scholarly journals Literary learning

2019 ◽  
Vol 2 (2) ◽  
Author(s):  
Kaspar H. Spinner ◽  
Petra Anders

Imparting 'literary competence' (understood here as a combination of skills involved in engaging with 'texts' of various kinds, among them film) has always been a core concern within German critical pedagogy. This article presents 11 aspects of literary learning, covering subjective involvement and the development of a text within the imagination; cognitive approaches such as awareness of perspectives, logic of action and linguistic style; and consciousness of genre-related and literary-historical classification. While these suggestions pertain in particular to the teaching of written literature, they are presented here as also having considerable significance for the teaching of film, and with a new introduction from German film education scholar Petra Anders.

2018 ◽  
Vol 1 (1) ◽  
Author(s):  
Bettina Henzler

This article compares the discourses, practices and politics of film education in France and Germany, and outlines their historical development. The discourses on film education in the two countries are fundamentally different: whereas German film education is anchored in the global politics of media education and around notions of Medienkompetenz (media competence), cinema in France is a field of art education centred on the transmission du cinéma (film mediation) or l'éducation artistique (art mediation). While the first initiatives in film education in both countries date back to the beginning of the twentieth century, this article explores how they developed in significantly different ways. In France, the establishment of film education was promoted and influenced by the culture of cinephilia, which imposed the notion of film as an art form. In Germany, film education – after having been pushed by the Nazi regime – suffered for a long time from sceptical attitudes towards the media and their ideological impact, and was formed by the critical approach of the Frankfurt School. This article details how history and the 'state of the art' of film education are interlinked with the different discourses and cultures of cinema in both countries, as well as the extent to which present political and educational practices draw upon long-standing historical and cultural traditions. In doing so, this article contributes to reflections upon film education at a wider European or international level, where similar debates around film or media literacy are taking place.


Author(s):  
Alexander Kluge

This chapter studies Alexander Kluge's reflections on the organizational politics that gave rise to New German Cinema as seen through the uncertainty of cinema's future in the new millennium. It has been nearly fifty years since a group of young filmmakers, who up until that point had distinguished themselves only with shorts, spoke up at the Short Film Festival in Oberhausen. In their now-famous Oberhausen Manifesto they demanded a renewal of the intellectual attitude in filmmaking in a direction toward authenticity and away from commerce; an intellectual center for German film, meaning film education; and opportunities for young filmmakers to make their first films. The Kuratorium junger deutscher Film (Board for Young German Film) emerged out of the final demand with an endowment of five million marks. North Rhine-Westphalia's funding agency for short film, which formed the foundation of the Oberhausen group, added up to 800,000 marks distributed over six years. A shift in German film occurred right from the start. At that point, the history of film was seventy years old. What later grew out of the Oberhausen movement up until Rainer Werner Fassbinder's death filled a quarter of this history. This included lots of mistakes, a lot of claims to fame, variety, enthusiasm, and many works that have enriched the history of film.


1988 ◽  
Vol 33 (4) ◽  
pp. 298-300
Author(s):  
James P. Connell ◽  
James G. Wellborn
Keyword(s):  

2001 ◽  
Vol 5 (2) ◽  
Author(s):  
Geoffrey Nowell-Smith
Keyword(s):  

Somatechnics ◽  
2020 ◽  
Vol 10 (1) ◽  
pp. 73-94
Author(s):  
Kristin Smith ◽  
Donna Jeffery ◽  
Kim Collins

Neoliberal universities embrace the logic of acceleration where the quickening of daily life for both educators and students is driven by desires for efficient forms of productivity and measurable outcomes of work. From this perspective, time is governed by expanding capacities of the digital world that speed up the pace of work while blurring the boundaries between workplace, home, and leisure. In this article, we draw from findings from qualitative interviews conducted with Canadian social work educators who teach using online-based critical pedagogy as well as recent graduates who completed their social work education in online learning programs to explore the effects of acceleration within these digitalised spaces of higher education. We view these findings alongside French philosopher Henri Bergson's concepts of duration and intuition, forms of temporality that manage to resist fixed, mechanised standards of time. We argue that the digitalisation of time produced through online education technologies can be seen as a thinning of possibilities for deeper and more critically self-reflexive knowledge production and a reduction in opportunities to build on social justice-based practices.


