This article explores how post-war documentary film-makers negotiated complex social, formal, and autobiographical issues associated with representing mental illness and its treatments, and the extent to which their respective approaches helped to challenge conventional attitudes to alternative psychotherapies – especially within the context of advances in new documentary film-making technologies, alongside a wider culture of social activism. Focussing on A Look at Madness ( Regard sur la folie; Mario Ruspoli, 1962, France) and Now Do You Get It (...) Why I Am Crying? ( Begrijpt u nu waarom ik huil?; Louis van Gasteren, 1969, Netherlands), the article discusses how the collaborative, democratic aims of cinéma direct coincided with the ethos of institutional psychotherapy, and compares this with the relations between the documentary form and the subject of LSD-assisted psychotherapeutic techniques in Van Gasteren's film. (shrink)

A number of recently-offered examples demonstrate that it is possible for films to be works of philosophy, but do not speak to just how many films are. Here I suggest one way in which a great number of films could be reasonably interpreted this way. My focus is on what I take to be our most crucial criterion for a film’s being philosophy: that it must present a philosophical argument. I present here a form that is plausibly shared by (...) a good number of arguments made by films, and provide a number of examples of films that present arguments of this form in favor of philosophical conclusions. (shrink)

In our everyday lives, we often have to blend our different roles and various selves. Sometimes, they coexist in harmony. But there are times when they come into conflict, and we have to make a significant effort to get them back in balance. This paper focuses on my scientific/artistic practice in anthropological documentary film-making. Drawing on two films I have directed, I reflect on situations where I needed to compromise my different roles and perspectives on the film (...) set and beyond. My actions and decisions have drawn on anthropological principles in documentary film-making. Through my autoethnographic reflection, I have come to the inevitable conclusion that in anthropological film-making, anthropology cannot be dominant nor submissive to storytelling. It should be the principle that guides the author (director) in achieving their focus and in creating the meaning of the story. (shrink)

Filmmaking is one of the most complexly layered forms of artistic production. It is a deeply interactive process, socially, culturally, and technologically. Yet the bulk of popular and academic discussion of filmmaking continues to attribute creative authorship of films to directors. Texts refer to “a Scorsese film,” not a film by “Scorsese et al.” We argue that this kind of attribution of sole creative responsibility to film directors is a misapprehension of filmmaking processes, based in part on (...) dubious individualist assumptions about creative minds. Such a misapprehension is effacing the public value that a more inclusive and accurate understanding of filmmaking offers. By “public value” we mean the potential to enhance social and cultural well-being, particularly in working lives and collaborative undertakings in the screen industries. Better understanding of the systemic and social nature of creativity in filmmaking can potentially help in democratising aesthetics, which we consider a clear public good. (shrink)

The reflection on film will be situated within the framework of popular culture and lived religion as recognised themes within the discipline of practical theology. It is argued that the perspective of viewers is of importance within the process of meaning-making. By focusing on the experience and meaning-making through the act of film-watching the emphasis is not so much on the message that the producer wishes to convey but rather on the experience that is created within (...) the viewer. Experience is not viewed as only emotional, but rather that, at least, both the cognitive and emotional are key in the act of watching a film. It is therefore argued that this experience that is seldom reflected on by viewers could serve as a fruitful platform for meaning-making by the viewer. In a context where there seems to be a decline in institutionalised forms of religion, it is important to investigate emerging forms of religion. Furthermore, the turn to the self also makes people's experiences and practices in everyday life valuable resources for theological reflection. This reflection could provide a theoretical framework for especially empirical research on how film as specific form of media serves as a religious resource and plays a role in the construction of meaning and religious identity. (shrink)

This chapter contains sections titled: Notes References.

This paper proceeds from the premise that film can be educational in a broader sense than its current use in classrooms for illustrative purposes, and explores the idea that film might function as a form of education in itself. To investigate the phenomenon of film as education, it is necessary to first address a number of assumptions about film, the most important of which is its objective character under study. The objective study of film holds (...) that the meaning of film awaits its correct interpretation according to an informed viewer. I suggest that theoretical modes of interpretation in this vein really amount to attempts to control meaning via a particular lens, rather than allowing films to present meaning in necessarily ambiguous, and thus sometimes unsettling, ways. Situating film as the object of study in this way continues a tradition of empiricism or naturalism in thought that both Maurice Merleau-Ponty and Ludwig Wittgenstein sought to critique as psychologism. Whilst no claim is made for reconceiving of Wittgenstein as phenomenologist, a dialogue between the Remarks on the Philosophy of Psychology and the Phenomenology of Perception reveals sympathies in attempts made by both to overcome a metaphysics of the perceived or experienced object, thereby broadening the educational reach of film. (shrink)

This paper proceeds from the premise that film can be educational in a broader sense than its current use in classrooms for illustrative purposes, and explores the idea that film might function as a form of education in itself. To investigate the phenomenon of film as education, it is necessary to first address a number of assumptions about film, the most important of which is its objective character under study. The objective study of film holds (...) that the meaning of film awaits its correct interpretation according to an informed viewer. I suggest that theoretical modes of interpretation in this vein really amount to attempts to control meaning via a particular lens, rather than allowing films to present meaning in necessarily ambiguous, and thus sometimes unsettling, ways. Situating film as the object of study in this way continues a tradition of empiricism or naturalism in thought that both Maurice Merleau-Ponty and Ludwig Wittgenstein sought to critique as psychologism. Whilst no claim is made for reconceiving of Wittgenstein as phenomenologist, a dialogue between the Remarks on the Philosophy of Psychology and the Phenomenology of Perception reveals sympathies in attempts made by both to overcome a metaphysics of the perceived or experienced object, thereby broadening the educational reach of film. (shrink)

Scott MacDonald _Avant-Garde Film_ Cambridge: Cambridge University Press, 1993 ISBN 0-521-38821-X 199 pp.

_The Cinema of Terrence Malick: Poetic Visions of America_ Edited by Hannah Patterson London: Wallflower Press, 2003 ISBN 1-903364-75-2 195 pp.

Gravestones and inscription stones, which are among the oldest indicators of the phenomenon of death engraved in the public memory with images and rituals, are the ancient interpreters of the consciousness of death, which is the redemption of human beings as conscious beings. The phenomenon of death or dying, which was domesticated through a natural spirituality in antiquity, and a monotheistic religiosity in the Middle Ages, loses its spirituality by becoming profaned in the hands of consumer culture and is brutalized (...) today in terms of lifestyle by being cut off from existence in positivist paradigm in epistemological terms. The study deals with the secular perception of death and the individual and social crises caused by this perception in the context of tradition and modernity. The purpose of the study is to draw attention to the spread of natural and materialist assumptions in the perception of death and the strengthening of the profane elements in mourning ceremonies and to make sense of the traces left by this process in the individual and society. It is seen in the study that the efforts to cover up and intimidate the deceased and the subject of loss bring existential crises, alienation, and violence against oneself or others. On the other hand, it is also understood that it is not a coincidence that the traces of the culture of reconciliation built between death and life by the traditional perception of death in the countryside as an alternative perception faced. The study has been conducted with the document analysis design method, which is a qualitative research type. The approaches to the phenomenon of death have been subjected to a chronological literature reading in the study, and the diagnoses of the 21st century attitudes of the death perception, which were reached by going back to early days, were tested in historical and semiotics terms with the films Making Ships from Watermelon Shell (2004) and Shattered (2021), which were chosen to represent two different paradigms as documentary data. The study is important in that it examined the changing perception of death and the culture of mourning in detail and created a current topography and contributes to the studies of the sociology of death, which is still a fresh field. (shrink)

