Slow pedagogy in the age of artificial intelligence: towards an understanding of the tension between the immediate and the spiritual in the classroom
Jorge Burgueño López, Kate Adams
Journal of Beliefs and Values May 14, 2026 DOI: 10.1080/13617672.2026.2661591 (opens in new tab)
Study at a glance
AI-extracted from the abstract| Characteristics | Theoretical or philosophical paper Peer reviewed |
|---|---|
| Citations | 1 |
| Key points | Argues that slow pedagogy and the concept of "metaxis" offer a useful framework for navigating the tension between AI's immediacy and the slowness associated with spirituality and religion in education. Concludes that schools can accommodate both paces, particularly for the spiritual and religious dimensions of young people's lives, although this task is not without complexities. |
Abstract
Neoliberal education systems often foster a sense of urgency, with teachers and students under constant pressure to meet targets and other demands. The integration of artificial intelligence (AI) in the classroom has intensified this sense of immediacy, mirroring broader societal trends. However, AI’s speed contrasts with the slowness traditionally linked to spirituality and religion, exemplified in practices like meditation, mindfulness, and contemplation. This article examines the tension between these differing paces through the lens of slow pedagogy, and the concept of metaxis – belonging to two, often contrasting, worlds simultaneously. We argue that this approach offers a valuable conceptual framework for understanding and navigating the temporal differences between AI’s immediacy and the slowness essential for holistic education, particularly in regard to the spiritual and religious dimensions of children and young people’s lives. The article considers the purpose and role of the teacher in this context, concluding that schools can accommodate both the rapid pace of AI and the slower rhythms of spirituality, although this task is not without its complexities.