Teaching the competence of critical ignoring requires a paradigm shift in educators’ thinking, from a sole focus on the power and promise of paying close attention to an additional emphasis on the power of ignoring.
A wealth of information creates a poverty of attention and a need to allocate that attention efficiently among the overabundance of information sources that might consume it.
The function of ignoring, of inattention, is as vital a factor in mental progress as the function of attention itself.
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