by Anitra Pavlico
I recently read Simone Weil for the first time after having come across numerous references to her over the past year. I broke down and bought Waiting for God despite the intimidating and frankly confusing title. I was not disappointed. One of her essays in particular, “Reflections on the Right Use of School Studies in View of the Love of God,” has opened and focused my thinking on education and learning in general, whether for children or later in life for the rest of us.
Weil writes that “prayer consists of attention. . . . Although today we seem ignorant [of] it, the formation of the faculty of attention is the true goal and unique interest of all studies.” She explains that by developing our capacity for attention, we can enhance our spiritual practice. Leaving that aside for the moment, it is nonetheless worth exploring what she means by attention. I am very interested (along with countless others) in how we in the internet era are maintaining our ability to focus given ever-multiplying distractions. As a mother of a school-age child, I also have a particular interest in how children are developing their ability to focus in this distracting climate.
Weil essentially promotes a meditative or mindful attitude for children facing challenging subject matter in school:
If someone searches with true attention for the solution to a geometric problem, and if after about an hour has advanced no further than from where they started, they nevertheless advance, during each minute of that hour, in another more mysterious dimension. Without sensing it, without knowing it, this effort that appeared sterile and fruitless has deposited more light in the soul.
Weil’s approach is timely because it makes learning less stressful and more enjoyable for students. Even if it does not seem as if the student is mastering the material, in Weil’s view she is coming closer to understanding by virtue of having focused her attention on it. In an age when students are sleep-deprived and unduly anxious about exams, college prep, and living up to parents’ lofty and usually unreasonable expectations, students may be comforted to hear from Weil that “we confuse attention with a kind of muscular effort. [. . .] Fatigue has no relationship to work. Work is useful effort, whether there is fatigue or not.” What is happening today in our schools is not your typical adolescent turmoil–it is a mental health epidemic. Suicide rates have surged; two-thirds of college students report “overwhelming anxiety.” [1] Clearly, merely applying more effort is backfiring. Read more »





Opera as resistance? Music as re-enchantment?
When it comes to evil, nobody beats Hitler. He committed the biggest mass murder of innocent humans in all of history.

Many years ago in 1991, in my first job out of college, I worked for a small investment bank. By 1994, I was working in its IT department. One of my tasks was PC support and I had a modem attached to my computer so that I could connect to Compuserve for research on technical issues. Yes, this was the heydey of Compuserve, the year that the first web browser came out and a time when most people had very little idea, if any, what this Internet thing was. 
Novels set in New York and Berlin of the 1980s and 1990s, in other words, just as subculture was at its apogee and the first major gentrification waves in various neighborhoods of the two cities were underway—particularly when they also try to tell the coming-of-age story of a young art student maturing into an artist—these novels run the risk of digressing into art scene cameos and excursions on drug excess. In her novel A Lesser Day (Spuyten Duyvil, second edition 2018), Andrea Scrima purposely avoids effects of this kind. Instead, she concentrates on quietly capturing moments that illuminate her narrator’s ties to the locations she’s lived in and the lives she’s lived there.
Little Miracles 2:



