scholarly journals What do film teachers need to know about cognitivism? Revisiting the work of David Bordwell and other cognitivists

2018 ◽  
Vol 1 (2) ◽  
Author(s):  
Steve Connolly
Keyword(s):  
Classroom Practice ◽  
Film Studies ◽  
Classroom Teachers ◽  
Subject Field ◽  
Moving Image ◽  
Film Education ◽  
Starting Point ◽  
The Subject ◽  
Cognitive Perspectives ◽  
The Brain

In the pages of the inaugural issue of this journal, the work of film educator Alain Bergala was discussed as a means of exploring possible approaches to film education. While Bergala offers many reasons why young people should be taught about film, there is very little discussion in his work of how they learn. In the subject field of education more broadly, there is currently a great deal of attention given to this process, with classroom teachers in all disciplines being encouraged to consider the ways that cognitive science might inform both instructional design and teaching itself. The popularity of the work of psychologists such as John Sweller and Daniel Willingham can be seen as indicative of a wider, positivist trend in educational research. While, historically, film educators may have seen their pedagogical and curricular activities as being located in a more linguistic, and perhaps interpretivist, domain, it is important to note that there is a cognitive tradition within both film studies and film education, mainly arising from the work of David Bordwell. Bordwell's seminal essay, 'A case for cognitivism' (1989), sets out some initial reasons why both students of film and film educators should be interested in the way that the brain comprehends the moving image. Drawing on and augmenting the work of other cognitivists such as Paul Messaris (1994) and Gavriel Salomon (1979), Bordwell's work makes for important rereading in an educational environment in which there is both some agreement and some scepticism about the significance of the cognitive. This article seeks to outline and critique the most relevant of Bordwell's arguments, taking as its starting point some unanswered questions from my own PhD studies, which led me to the work of both Bordwell and Messaris, and subsequently to identifying some ideas that film teachers may wish to reflect upon in terms of their own classroom practice. At the same time, it locates Bordwell's work in the wider field of cognitive perspectives in education.

Zur speziellen Terminologiedidaktik für Übersetzer. Text- vs. Systemhaftigkeit juristischer Terminologie

2017 ◽  
Vol 62 (1) ◽  
Author(s):  
Agnieszka Błażek
Keyword(s):  
Target Group ◽  
Subject Field ◽  
Translation Study ◽  
Starting Point ◽  
Special Knowledge ◽  
The Subject ◽  
L1 And L2 ◽  
Critical Overview ◽  
Made In

AbstractThe first part of the contribution discusses the requirements terminology training for translators must meet regarding the specific characteristics of translation competence. Secondly, taking a short critical overview of general proposals for terminology teaching courses within Translation Study Degree Programmes as a starting point, a specific terminology teaching proposal will be made in order to show that not only fundamental aspects of terminology must be taught, but also specific ones deriving from the subject field, the characteristics of L1 and L2 and the presupposed special knowledge of the target group.

Wat is nationaal aan nationale cinema?

2010 ◽  
Vol 38 (1) ◽  
Author(s):  
Jasmijn Van Gorp
Keyword(s):  
National Identity ◽  
Film Studies ◽  
Transnational Cinema ◽  
National Cinema ◽  
Art Cinema ◽  
Starting Point ◽  
Heated Debate ◽  
The Subject ◽  
Academic Debate

What is national about national cinema? The academic debate unravelled What is national about national cinema? The academic debate unravelled The concept of national cinema has been the subject of a heated debate in film studies for almost 20 years. In this article it is argued that the debate should be seen in the light of the discussion on the concepts of nation and national identity. The starting point is Higson’s pioneering article ‘The Concept of National Identity’ (1989), identifying four views on national cinema (i.e., art cinema, textual, productional and consumptional approach). A fifth approach is being formed by the antipode of national cinema: post- or transnational cinema.

The Philosophy of War: Unity in Diversity

2020 ◽  
Vol 63 (1) ◽  
pp. 20-39
Author(s):  
Alexey V. Soloviev
Keyword(s):  
Historical Memory ◽  
Subject Area ◽  
Philosophical Study ◽  
Historical Events ◽  
Subject Field ◽  
Political Events ◽  
Starting Point ◽  
Unity In Diversity ◽  
The Subject ◽  
Peace And War

The article discusses the diversity of the subject field of the philosophy of war as well as the internal integrity of the discipline, united by the focus on the philosophical understanding of the phenomenon of war. The author shows the role of H. Lloyd, who influenced K. Clausewitz, H. Jomini and their followers’ interpretation of the meaning and content of the subject area of the philosophy of war. In the abundance of specific topics addressed by philosophers of this field, the following topics should be noted: the issue of victory and defeat and their interpretation as well as the issue of historical memory. This problem is projected on contemporaneity and reflects the deep connection between peace and war, the dialectic of their relations. The interpretation of certain military and political events is of real interest in the light of the processes of distortion of historical events that have radically affected the course of history. An analysis of the motives and causes of this process is supposes to reconstruct an objective picture of relations between the subjects of international relations in various periods of history. The author finds answers in already existing concepts that have been developed in our time. It is important to mention the project of the French philosopher Charles Renouvier, who put forward the concept of “uchronia,” which became the starting point for the consideration of historical events in the “subjunctive mood.” This genre of historiosophical fantasy was picked up by famous followers – by the former President of France V. Giscard d’Estaing and others. The article provides eyewitness accounts of historical events (in particular, the campaign of Napoleon in Russia) that are historical facts and help to understand the true state of things. The article demonstrates that the philosophical study of the problem of war is important for understanding the origins and essence of relations arising from the transition between peaceful and military states.

scholarly journals “Entertainment” as an art phenomenon in the context of Renaissance discourse

2021 ◽  
Author(s):  
Olena Chumachenko
Keyword(s):  
Middle Ages ◽  
Modern Society ◽  
Point Of View ◽  
The Body ◽  
Subject Field ◽  
Late Middle Ages ◽  
Collective Experience ◽  
The Subject ◽  
First Time ◽  
Cognitive Perspectives

The purpose of the article consists of exploring carnival as a form of “Entertainment” in Renaissance discourse. The research methodology consists in the application of analytical method - to determine the theoretical and methodological foundations of the study of the phenomenon of "Entertainment" in the discourse of Renaissance; formalization method - to formulate the concept of "Entertainment" within the subject field of art; we use historical and cultural method for studying the phenomenon of «Entertainment» as a form of individualization of collective experience on the example of carnival in the context of the Renaissance discourse. The scientific novelty of the work is that for the first time the essence of the phenomenon of “Entertainment” as a form of individualization of collective experience on the example of carnival in the context of the Renaissance culture. Conclusions. Since the late Middle Ages, the carnival has become a prominent phenomenon in the culture of laughter, offering an antithesis to the religious attitudes that monopolized culture and art. Carnival, as a form of «Entertainment» in the discourse of the Renaissance, contributes to the identification of laughter elements in the culture of the Renaissance and helps to determine the significance of the laughter aspects of socio-cultural processes for society as a whole. The body image, as the main image of the carnival, creates a tendency for organizing "mass laughter", that is, a category that is actively used in our time on the example of the KVN format, which has become all-encompassing in modern society. Carnival, from the point of view of the cognitive perspectives of historical and anthropological research, outlines the features of the mentality of a Renaissance person. The carnival, as a form of «Entertainment», created conditions for the individualization of the collective experience, which was reflected in the culture of laughter, that is, «another reality» at certain times every year. Carnival formulated a concentrated universalistic formula for life and historical process. A street style of speech and imagery was formed, which became the «implementation» of the opposition to the official culture of the Renaissance.

2. French Retrospect

1876 ◽  
Vol 22 (97) ◽  
pp. 151-154
Keyword(s):  
Critical History ◽  
Reflex Action ◽  
Short Summary ◽  
Starting Point ◽  
History Of ◽  
The Subject ◽  
The Brain

In this valuable paper M. L. Dumont gives a critical history of cerebral reflex action, and of unconscious cerebration. Having given a short summary of the first definitions of reflex action, and taking the views of Procbaska and Legallois as a starting-point of his history (Unzer was, however, the teacher of Prochaska, and the most philosophical inquirer of the last century), he brings the subject to the time when Marshall Hall, founding on the experiments of Flourens, maintained that the brain is not an excito-motor organ, and cannot, therefore, be the seat of any reflex action.

