Journal of Contemplative Inquiry


This paper illustrates how teaching through a “slow looking” pedagogy helps students of Generation Z—who have grown up in a culture of distraction and multitasking—cultivate the habits of mind and dispositions that can enhance their academic performance as well as physical and mental health during pandemic remote learning. Drawing on students’ practice of slow looking in freshman writing courses, the paper demonstrates the power of slow looking as a tool of mindfulness to develop students’ insights and knowledge that are useful in educational settings as well as in their personal lives. It elucidates how their practices of slow looking in various contexts developed inner strength, resilience, and compassion which enhanced their capacity for learning through their own self-discovery. It highlights the insights of slow education that embrace the “whole student” (bodily senses, emotions, and mind) and the significance of reconnecting a cognitive dimension of learning with an affective dimension of learning to facilitate “positive transfer,” helping a student’s learning in one context improve their performance in other contexts.