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



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

Abstract

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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