Modern classrooms are increasingly inebriated by speed. This intoxication is not the result of overt espionage or covert reform, but of a gradual embedding of haste into everyday practice. This is a result of subtle adjacency of praise with quickness, through alluring metrics of efficiency, and through a fictitious belief that fast learning is superior learning. In this engulfing climate, the true privilege of education deep thought stands estranged. As educators gather in every professional...