1964 ◽  
Vol 18 (2) ◽  
pp. 7-21
Author(s):  
Ulrich Gregor ◽  
Marigay Grana
Keyword(s):  

2018 ◽  
Vol 24 (2) ◽  
pp. 325-345
Author(s):  
Yani'ah Wardhani

Da’wa that done by Da’i in Indonesia can not be detached from the efectivity of rethorical use. By shape the form of narration, choosing the nuances of the exact word meaning, also choosing the linguistic and interested word, will help da’i to get the interesting programmatic, so that can made and influence audiences to listen. The research method of this writing is descriptive qualitative analyziz. The data that used is a form of rethoric in the programmatic of oral da’wa of all da’i in Jakarta, West Java, and central Java. The research sources are the programmatic of oral da’wa that located in the published book and also recording. The collective data method are; reading, and repeatedly listening into the da’wa subject of da’i. Analyziz data technic are; understanding and interpretation. The result of this research is that in generally, the da’i used the literature linguistic style in delivering the subject of da’wa in shaping the proverb (amsal) and hikmah, whether came from Arabic or Indonesia. The linguistic that used by da’i, came from Al-Qur’an, Al-Hadist, wise word and from qaol Ulama dan Hukama.  The style of rethorical that used by KH.Zaenuddin MZ is to change belief, and in this term the da’i can change the attitude of audience. In a rethorical that used by Aa Gym is to inform, because many educational information that been accepted by aim to explain the things that has not known before. Meanwhile, the rethorical of UJE (Jefry alBukhory) has the unique style from other, because supported by his good voice while chanting the verse of Al-qur’an. Also, the rethorical style that used by Ahmad al Habsyi and Wijayanto that has similarity from the subject point, that used the beautiful style of locution by amtsal and hikmah---Dakwah yang dilakukan oleh para da’i di Indonesia tidak dapat terlepas dari efektifitas pemanfaatan retorika. Dengan menata bentuk-bentuk tuturan, memilih nuansa makna kata yang tepat serta memilih gaya bahasa dan kata mutiara  yang menarik akan lebih sempurna  bagi penutur untuk mendapatkan wacana yang menarik sehingga mampu mempengaruhi pendengar.  Metode penelitian yang digunakan adalah deskriptif kualitatif analisis. Data yang digunakan berupa bentuk retorika dalam wacana dakwah lisan para da’i di  DKI, Jawa Barat, dan Jawa tengah. Sumber data penelitian  berupa wacana dakwah lisan yang terdapat dalam buku-buku yang telah diterbitkan dan rekaman. Teknik pengumpulan data, meliputi: membaca dan mendengarkan secara berulang-ulang materi  dakwah para da’i. Teknik analisis data, meliputi: pemahaman,dan  interpretasi. Hasil temuan, bahwa secara umum para dai menggunakan gaya bahasa sastra  dalam menyampaikan materi dakwahnya dalam bentuk peribahasa (amsal) dan kata mutiara (hikmah) baik berasal dari bahasa Arab maupun bahasa Indonesia. Gaya bahasa yang digunakan oleh para dai mayoritas bersumber dari Al Qur’an, Al-Hadist, kata-kata bijak dari qaol Ulama dan Hukama.  Bentuk retorika yang sering digunakan oleh KH. Zaenuddin MZ adalah to change belief, dan dalam hal ini penceramah mampu mengubah sikap.  Sedangkan bentuk retorika yang digunakan oleh Aa Gym adalah to inform (pendidikan) karena banyak informasi pendidikan  yang diterima dengan bertujuan untuk menjelaskan hal- hal yang belum diketahui sebelumnya.  Retorika UJE memiliki gaya khas dari yang lainnya, karena didukung  suaranya yang merdu menjadi pengikat hati ketika melantunkan cinta Allah dan Rasulnya. Demikian juga bentuk retorika yang digunakan oleh Ahmad  al Habsyi dan ustadz Wijayanto ada kesamaan dari sisi materi, yaitu menggunakan style gaya bahasanya yang indah dengan amtsal dan Hikmah


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