This paper examines attention as a central concept in religious education, following Simone Weil. Weil understands attention not primarily as a cognitive achievement, but as an ethical-spiritual attitude of openness, waiting, and receptive presence. It enables a special form of relationship - to the suffering other, to truth, and to God - and thus gains fundamental significance in educational theory. Against the backdrop of contemporary economies of acceleration and attention, it is shown that Weil's understanding of attention represents a critical counter-model to functional educational logics. Attention is highlighted as a fundamental dimension of education that promotes perceptiveness, empathy, and compassion. The paper shows, how religious education can contribute to the development of attentiveness through forms of silence, listening, and reflection, thereby making an independent contribution to personality development in pluralistic societies.