TEORI KECERDASAN, PENDIDIKAN ANAK, DAN KOMUNIKASI DALAM KELUARGA

1970 ◽  
Vol 6 (1) ◽  
Author(s):  
Muskinul Fuad
Keyword(s):  
Multiple Intelligences ◽  
Educational Activity ◽  
Howard Gardner ◽  
Human Beings ◽  
Brain Functions ◽  
Starting Point ◽  
The Family ◽  
Education Today ◽  
The Brain ◽  
Spatial Logics

The education system in Indonesia emphasize on academic intelligence, whichincludes only two or three aspects, more than on the other aspects of intelligence. For thatreason, many children who are not good at academic intelligence, but have good potentials inother aspects of intelligence, do not develop optimally. They are often considered and labeledas "stupid children" by the existing system. This phenomenon is on the contrary to the theoryof multiple intelligences proposed by Howard Gardner, who argues that intelligence is theability to solve various problems in life and produce products or services that are useful invarious aspects of life.Human intelligence is a combination of various general and specific abilities. Thistheory is different from the concept of IQ (intelligence quotient) that involves only languageskills, mathematical, and spatial logics. According to Gardner, there are nine aspects ofintelligence and its potential indicators to be developed by each child born without a braindefect. What Gardner suggested can be considered as a starting point to a perspective thatevery child has a unique individual intelligence. Parents have to treat and educate theirchildren proportionally and equitably. This treatment will lead to a pattern of education that isfriendly to the brain and to the plurality of children’s potential.More than the above points, the notion that multiple intelligences do not just comefrom the brain needs to be followed. Humans actually have different immaterial (spiritual)aspects that do not refer to brain functions. The belief in spiritual aspects and its potentialsmeans that human beings have various capacities and they differ from physical capacities.This is what needs to be addressed from the perspective of education today. The philosophyand perspective on education of the educators, education stakeholders, and especially parents,are the first major issue to be addressed. With this step, every educational activity andcommunication within the family is expected to develop every aspect of children'sintelligence, especially the spiritual intelligence.

أسلوب التعليل القرآني وبعض آثاره التعليمية (The Principles of Qur’anic Argumentation and Its Educational Effects)

2017 ◽  
Vol 14 (1) ◽  
pp. 1-33
Author(s):  
رضوان جمال الأطرش ◽  
نجوى نايف شكوكاني
Keyword(s):  
Analytical Method ◽  
New Age ◽  
Traditional Education ◽  
Inductive Method ◽  
Education Effect ◽  
Starting Point ◽  
Innovative Thinking ◽  
The Subject ◽  
Practical Impact ◽  
Education Process

