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Notes from the Field: From the Cave to the Silver Screen -- The Questions Raised by Moving Images

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Title: Notes from the Field: From the Cave to the Silver Screen -- The Questions Raised by Moving Images
Language: English
Authors: Sezer Demir
Source: Analytic Teaching and Philosophical Praxis. 2024 44(1):81-86.
Availability: Viterbo University. 900 Viterbo Drive, La Crosse, WI 54601. Tel: 608-796-3700; Web site: https://journal.viterbo.edu/index.php/atpp/index
Peer Reviewed: Y
Page Count: 6
Publication Date: 2024
Document Type: Journal Articles
Reports - Descriptive
Descriptors: Films, Film Study, Power Structure, Self Expression, Film Production, Teaching Methods, Philosophy, Children, Workshops, Adolescents
ISSN: 2374-8257
Abstract: Cinema has become indispensable to the world since the Lumiere Brothers shot the first film in the history of cinema, "Arrival of a Train." While it promised a captivating experience for audiences, those in power sought ways to exploit cinema and found it relatively easy to do so. Even Hitler sought refuge in cinema during the 1936 Olympics, using Leni Riefenstahl's "Olimpia" to justify his power, achieving partial success. In essence, cinema served as a functional tool for power-building while continuing to captivate viewers as a remarkable spectacle. Beyond its role in power dynamics, cinema, often referred to as the "7th art," remains a means for artists to express themselves and share their creative productions with the masses. In my role within the education world, I observe that cinema, which has substantial intellectual value and global impact, is underutilized. Thus, in this essay I will endeavor to convey how I utilize cinema in the realm of philosophy for children--a subject I have been joyfully working on for some time.
Abstractor: ERIC
Entry Date: 2024
Accession Number: EJ1440007
Database: ERIC
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  Data: Cinema has become indispensable to the world since the Lumiere Brothers shot the first film in the history of cinema, "Arrival of a Train." While it promised a captivating experience for audiences, those in power sought ways to exploit cinema and found it relatively easy to do so. Even Hitler sought refuge in cinema during the 1936 Olympics, using Leni Riefenstahl's "Olimpia" to justify his power, achieving partial success. In essence, cinema served as a functional tool for power-building while continuing to captivate viewers as a remarkable spectacle. Beyond its role in power dynamics, cinema, often referred to as the "7th art," remains a means for artists to express themselves and share their creative productions with the masses. In my role within the education world, I observe that cinema, which has substantial intellectual value and global impact, is underutilized. Thus, in this essay I will endeavor to convey how I utilize cinema in the realm of philosophy for children--a subject I have been joyfully working on for some time.
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