Explaining the slowness movement in order to extract its implications in Iran's formal education

Introduction The main purpose of this research is to explain the characteristics of the slow movement in order to extract its implications in education. In line with the research objective, the two main questions are: 1- What is the concept and basic characteristics of the slow movement? 2- What educational implications can be deduced from it for Iranian education (with an emphasis on the goals, principles, and role of the teacher)?
Method: The method of the present research is fundamental in terms of the research objective. It will be carried out using rational and deductive reasoning methods and based on documentary and library studies. Also, the present research is considered a qualitative research based on the nature of the data. In answering the first question, analytical methods, especially concept interpretation, have been used. And to answer the second question, the deductive method has been used. In this regard, first the concept and characteristics of the slow movement and its various aspects are described and analyzed, then an attempt is made to extract the goals, principles, characteristics, and role of the teacher from the general concepts and characteristics of this movement using a progressive inference method. Data analysis methods include arranging and organizing data (categorization), coding data, and organizing data.
Findings: The most important characteristics of the slow movement include attention to cultural status and traditions, healthy connections between students and the local environment and society, having a critical approach, emphasizing quality, balance, reflection and presence, deep thinking and contemplation, valuing the present moment, paying attention to the speed, rhythm, and interests of learners, and criticizing neoliberal approaches. The most important goals of slow education include achieving healthy relationships between people and interacting with the environment, local community, and government, criticizing the phenomenon of speed, emphasizing quality instead of quantity, reclaiming childhood from the clutches of consumerism, enhancing creativity and spontaneity, treating the pain of haste, fighting the culture of haste and obsessive parenting, self-development, the ability to understand deeply, strengthening awareness and individual responsibility, the joy of learning, respecting individual differences, opposing dominance in education, and reducing external pressures and competition. The principles of core education include the principle of paying attention to cultural heritage, the principle of reducing dependence on technology, the principle of reducing standardization, the principle of prioritizing quality over quantity, the principle of reducing school academic pressure, the principle of reducing pressure on children and parents, the principle of resisting acceleration, the principle of emphasizing depth instead of speed, the principle of paying attention to the depth of learning instead of breadth, the principle of deeper connection with children, the principle of respecting individual differences, the principle of respecting childhood, the principle of enjoyment and gaining peace, the principle of reducing stress and competition, the principle of emphasizing humanities and meaningful experiences, the principle of emphasizing human connections, the principle of project-based and experience-based learning, the principle of human dialogue, the principle of community participation, the principle of confronting the culture of perfectionism, the principle of gradualism, and the principle of patience and forbearance. The main role of the teacher in slow education is to be a flexible guide and facilitator who selects the content and time intended for education according to the learners' abilities.