In this significantly expanded new edition of his acclaimed exploration of the four Alien movies, Stephen Mulhall adds several new chapters on Steven Spielberg’s Mission: Impossible trilogy and Minority Report . The first part of the book discusses the four Alien movies. Mulhall argues that the sexual significance of the aliens themselves, and of Ripley’s resistance to them, takes us deep into the question of what it is to be human. At the heart of the book is a highly original (...) and controversial argument that films themselves can philosophize. Mulhall then applies his interpretative model to another sequence of contemporary Hollywood movies: the Mission: Impossible series. A brand new chapter is devoted to each of the three films in the series, and to other films by the relevant directors that cast light on their individual contribution to it. In this discussion, the nature of television becomes as central a concern as the nature of cinema; and the shift in generic focus from science fiction to thriller also makes room for a detailed reading of Spielberg’s Minority Report . On Film, Second Edition is essential reading for anyone interested in philosophy, film theory and cultural studies, and in the way philosophy can enrich our understanding of cinema. (shrink)

This special issue considers the significance of film to the establishment and development of scientific approaches to the mind. Bonnie Evans explores how the origins of film technologies in 1895 in France encouraged a series of innovative collaborations, influencing both psychological theorisation, and new filming techniques. Jeremy Blatter explains how Harvard psychologist Hugo Münsterberg created early films specifically designed to engage audiences using psychological tactics. Scott Curtis’ article examines how Yale psychologist Arnold Gesell was able to extract scientific (...) data from a film. Felix Rietmann’s article explores a collection of infant observation films from the 1930s and 1960s and how they developed unique narratives of mothers’ engagement with their children that did not necessarily match up with dominant scientific theories. Janet Harbord's article considers how a trilogy of films made at the Maudsley Hospital in the 1950s engaged with innovative film-making techniques that captured behaviour as discrete units. Seth Watter further examines how William S. Condon's use of the unique technology of the Bell and Howell 173BD projector in the 1960s created new understandings of human behaviour that could not have been predicted in advance, and which were highly influenced by the technology itself. Finally, Des O’Rawe explores how radical approaches in both anti-psychiatry, and documentary film-making in the 1960s created new opportunities for audiences to engage with different psychological states. All of these developments in film and psychology continue to influence understandings in both these fields to the present day. (shrink)

With the rise of review sites and social media, films today, as soon as they are shown, immediately become the topic of debates on their merits not only as entertainment, but also as serious forms of artistic expression. Philosopher Robert B. Pippin, however, wants us to consider a more radical proposition: film as thought, as a reflective form. Pippin explores this idea through a series of perceptive analyses of cinematic masterpieces, revealing how films can illuminate, in a concrete manner, (...) core features and problems of shared human life. Filmed Thought examines questions of morality in Almodóvar’s Talk to Her, goodness and naïveté in Hitchcock’s Shadow of a Doubt, love and fantasy in Sirk’s All That Heaven Allows, politics and society in Polanski’s Chinatown and Malick’s The Thin Red Line, and self-understanding and understanding others in Nicholas Ray’s In a Lonely Place and in the Dardennes brothers' oeuvre. In each reading, Pippin pays close attention to what makes these films exceptional as technical works of art and as intellectual and philosophical achievements. Throughout, he shows how films offer a view of basic problems of human agency from the inside and allow viewers to think with and through them. Captivating and insightful, Filmed Thought shows us what it means to take cinema seriously not just as art, but as thought, and how this medium provides a singular form of reflection on what it is to be human. (shrink)

This book contributes to the analysis of film from a multimodal and textual perspective by extending formal semantics into the realm of multimodal discourse analysis. It accounts for both the inferential as well as intersemiotic meaning making processes in filmic discourse and therefore addresses one of the main questions that have been asked within film theory and multimodal analysis: How do we understand film and multimodal texts? The book offers an analytical answer to this question by (...) providing a systematic tool for the description of this comprehension process. It aims to advance knowledge of the various resources in filmic texts, the ways the resources work together in constructing meaning and the ways people understand this meaning construction. This new approach to film interpretation is thus able to remodel and improve the classical paradigm of film text analysis. (shrink)

