Attention is fundamentally a growth of our faculty for noticing

Evidence

Conceiving the classroom, at every level, as an attentional ecosystem effects a convergence of the etymologies of invention (in-venire) and attention (ad-tendere) into the same GROWTH OF OUR FACULTY FOR NOTICING. The slightly silly cliché that defines love by the fact of looking together in the same direction may be recycled as we imagine – inextricably joined – teaching and research as processes aiming at making viewpoints converge on the discovery of remarkable, and until then unanticipated, facts. In a classroom we learn to look where the other is looking – so that we may come to notice aspects that we had not yet ourselves caught sight of. — Yves Citton, The Ecology of Attention, 268

Categorization

• DEFINE: Defines the shared root of attention (ad-tendere) and invention (in-venire) as a convergence that grows one’s noticing faculty.
• XREF: This etymological convergence of attention and noticing connects to the Deep Listening work on soundscape attention this reader has engaged with. — connects to: Attention is fundamentally a collecting and filtering act for survival.; Attention consists in labor that augments our ability to notice the neglected — Yves Citton, The Ecology of Attention, 269; Attention is alignment, the same faculty on individual and collective levels (+3 more)

Broader Connections

• Attention is alignment, the same faculty on individual and collective levels #expands (0.78)
• Attentional habits divide the world into meaningful figures and neglected ground #expands (0.75) — Yves Citton, The Ecology of Attention, 494
• Attention is a superimposition of entangled mechanisms rather than a single faculty #complicates (0.72) — Yves Citton, The Ecology of Attention, 360
• Attention can be deliberately wielded, not just reclaimed #expands (0.72)