Pedagogical Theories and Cinema

Specific Foundation

Knowledge Deepening / Consolidation

Upon successful completion of the course, students will be able to: 1. become familiar with important pedagogical theoretical approaches (e.g. John Dewey: Democratic Concept of Learning, Mezirow: Transformative Learning, Henry Giroux: Critical Pedagogy, Howard Gardner: Multiple Intelligences and Education, Bell Hooks:Education as a Practice of Freedom, Lev Vygotsky: Social Epistemology, Skinner: Performative/Functional Dependent Learning, Bruner: Evolution of Learning Theories, Bandura: Learning through Observation, Paulo Freire: Repression, Freedom and Critical Approaches to Education Montessori, Piaget). 2. understand how the above theoretical approaches have contributed to the development of teaching and learning theories 3. understand key issues related to the field of Peace Pedagogy. 4. investigate and critically and categorically comment on films that through their representations discuss, integrate or conflict with the above theoretical approaches 5. evaluate the content and themes of films 6. present the factual elements of a film 7. critically analyse films on the basis of theoretical, methodological and aesthetic frameworks 8. present their views in public and provide evidence-based support for the positions they are required to develop in the term paper

5C1: Pedagogical Theories and Cinema In this course, drawing on important pedagogical theoretical approaches, we discuss their importance in the processes of learning and teaching, addressing issues related to violence, contemporary global problems and the Pedagogy of Peace. The theories and issues are realised through the critical presentation of relevant films from world cinema. In the first and introductory course, students are informed about the context of the course: objectives, content, methodology, assignments, assessment. In the next 5 courses of the semester, the most important pedagogical approaches (e.g. John Dewey: Democratic Concept of Learning, Mezirow: Transformative Learning, Henry Giroux: Critical Pedagogy, Howard Gardner: Multiple Intelligence and Education, Bell Hooks: Education as a Practice of Freedom, Lev Vygotsky: Social Epistemicism, Skinner: Performative/Functional Dependent Learning,Bruner: Evolution of Learning Theories, Bandura: Learning through Observation, Paulo Freire: Repression, Freedom and Critical Approaches to Education Montessori, Piaget etc. etc.) as well as the basic principles of the "Pedagogy of Peace". Beginning with the epistemological definition, the object and 'types/examples' of Peace Pedagogy (the development of pacifist pedagogical discourse and pacifist educational practice is presented, from the origins of Pedagogical Science to the interwar period, from Comenius to the New Education and up to its contemporary manifestations. The seventh lesson presents the work of important pedagogues, as reflected in films (selected extracts). In the discussion, elements of their pedagogical concepts, which appear in the films we have watched, are identified and analysed. In the next 3 lessons we proceed to an exemplary analysis of films, linking them to important pedagogical theoretical approaches and using specific methodological tools for their analysis. The last 3 lessons present the final projects by the students, which are discussed in terms of the theoretical, methodological and aesthetic frameworks that emerge each time. The films are selected by the students. Each pairing should not exceed 15-20 min. Each project consists of 3 parts: *The usual factual information with which we present a film (title, date, country of production, black and white/colour, short/feature, length, script, direction, photography, music, editing, sound, performers, production, production management...). *A short summary of the film of about 200 words. *A critical presentation of the film. Why and how it relates to our topic. What aspects does it present? How does it present the theme etc. The length of the text is between 2000-2500 words. As far as critical analysis is concerned, students can use any scientifically accepted methodology they wish or follow the suggestions of the instructor. The presentation of each paper is accompanied by some extracts from the film. At the end of the semester, on the day set by the schedule for the examinations in this course, those papers that were not presented during the course are presented and each student's evaluation file is handed in, which contains: the presentation that preceded it and one (1) final paper. Note: Relevant bibliography is presented in the first course, but also during the course and is posted on the Department's website.

Pedagogical Theories, Pedagogy of Peace, Critical analysis of films, Learning, Teaching

29-08-2024