When is it ethically justifiable to mislead participants about the nature of a film or television program? Producers of the 2006 film Borat: Cultural Learnings of America for Make Benefit Glorious Nation of Kazakhstan used brilliantly crafted releases to undermine potential fraud claims from participants misled about the comedy. This article argues that if portraying participants can result in foreseeable, substantial negative consequences for them, the portrayal must serve an overriding public interest. The test is applied to scenes (...) in Borat. (shrink)

Images, whether filmic or not, cannot be replaced by words. Yet words can make images. This is the thesis underlying So What, a collection of essays on filmmakers and artists, including Luchino Visconti, Orson Welles, Marguerite Duras, Hollis Frampton, and Agnes Martin.

Looks at the varied manifestations of postmodernism in an array of popular American films from the 1950s forward.

Film viewers make sense of films first of all at a precognitive level, triggered by their bodi­ly responses. The key notion here is movement: the movements of screen characters, the movements simulated by the viewers who perceive these characters, and the camera move­ments that mediate between the two. This review essay evaluates two monographs: Maarten Coëgnarts’ Embodied Cinema, which expands conceptual metaphor theo­ry to account for film’s unique affordances to communicate embodied meaning; and Vit­torio Gallese's and Michele Guerra’s (...) The Empathic Screen, which buttresses embod­ied simulation by film viewers experimentally by demonstrating the workings of “mirror neurons.” The review ends by discussing how these two books tie in with other develop­ments in the study of gene-culture coevolution. (shrink)

This essay investigates time-lapse cinematography as a hybrid, intermedial practice. To interrogate practices of authorship, publication, copying, storage, and especially distribution, it recovers the history of The Embryonic Development of Drosophila melanogaster, a film made by Eric Lucey at the University of Edinburgh in 1956. An unusually rich archive makes it possible to recover uses and reuses of time-lapse footage in research, teaching, and other forms of communication.

I argue for a position close to what Paisley Livingston calls the bold thesis of cinema as philosophy. The bold thesis I defend is that films can make innovative, independent philosophical contributions by paradigmatic cinematic means. I clarify the thesis before presenting what Livingston thinks is a fatal problem for any similar position—the problem of paraphrase. As an example in defense of the bold thesis, I offer the "For God and Country" sequence in Sergei Eisenstein’s October (1928). I argue that (...) this scene offers an analogical argument similar in form to what some think Nietzsche presents in the Genealogy of Morality. Moreover, I argue that the argument presented in October is independent, could have been innovative, and is presented via the paradigmatic cinematic means of montage. (shrink)

Despite much excellent work over the years, the vast history of scientific filmmaking is still largely unknown. Historians of science have long been concerned with visual culture, communication and the public sphere on the one hand, and with expertise, knowledge production and experimental practice on the other. Scientists, we know, drew pictures, took photographs and made three-dimensional models. Rather like models, films could not be printed in journals until the digital era, and this limited their usefulness as evidence. But that (...) did not stop researchers from making movies for projection at conferences as well as in lecture halls, museums and other public venues, not to mention for breaking down into individual frames for analysis. Historians of science are more likely to be found in the library, archive or museum than the darkened screening room, and much work is still needed to demonstrate the major effects of cinema on scientific knowledge. Film may have taken as long to change science as other areas of social life, but one can begin to glimpse important ways in which ‘image machines’ were beginning to mediate between backstage experimental work and more public demonstration even around 1900. (shrink)

