate university, power is transferred from faculty to managers, economic justifications dominate, and the familiar “bottom line” eclipses pedagogical and intellectual concerns. Slow Professors advocate deliberation over acceleration. We need time to think, and so do our students. Time for reflection and open-ended inquiry is not a luxury but is crucial to what we do.

The language of crisis dominates the literature on the corporate university, urging us to act before it is too late. We are more optimistic, believing that resistance is alive and well. We envisage Slow Professors acting purposefully, cultivating emotional and intellectual resilience. By taking the time for reflection and dialogue, the Slow Professor takes back the intellectual life of the university.

Slow Science Academy Manifesto

We do need time to think. We do need time to digest. We do need time to misunderstand each other, especially when fostering lost dialogue between humanities and natural sciences. We cannot continuously tell you what our science means; what it will be good for; because we simply don’t know yet. Science needs time. – Bear with us, while we think. (slow-science.org)