        الملخّص      هدف هذا البحث إبراز إمكانية التأثر العملي بأسلوب التعليل في القرآن الكريم، ومحاولة البحث في تطبيقاته في واقع العملية التعليمية من العالم والمتعلم، بحيث لم يقتصر على الدراسة اللغوية أو الأصولية النظرية؛ وخصوصاً بعد التعريف بهذا الأسلوب وأدواته وأهميته وبيان اللوازم الخاصة للعالم والمتعلم للتأثر به، وقد تم ذلك من خلال استخدام المنهج الاستقرائي بتتبع أعمال العلماء في ذلك وتم رصد أقوال المفسرين فيما يتعلق بالأساليب البيانية وآيات التعليل ووجوه الإعجاز القرآني، ومن ثم استُخدم المنهج التحليلي لإثبات ذلك الأثر وإثبات وجود إشارات وأدلة على مظاهر التأثر؛ واستنتاج حقيقة إمكانية استمرارية البحث في كل أدوات وآيات ومواضيع ذلك الأسلوب بنفس الطريقة التي تمّ طرحُها، مما يثري هذا المجال، ويفتح العقول ويدفعها للنظر والتدبر والبحث في آي القرآن، وفي كل المناحي، منطلقةً من فكر التجديد، والإفادة من مستجدات العصر وعلومه ضمن ضوابط العقيدة الغراء والشرع الحنيف. الكلمات المفتاحية: أسلوب التعليل، أدوات أسلوب التعليل، التدبر، التعليم التقليدي، أثر.  Abstract This study intends to highlight the possible practical impact of the principles of argumentation found in the Qur’an. The study attempts to apply the principles on the actual education process of the scholars and students without limiting it to linguistic studies or theoretical principles. This was done after introducing the principles of reasoning, its tools, its importance, and disclosing the special requirements for the scholars and students in order to be influenced by the latter principles.  The work used inductive method to track the works of the scholars on the subject and observe the opinions of the Qur’an-commentators in relation to principles of explanation, verses of argument, and aspects of Qur’anic Inimitability. Analytical method was used to establish the impacts of the Qur’anic arguments; to prove the presence of signs and evidences for the manifestation of the impacts; and to make the continuity of this research possible in all the tools, verses and topics related to the principles of Qur’anic argument. Among those things that enrich this work is that it opens the minds, and pushes it to ponder and study the verses of the Qur’an. For every direction it becomes the starting point for the innovative thinking, and benefit for the new age and its sciences while maintaining the harmony with the principles of creed and the true SharÊ‘ah. Keywords: Principles of Argumentation, Tools of Argumentation Principles, Thinking, Traditional Education, Effect.

PLACE AND ROLE OF NON-ACADEMIC EDUCATION IN THE SUBJECT FIELD OF PHILOSOPHY OF EDUCATION

2020 ◽  
pp. 44-54
Author(s):  
Galyna Zhukova
Keyword(s):  
Philosophy Of Education ◽  
Academic Education ◽  
Educational Activities ◽  
Subject Field ◽  
Demographic Groups ◽  
Existing Structures ◽  
Academic System ◽  
The Subject

Growing problem of inconsistency of the academic system of education with the new needs of society and individual, lack of existing structures of education contribute to the emergence of a different approach for the organization of educational activities, which is non-academic. As a philosophical phenomenon, it fully complies with the students' diverse interests and possibilities. Nonacademic education functions outside the academic education, free from strict rules and regulations, it focuses on specific educational requests of different social, professional, demographic groups.

Deepfaking Keanu: YouTube deepfakes, platform visual effects, and the complexity of reception

2021 ◽  
pp. 135485652110304
Author(s):  
Lisa Bode
Keyword(s):  
Film Studies ◽  
Media Theory ◽  
Digital Rhetoric ◽  
Visual Effects ◽  
After Effects ◽  
Starting Point ◽  
Media Creation ◽  
Media Practices

On July 14, 2019, a 3-minute 36-second video titled “Keanu Reeves Stops A ROBBERY!” was released on YouTube visual effects (VFX) channel, Corridor. The video’s click-bait title ensured it was quickly shared by users across platforms such as Facebook, Twitter, and Reddit. Comments on the video suggest that the vast majority of viewers categorised it as fiction. What seemed less universally recognised, though, was that the performer in the clip was not Keanu Reeves himself. It was voice actor and stuntman Reuben Langdon, and his face was digitally replaced with that of Reeves, through the use of an AI generated deepfake, an open access application, Faceswap, and compositing in Adobe After Effects. This article uses Corridor’s deepfake Keanu video (hereafter shorted to CDFK) as a case study which allows the fleshing out of an, as yet, under-researched area of deepfakes: the role of framing contexts in shaping how viewers evaluate, categorise, make sense of and discuss these images. This research draws on visual effects scholarship, celebrity studies, cognitive film studies, social media theory, digital rhetoric, and discourse analysis. It is intended to serve as a starting point of a larger study that will eventually map types of online manipulated media creation on a continuum from the professional to the vernacular, across different platforms, and attending to their aesthetic, ethical, cultural and reception dimensions. The focus on context (platform, creator channel, and comments) also reveals the emergence of an industrial and aesthetic category of visual effects, which I call here “platform VFX,” a key term that provides us with more nuanced frames for illuminating and analysing a range of manipulated media practices as VFX software becomes ever more accessible and lends itself to more vernacular uses, such as we see with various face swap apps

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