Mindreading, simulation, empathy and central imagining are often used interchangeably in current analytic philosophy, and typically defined as imagining what the other wants and believes – to run these states “off-line.” By imagining the other’s beliefs and desires, one will come to understand and predict his emotional and behavioural reactions. Many have suggested that films may trigger engagement in the characters’ perspectives, and one finds similar use of these terms in film theory. Imagining the characters’ states – with emphasis (...) on mental states – has for example been labelled as central imagining (Choi 2005; Smith 1995), imagining from the inside (Smith 1997), and empathetic reenactment (Currie 1995). In a similar vein, understanding the meaning of a narrative event for a character is understood as empathy (Tan 1996). These accounts all point to ways in which the spectator understands the character and the situation the character is in. Nevertheless, one also finds a different use of the term empathy in film theory, namely as a matching feeling with the character. The emphasis here is not on understanding the character and the narrative situation, but on the emotional output of the process. Often automatic, hardwired affective matching mechanisms are emphasized. This matching feeling with the character has also been discussed as empathy (Grodal 1997; Plantinga 1999; Smith 1995). While all these authors discuss what makes a spectator experience aspects of a character’s state, they point to different kinds of character engagement, and discuss it using varying terms. There also seems to be disagreement as to how film may cue the spectator to engage in these different ways. Here I offer an integrative account of empathy, where all these processes are labelled as empathic. The differences and similarities between them are explored. I argue that, broadly speaking, there are two different kinds of film, each of which elicits its own kind of empathy. Nevertheless, the common core to these kinds of engagement in a character justifies us in calling them empathy. (shrink)

This interdisciplinary work provides the conditions for the possibility of rethinking the foundations of hermeneutics in relation to postmodern concerns regarding the political and the aesthetic, and makes a major contribution to a new philosophy of film and post-Heideggerian thought.

Feminist philosophy of film is a young field that is rapidly growing but that has as yet no distinct disciplinary presence within philosophy. Articles by feminist philosophers on film began appearing in aesthetics journals and anthologies in English only in the late 1980s and 1990s. In film studies, as in aesthetics more generally, disciplinary boundaries are fluid. Writers from many fields – literature, art, communications, cultural studies – make critical contributions on film, addressing philosophical issues and (...) drawing upon philosophical theories. Many questions discussed in the general field of film theory are philosophical ones, and among these are topics important for feminist philosophy and aesthetics: Is film an art, and if so why? What is the essence of film? How does film depict subjectivity? What is the nature of our emotional reactions to and interest in film? How is the photographic nature of film used in constructing realistic or other forms of representations of the world? How is ideology at work in the Hollywood production system and in the circulation of filmic images in the popular culture industry? It would be not only difficult, but arbitrary and misleading, to restrict the label or practice of “feminist philosophy of film” to professional philosophers. It is best to approach this subject, then, by situating it in relation to other fields, including feminist film theory, film theory in general, philosophical work on film, and feminist aesthetics. Feminist philosophy of film is rapidly expanding as philosophers with diverse interests turn their attention to film. The inclusion of feminist essays by philosophers in two anthologies on film in the mid‐1990s, together with the appearance of the first issue of the journal Film and Philosophy, suggest that this field is on the brink of a period of rapid growth and change. I will discuss possible new directions of growth, and connections with feminist philosophy broadly considered in the conclusion. (shrink)

