This article develops a phenomenology of attentional care under platform conditions and advances the normative construct of attentional justice. Using a phenomenological–hermeneutic method (epoché, lifeworld description, eidetic variation, and dialogical interpretation), we analyse composite vignettes distilled from synchronous, video-mediated teaching between 2020 and 2024 in undergraduate and Master’s-level courses in philosophy of education, teacher education, and curriculum studies at a public university, in classes of approximately 15–40 students. These vignettes were written out from contemporaneous field notes and reflective memos after specific sessions, then condensed across recurrent situations (for example, latency-laden discussions, camera-off participation, and chat-mediated exchanges) so that no individual student or cohort is identifiable. Through phenomenological description and eidetic variation, we disclose three invariants through which attention appears in this setting: embodied tact (gesture and voice as holding), temporal generosity (protected intervals that resist acceleration), and recognitive address (naming, echoing, and confirmation). Read alongside critiques of the attention economy and technicity’s pharmacology, these descriptions yield a political inflection: interpersonal attentional care presupposes minimally just conditions and cannot be sustained by individual virtue alone. We articulate two correlative rights (the right to protected intervals and the right to recognitive address) and specify institutional duties concerning time, limits on surveillance, equitable access to bandwidth and quiet, and governance of platform affordances.
Ehsani estahbanati, M. (2025). The Phenomenology of Attentional Care in the Synchronous Platform Classroom: Care Ethics, Emotion, and Attentional Justice in 21st-Century Education. Journal of Philosophical Investigations, (), -. doi: 10.22034/jpiut.2025.69956.4300
MLA
Ehsani estahbanati, M. . "The Phenomenology of Attentional Care in the Synchronous Platform Classroom: Care Ethics, Emotion, and Attentional Justice in 21st-Century Education", Journal of Philosophical Investigations, , , 2025, -. doi: 10.22034/jpiut.2025.69956.4300
HARVARD
Ehsani estahbanati, M. (2025). 'The Phenomenology of Attentional Care in the Synchronous Platform Classroom: Care Ethics, Emotion, and Attentional Justice in 21st-Century Education', Journal of Philosophical Investigations, (), pp. -. doi: 10.22034/jpiut.2025.69956.4300
CHICAGO
M. Ehsani estahbanati, "The Phenomenology of Attentional Care in the Synchronous Platform Classroom: Care Ethics, Emotion, and Attentional Justice in 21st-Century Education," Journal of Philosophical Investigations, (2025): -, doi: 10.22034/jpiut.2025.69956.4300
VANCOUVER
Ehsani estahbanati, M. The Phenomenology of Attentional Care in the Synchronous Platform Classroom: Care Ethics, Emotion, and Attentional Justice in 21st-Century Education. Journal of Philosophical Investigations, 2025; (): -. doi: 10.22034/jpiut.2025.69956.4300
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