CONCEPTUALIZING EMPATHY AND PROSOCIAL ACTION: TEACHING FILM WITHIN THELITERATURE CLASSROOM

Simple item page
dc.contributor.authorDeka, Mayuri
dc.date.accessioned2022-06-30T09:38:04Z
dc.date.available2022-06-30T09:38:04Z
dc.date.issued2021
dc.description.abstractThe experience of viewing a movie in the global era is multi-faceted. A viewer’s response to a cinematic experience as Carl Plantinga explains in Moving Viewers: American Film and the Spectator’s Experience is not only admiration for the aesthetics and techniques employed in the movie but also in the emotions aroused by the storyline. Audiences react to the story and characters presented with directed emotions by imagining either their mental lives and feelings or their situations. Empathy occurs within this framework of imagination where the audience engages with the story and character based on these directed emotions. The audience could not only empathize with the story or character by experiencing a similar emotion but also think about a similar situation they have experienced and attribute the emotion they experienced to the story or character. Watching a film such as How to Train Your Dragon (2010) would allow the instructor to help students sustain a coherent identity and find similarities with more and more diverse groups of people, leading to a reduction in prejudice while promoting an empathic identity. This facilitation of the development of complex identity-contents in the students based on universal affective states and life-conditions should result in them taking practical steps to alleviate the Other’s suffering and engage in social change through empathic reflection. Keywords: Film, literature, empathy, Self/Other, pedagogyen_US
dc.identifier.citationDeka, M. (2021). Conceptualizing empathy and prosocial action: Teaching film within the literature classroom. Dialogue: The Interdisciplinary Journal of Popular Culture and Pedagogy, 8(3). http://journaldialogue.org/issues/v8-issue-2/conceptualizing-empathy-and-prosocial-action-teaching-film-within-theliterature-classroom/en_US
dc.identifier.issn2378-2323
dc.identifier.issn2378-2331
dc.identifier.urihttp://journaldialogue.org/issues/v8-issue-2/conceptualizing-empathy-and-prosocial-action-teaching-film-within-theliterature-classroom/
dc.identifier.urihttp://nur.nu.edu.kz/handle/123456789/6300
dc.language.isoenen_US
dc.publisherDialogue: The Interdisciplinary Journal of Popular Culture and Pedagogyen_US
dc.relation.ispartofseriesDialogue: The Interdisciplinary Journal of Popular Culture and Pedagogy;Volume 8, Issue 2 — Infusing Pedogogy with Empathy, Social Action and Value through Popular Culture
dc.rightsAttribution-NonCommercial-ShareAlike 3.0 United States*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-sa/3.0/us/*
dc.subjectType of access: Open Accessen_US
dc.titleCONCEPTUALIZING EMPATHY AND PROSOCIAL ACTION: TEACHING FILM WITHIN THELITERATURE CLASSROOMen_US
dc.typeArticleen_US
workflow.import.sourcescience

Files

Original bundle
Now showing 1 - 1 of 1
No Thumbnail Available
Name:
Conceptualizing Empathy and Prosocial Action Teaching Film within theLiterature Classroom.pdf
Size:
226.89 KB
Format:
Adobe Portable Document Format
Description:
Article
Download
License bundle
Now showing 1 - 1 of 1
No Thumbnail Available
Name:
license.txt
Size:
6.28 KB
Format:
Item-specific license agreed upon to submission
Description:
Download

Collections

Volume 8, Issue 2 — Infusing Pedogogy with Empathy, Social Action and Value through Popular Culture