Slow philosophy: reading and the institution

New York, NY: Bloomsbury Academic, an imprint of Bloomsbury Publishing, Plc (2016)
  Copy   BIBTEX


In an age of internet scrolling and skimming, where concentration and attention are fast becoming endangered skills, it is timely to think about the act of reading and the many forms that it can take. Slow Philosophy: Reading Against the Institution makes the case for thinking about reading in philosophical terms. Boulous Walker argues that philosophy involves the patient work of thought; in this it resembles the work of art, which invites and implores us to take our time and to engage with the world. At its best, philosophy teaches us to read slowly; in fact, philosophy is the art of reading slowly – and this inevitably clashes with many of our current institutional practices and demands. Slow reading shares something in common with contemporary social movements, such as that devoted to slow food; it offers us ways to engage the complexity of the world. With the help of writers as diverse as Nietzsche, Wittgenstein, Woolf, Adorno, Levinas, Critchley, Beauvoir, Le Dœuff, Irigaray, Cixous, Weil, and others, Boulous Walker offers a foundational text in the emerging field of slow philosophy, one that explores the importance of unhurried time in establishing our institutional encounters with complex and demanding works.



    Upload a copy of this work     Papers currently archived: 92,953

External links

Setup an account with your affiliations in order to access resources via your University's proxy server

Through your library

Similar books and articles

Slow philosophy: reading against the institution.Michelle Boulous Walker - 2017 - New York: Bloomsbury Academic, an imprint of Bloomsbury Publishing, Plc.
Philosophy and the maternal body: Reading silence.F. Gray - 2001 - Australasian Journal of Philosophy 79 (2):306 – 307.
Slow reading in a hurried age.David Mikics - 2013 - Cambridge, Massachusetts: The Belknap Press of Harvard University Press.
Slowness as a Virtue.Nicholas C. Burbules - 2020 - Journal of Philosophy of Education 54 (5):1443-1452.
Why read (diffractively)?Jean Du Toit & P. Du Preez - 2022 - South African Journal of Higher Education 36 (1):115-135.
Matchbook: essays in deconstruction.David Wills - 2005 - Stanford, Calif.: Stanford University Press.


Added to PP

7 (#1,410,679)

6 months
7 (#491,772)

Historical graph of downloads
How can I increase my downloads?

Author's Profile

Michelle Boulous Walker
University of Queensland

Citations of this work

No citations found.

Add more citations

References found in this work

No references found.

Add more references