This article concerns the problem of time pressures in higher education from the perspective of Newtonian (clock)time and pedagogical action. While most recent critiques of contemporary time pressures turn to alternative time theories in place of Newtonian temporality, the current paper outlines a way to conceive education from a Newtonian time perspective while also retaining theorizations of education as a form of cyclical and uncertain interaction. Time is theorized as changes in the immediate present which transform an uncertain and potential (...) future to an evident and permanent past in a Newtonian-linear temporal framework. Education, on the other hand, is defined as pedagogical influence to foster student’s human growth, demonstrated in a teaching–studying–learning relationship. Slow education theories and strategies are proposed as a way to reclaim time for education from the accelerative time policies of HE from within a linear time perspective instead of having to propose alternative time theories to ‘free’ education from its rootedness in the temporality of past, present, and future. (shrink)