“Are you paying attention?” The phrase still resonates with a particular sharpness in my mind. It takes me straight back to my boarding school, aged thirteen, when my eyes would drift out the window to the woods beyond the classroom. The voice was that of the math teacher, the very dedicated but dull Miss Ploughman, whose furrowed grimace I can still picture.
We’re taught early that attention is a currency—we “pay” attention—and much of the discipline of the classroom is aimed at marshaling the attention of children, with very mixed results. We all have a history here, of how we did or did not learn to pay attention and all the praise or blame that came with that. It used to be that such patterns of childhood experience faded into irrelevance. As we reached adulthood, how we paid attention, and to what, was a personal matter and akin to breathing—as if it were automatic.
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