Abstract

In this study, the Slow School approach is examined within the framework of conceptual and theoretical foundations. The main characteristics of the Slow School approach are explained. Slow Education, whose foundations were established in 2001 by Maurice Holt, has been spreading all around the world by the teachers, parents, and scholars who are looking for new innovative ways for their children to be more aware of what they are learning. Slowness in the Slow Movement means localization, creating artwork, and revealing and discovering the self. As it is in Slow Food, the knowledge which has just been gained and the work which has just been done need enough time to be reviewed in order to represent the interests and motives of the maker and to turn them into end products. Also, during this process, people get interacted with each other and socialize, which ends up with localization, as well. Slow School movement highlights deliberative thinking. When students try to learn something, they should not be stuck in a normative framework, on the contrary; there should be an atmosphere where they can move independently and discover their own interests and present their curiosity. In slow pedagogy, learning is regarded as an individual’s private process. The fundamental feature of slow learning is that individuals learn and discover at their own pace. Compared to the requirements of the 21st century, when is the time to become more competitive and fussy, slow pedagogy enables individuals to have less dependency and more autonomy when they determine their own learning process and decide on their steps.