Aufmerksamkeitsbewegungen

In this paper, we will develop a way of understanding attendance of courses, whichis not in the usual manner based on the institutionally marked dimension of incident, butinstead emphasizes the interactive dimension of process. From this perspective, the processesof adult education are less focused on the forms of pedagogic action or teaching-learning interaction. We rather observe the performance of participation and its shaping by the courseparticipants during the course process. In a critical reception of research on classroom management, perceivable shifts of attention will be argued to be constitutive moments in the process of attendance. On the basis of one course scene, we will show the way in which a process of participation—corporeal specified in space and time—can be empirically reconstructed as an arrangement of mutually entangled shifts of attention between the individual participants. This lesson is based on the assumption that individual learning and acquisition processes during a course lesson can only be appropriately understood and explained in the light of these social dynamics of attention.