‘What Makes My Image of Him into an Image of Him?’: Philosophers on Film and the Question of Educational Meaning

Gibbs, Alexis

doi:10.1111/1467-9752.12223

Cited by 8 publications

(4 citation statements)

References 8 publications

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“…Thus, it was substantiated that the existential themes of a movie, presented by artistic means acceptable for the age of adolescence, would contribute to the development of the personality of cinematogrpahic audience (Kyshtymova, 2019). A. Gibbs appealed for an objective study of the motion picture, involving appropriate interpretation of the meaning of the movie (Gibbs, 2017). V. Poznin believed that the metaphors of film narratives were targeted at the analysis of audiovisual creativity, contributed to the formation of aesthetic taste, the development of associative and imaginative thinking, as well as comprehensive perception of the multimedia text (Poznin, 2017).…”

Section: Discussionmentioning

confidence: 99%

Peculiarities of Teenagers' Perception of the Characters of a Film Narrative in a Situation of Moral Choice

2021

International Journal of Media and Information Literacy

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The study of the system of moral values of young people using film narrative, which has an effect on the impressions, meanings, significations, attitudes of people and values, human beliefs, treatment of people and values would determine mental health of an individual and psychological well-being of a society as a whole. Teenagers are those most susceptible to the exposure. The novelty of the study was that the evaluation of the impersonations of the characters in a situation of moral choice, transmission of moral values presented in the film narrative, was studied in adolescents without parental oversight, living in residential care facilities for more than 10 years.The methodological foundation of the study was the psychosemiotic approach to content analysis. A toolbox of techniques was used in the study: theoretical analysis, immanent analysis of the film; factorial analysis; a dedicated semantic differential was used to discover the factors revealing the semantics of the impersonations of the characters of the film narrative in a situation of moral collision, and to compare their perception by different groups of teenagers; analysis of letters to the character was carried out using the procedure of content analysis. We proceeded from the assumption that teenagers' perception and semantic evaluation of the characters of the film narrative in the situation of moral choice was determined by their experience of living in the situation of moral choice and conditions of their upbringing; the system of values presented in the film narrative, the situation of moral collision experienced by the characters, determined the perception and semantic evaluation of their impersonations by modern teenagers. The study was carried out on the basis of schools in Irkutsk, facilities for children without parental care (Republic of Buryatia, Irkutsk) (n = 78). 'The Boy in the Striped Pajamas' motion picture was used as stimulus material.It was demonstrated that teenagers left without parental care would perceive the characters of the motion picture in positive categories of morality more often than those raised in families. The attitude towards the characters of a movie who were in a situation of moral choice, was determined by the categories of nobility, peacefulness, humanity, tolerance, and piety. The identified differences could be explained by their experience of living in a situation of moral choice, the attitude toward children in situations of living hardships, the individual psychological differences of adolescents. Differences in attitudes could also be seen as the reason for differences in the effectiveness of the impression of the movie. It was substantiated that the situation of moral choice in cinematography served as a tool for shaping moral values.The study sustained the idea of the potential of motion pictures, their effect on shaping moral values of adolescents, complemented the data on the effect of the film narrative on personal development and individual differences in the evaluation of media products. The obta...

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Section: Discussionmentioning

confidence: 99%

Peculiarities of Teenagers' Perception of the Characters of a Film Narrative in a Situation of Moral Choice

2021

International Journal of Media and Information Literacy

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“…En ese sentido, si -según los propios diálogos al comienzo de la película-los alumnos inicialmente planteaban que la autocracia era producto de la crisis social y económica, en la pandilla de La Ola -por el contrario-su "fascismo" era producto de una crisis personal y hasta cierto punto, una crisis de adolescencia. No se está sugiriendo que el filme proponga reinterpretar los hechos de la historia en clichés psicológicos vulgares ("los nazis tenían complejos de inferioridad frente a los judíos", "Hitler tuvo problemas en la infancia"), sino cómo ignora la crítica al malestar en la democracia y el goce contemporáneos que la película misma había elaborado (un malestar con la misma democracia que los alumnos debían valorar) y lo sustituye argumentativamente por una progresiva sincronización entre el fuero privado y el ámbito público (Eder, 2006;Gibbs, 2017). Es así que, por ejemplo, al final de la historia, Tim termina organizando un pequeño tiroteo que culmina en su suicidio, haciendo notar que su acto fue un hecho de locura latente generada por su soledad e incomprensión, pero activada por el totalitarismo de La Ola.…”

Section: Poniéndose En Contexto: La Ola [Die Welle] De Ganselunclassified

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Navarro

2018

Comunicación

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“…Al tratarse de nativos y residentes digitales 3 , la preferencia de dicho público por contenidos que se refieran a la imagen hace que el cine se convierta en una herramienta oportuna para establecer una conexión entre teorías filosóficas y contenidos actuales que el alumnado puede reconocer fácilmente (Litch y Karfsky, 2015;Gibbs, 2017;Bernd, 2017). Se trata pues, de hacer conscientes a los alumnos de que la filosofía se encuentra directamente conectada con la actualidad (Fildes, 2008).…”

Section: Introductionunclassified

La narrativa audiovisual como método de enseñanza de la filosofía

Medina-Vicent

2018

REDU

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Resumen: en el presente escrito se presenta una experiencia educativa concreta en la enseñanza de la filosofía moderna y contemporánea a alumnado de tercer curso de los grados en Humanidades: Estudios Interculturales, e Historia y Patrimonio de la Universitat Jaume I (Castelló de la Plana). El objetivo central de este artículo es mostrar cómo las competencias genéricas y específicas de esta asignatura pueden ejercitarse a través de los recursos cinematográficos y audiovisuales. Se argumenta que las series de televisión y el cine son una herramienta útil para generar espacios de reflexión en el aula, lugares desde los que el alumnado puede ejercitar el diálogo filosófico y conectar las diferentes propuestas filosóficas con referentes visuales que le son familiares y fáciles de reconocer.

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‘What Makes My Image of Him into an Image of Him?’: Philosophers on Film and the Question of Educational Meaning

Cited by 8 publications

References 8 publications

Peculiarities of Teenagers' Perception of the Characters of a Film Narrative in a Situation of Moral Choice

Peculiarities of Teenagers' Perception of the Characters of a Film Narrative in a Situation of Moral Choice

Revista versión completa

La narrativa audiovisual como método de enseñanza de la filosofía

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