The Psychology of Cinematic Popular Culture and Educators’ Reflective Practices


Reuben M. Castagno

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

Indexed in: EBSCO.

This e-book presents a crucial work in the systematic study of educators’ cinematic reflections and to what extent could these be inte...[view complete introduction]
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Habermas’s Domains of Reflection and Discursive Acts

- Pp. 25-35 (11)

Reuben M. Castagno


In order to assess the different varieties of educators’ cinematic reflective practices, the researcher made use of the subjects’ cinematic journals, cinematic essays, and the planning of a classroom cinematic learning experiences. The researcher conducted a “document content analysis”, a widely used method in qualitative inquiry (Frankel & Wallen, 1993). The basis of analysis was the unit of educators’ conceptual thinking on the connection of popular cinema to pedagogy. A thought unit in this study was defined as the written entry indicating a repeatable discernible segment of a reflective claim regarding the self (i.e., the speaker/writer), the other(s), and/or a combination of the speaker and the other presenting something inter-subjective).

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