The problem of making a post with a “part 1” is that I feel obligated to publish a “part 2.” Go read Part 1, which is basically a review of Maggie Berg’s and Barbara Seeber’s The Slow Professor (Toronto 2016). In it, I suggest that the problem with their lovely little book is that many (if not all) of the conditions that produced a professionalized faculty are the same that have produced a corporatized university. We can’t be professionalized – with the clear distinction between work and life – and slow because the industrial roots of the process of professionalization are inseparable from the kind of social acceleration that has so impacted our working life. In other words, you can’t look for work/life balance without understanding the notion of “work” and “life” as products of the professionalization process.
If Berg and Seeber really want to understand how to embrace being a slow profession, I think they need to consider a fundamentally new model for life in the academy. This isn’t a radical proposition, actually. Most faculty in the humanities are not fully professionalized and our refusal to completely grasp the work/life division provides us with the opportunity to do meaningful work. Part of the slow movement’s core philosophy (such as it exists beyond a series of vaguely interrelated platitudes) is to live life in a more deliberate, thoughtful, and engaged way and to avoid the slick efficiencies that dominate the corporate world and its tradition of industrial speed. After all, time is money.
In the place of an industrial model, I wonder if we should think of what we do in the academy as craft rather than work. I recognize that this has risks. That standardization and professionalization of academia is part of a larger process that marginalized the kind of informal practices that made disciplines “old boys clubs” unfriendly to women, minorities, and unorthodox ideas. Professionalization has contributed to a more fair and inclusive work space by managing the grown of informal policies. The trick for the slow professor is to preserve the spirit of professionalism, the sense of fairness, the inclusiveness, and the democratic standards in university life, while at the same time grounding this in an earlier model for understanding academic life.
1. Do work that matters. One of the great things about the humanities is that we can blur work/life so easily by simply doing work that matters to our life. We can draw on our experiences, our community, and our family as an influence on our scholarship. A walk with my wife can be a research trip, serving on a committee in the community can spark new ideas, and my experiences on a lazy early summer day can shape a published article. Live a life where it’s impossible to “take time off” from doing “work.”
2. Work with friends. One of the aspects of the Slow Professor that I really liked was their chapter on the value of collaboration in creating a more meaningful experience from research. (It goes without saying that the output of collaborative ventures tends to be better than that from the solo author… at least in my experience). I’d expand Berg and Seeber’s view of collaboration to suggest that we make a real effort to collaborate with friend. While there is always a risk of group think in these situations, I would add that there is also an opportunity to further erode the boundaries between work and life that threaten to box in creativity and to compartmentalize how we see the world.
3. Control your work. While academics often complain about the relentless pace and expectations of university life, we can equally impatient about our work as it wends its way through the publication process. I contend that the division of writing from publishing (that is the work of publishing) locates writing as a stage in the process of knowledge production that culminates, to some degree in the appearance of a publication. The division of labor throughout this process reinforces the professionalization of academic work (as well as publishing) and it supports a system that is designed – in large part – to improve the efficiency of our work. To be clear, I’m not overlooking the value of peer review, copy editing, careful typesetting, et c., but I do think that our work should adopt more fluid models that subvert the calls for professional efficiency by exploring ways to control the entire process of knowledge production.
4. Break things. I loved that The Slow Professor recognized that the slow movement was a form of resistance. At a number of meeting on campus lately, administrators have emphasized that we as faculty need to assert authority through action. In most cases, the actions that we’re expected to take coincide with administrative initiatives. At the same time, being a slow professor does offer a strategy to undermine the “audit culture” so prevalent in the modern university. It takes a commitment, however, to slow processes down, to disengage from the pressures of both disciplinary and institutional expectations, and to break things designed to speed up, to improve efficiency, and to undermine our ability to blend work and life. Being a slow professor involves more than just embracing the virtues of a non-professional life, it involves working and taking risks to create that space within institutions designed to promote professional values.