Hidden in plain sight? Sustained attention is the source of both educational and spiritual practice

This article argues that higher education pedagogy and curriculum studies have yet to fully incorporate a working knowledge of the source of all human knowledge, as underpinned by sustained attention. Comprehension, information processing, critical thinking and learning strategies are rooted in the capacity first to sustain attention and cannot be achieved without strengthening this resolve. Furthermore, sustaining attention is unnatural for the human mind in the absence of volition, intentionality and daily practice. It is a muscle that needs to be trained to create new knowledge pathways. This is precisely the same for all spiritual practice. Dedicating our efforts to cultivating sustained attention in our students is vital for pedagogic value and may also lead to promising consequences towards student integral/spiritual development. By casting a wide net across academic disciplines and cultural practices, we draw parallels between the birth of educational practice and the seeds of spiritual practice. We propose that modern knowledge systems allow for the integration of both educational and spiritual practice. Through an interdisciplinary approach, we ask the questions ‘which practices cultivate sustained attention’? and ‘for pedagogic value, how could these practices be integrated into higher education’? Drawing on interdisciplinary understandings of the mind, knowledge and experience, for pedagogic value we discuss that five practices – (1) non-judgementally observing an object of focus, (2) paying mindful attention to one’s own thoughts, (2) flow, (3) savouring and (5) digital detoxing – may be explored creatively across disciplines in higher education settings when combined with conscious awareness, wilfulness and purposefulness by educators.