The Psychology of Cinematic Popular Culture and Educators’ Reflective Practices

by

Reuben M. Castagno

DOI: 10.2174/97816080581051130101
eISBN: 978-1-60805-810-5, 2013
ISBN: 978-1-60805-811-2



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Table of Contents

Foreword

- Pp. i
Anthony Polemeni
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Preface

- Pp. ii
Reuben M. Castagno
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Acknowledgements

- Pp. iii
Reuben M. Castagno
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Cinematic Popular Culture and Education

- Pp. 3-12 (10)
Reuben M. Castagno
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Popular Cinema, Reflection, and Rational Reconstruction in Education

- Pp. 13-24 (12)
Reuben M. Castagno
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Habermas’s Domains of Reflection and Discursive Acts

- Pp. 25-35 (11)
Reuben M. Castagno
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Overall Study Results

- Pp. 36-48 (13)
Reuben M. Castagno
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Discussion and Conclusions

- Pp. 49-74 (26)
Reuben M. Castagno
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APPENDIX A: Cinematic Learning Experience: Format

- Pp. 75-77 (3)
Reuben M. Castagno
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APPENDIX B: Cinematic Learning Experiences (Samples)

- Pp. 78-85 (8)
Reuben M. Castagno
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APPENDIX C: Cinematic Essays (Samples)

- Pp. 86-91 (6)
Reuben M. Castagno
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APPENDIX D: Journal Entries (Samples)

- Pp. 92-96 (5)
Reuben M. Castagno
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APPENDIX E: Movie Index

- Pp. 97
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Author Index

- Pp. 98-101 (4)
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Subject Index

- Pp. 102-110 (9)
Reuben M. Castagno
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Foreword

“The cinematographic image is always dividual. This is because,in the final analysis, the screen, as the frame of frames,gives a common standard of measurement to things which do not have one”.

Gilles Deleuze

This book is definitely an important and crucial work in the systematic study of educators’ cinematic reflections and to what extent could be interpreted in terms of the theoretical framework of Habermas’s domains of reflection and discursive acts. Taken together, the chapters in this volume describe important theoretical developments, data analysis, and significant findings about the importance of popular film in pedagogy. The data for the pilot project and the actual study were analyzed using frequency counts of entries under each sub-domain of reflection (i.e., Technical, Practical, and Emancipatory) and discursive acts (i.e., Speaker, Other, and Intersubjective). The unit of analysis was the simple sentence expressing or conveying a single complete thought in the educators’ conceptual discourse about the connection of popular cinema and pedagogy. Overall, the chapters articulate important implications of the groundbreaking research and paramount topics described in this book. As researchers, educators, and practitioners from different disciplines explore these chapters; new ideas, studies, and commitment to a new pedagogy certainly will be launched to further the specific lines of research described in each chapter. It is through these converging possible cinematic explorations that we may be able to move from solitary/monologic reflective practices to a rational reconstructive educational pedagogy. Touro College New York

Anthony Polemeni
Vice President
Graduate Division
Touro College
New York

Reference

Deleuze, Gilles. (1991). Cinema 1: The Movement Image. University of Minnesota Press


Preface

This book is the end product of six years of reflection about the relationship between popular film and pedagogy. Exploring and researching film theory and cultural studies at the Film and Education Research Academy (FERA), Teachers College, Columbia University; I was very aware of just how fundamental cinematic questions were to a pedagogical understanding of educators’ reflective practices.

Traditional and current reflective models are important to analyze to be able to understand Habermas’s crucial theoretical framework of rational reconstructions. This is a theoretical approach that moves away from a solitary cognitive objective attitude to a more explicit subjective condition for the possibility of a valid reflection on certain types of phenomena. Furthermore, each chapter of this book will show that the knowing subject is also cultural; and that all knowledge is mediated by cultural experiences.

The overall commitment of the book is to no specific orientation, to no particular group, but to the pedagogical challenge to explore the questions provided by cinematic experiences and to what it may constitutes reflective practices in various professions. Nevertheless, it would be great if this book particularly speaks to the school teaching community, to those individuals who use cinema to enhance our learning experiences. The hope sustain throughout the book is that the work presented here will help to make the project accessible to an ever- increasing and worldwide group of students, teachers, scholars, and practitioners.

Conflict Of Interest

The author(s) confirm that this eBook content has no conflict of interest.

Reuben M. Castagno
Stella & Charles Guttman Community College
Film and Education Research Academy (FERA) Teachers College
Columbia University
New York
USA

List of Contributors

Author(s):
Reuben M. Castagno
Stella & Charles Guttman Community College
Film and Education Research Academy (FERA)
Teachers College, Columbia University
USA




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