Introduction. Observing the production and consumer area of modern cinematography makes it possible to draw conclusions about the value dominants of modern society, to conduct its sociocultural analysis. Cinema, both auteur and mass, is a way of reflecting and modeling the society spiritual state and its analysis makes it possible to draw quite serious and justified philosophical and social conclusions. The film in a philosophical sense is ontologized by the dominant intention of the era. Such a dominant intention of (...) modernity is hedonism. Pleasure, enjoyment, happiness, according to the humanities, is the basic values of the 21st century society. Cinema is the most comprehensive reaction to the needs of hedonism, since hedonistic prerequisites are to some degree laid down in its technical (movement, photographic phenomenology) and social nature (art and entertainment). In this regard, it seems relevant to conduct a philosophical analysis of the ontological level of modern cinema. The aim of the study is to conduct a philosophical analysis of the ontological level of modern cinema; identify ontological models, variations and combinations of which provide its artistic diversity. Methods: the authors use the general scientific methods of analysis and synthesis, the phenomenological method, since they identify the sensory intentions that underlie modern cinema. The authors also use the hermeneutic method, since they reveal the hidden meanings of the film, determined by the time and conditions of its creation, as well as the semiotic approach, which makes it possible to analyze the structural-semiotic whole of the film. The scientific novelty of the study lies in the fact that the authors analyze films from philosophical aspects, and not just cultural studies, as is customary. In modern cinema, the authors look for a reflection of the “social soul”, identify those intentions that underlie modern cinema, both auteur and mass. This makes it possible to deduce a typology of film models that have not previously been applied to the analysis of the film process. Results. During the analysis, the authors developed a hedonistic-ontological typology of cinematic models, identified five generative models of cinema, four of which have a hedonistic orientation: an alimentary model that pleases the recipient by intensively stimulating his perceptual sphere; a parkour model that gives pleasure to light and unhindered movement, minimizing the severity and resistance of the environment; an arcade model that provides the viewer the pleasure of victory through virtual immersion in the ups and downs of the “action film”; a detective model that gives the viewer pleasure through the removal of cognitive uncertainty. The fifth model, tentatively called existential, should lead the viewer into a complex philosophical state of being-with-self-self, an experience of one’s own fulfillment, associated with the experience of suffering. However, due to the hedonistic orientations of modern culture, this model is not relevant in the first decades of the 21st century. Conclusions. Philosophical analysis of modern cinema has revealed that at the ontological level it is based on the philosophy of hedonism. Modern cinema delivers the following types of pleasures to the recipient: enjoyment of the flesh of the world, enjoyment of bodily freedom in motion, enjoyment of peace, cognitive enjoyment. (shrink)

This essay presents a commentary on and rational reconstruction of Stephen Heath's influential and groundbreaking essay from 1976: “On screen, in frame: Film and ideology.” As a commentary, it attempts to make explicit the implicit assumptions behind Heath's dense and challenging essay; rewrite and clarify his inexact formulations; and develop a microanalysis of the essay's language. As a rational reconstruction, this essay follows Rudolf Botha's philosophical study into the conduct of inquiry to analyze Heath's formulation of conceptual and empirical (...) problems and the strategies he uses to deproblematize them. This rational reconstruction rearranges the parts of Heath's essay according to the four central activities Botha identifies in the formulation of theoretical problems: 1) identifying the problematic state of affairs; 2) describing the problematic state of affairs; 3) constructing problems; and 4) evaluating problems according to well-formedness and significance. The result is a close reading of Heath's essay that reveals in minute detail his reasoning strategies, and highlights how he revolutionized film theory by attempting to integrate Lacanian psychoanalysis and Althusserian Marxism into continental semiotics, under the influence of Kristeva's theories of the signifying practice and the subject-in-process. (shrink)

An introduction to philosophy through film, _Thinking Through Film: Doing Philosophy, Watching Movies_ combines the exploration of fundamental philosophical issues with the experience of viewing films, and provides an engaging reading experience for undergraduate students, philosophy enthusiasts and film buffs alike. An in-depth yet accessible introduction to the philosophical issues raised by films, film spectatorship and film-making Provides 12 self-contained, close discussions of individual films from across genres Films discussed include Total Recall, Minority Report, (...) La Promesse, Funny Games, Ikuru, The Dark Knight, Memento, AI and more Explores concepts that span epistemology, metaphysics, fate, choice, robot love, time travel, personal identity, spectacle, ethics, luck, regret, consequentialism, deontology and the philosophy of film itself A uniquely flexible resource for courses in philosophy and film that encourages student reflection, as well as being an engaging read for the film enthusiast. (shrink)

Employing a thematic approach and drawing on disciplines ranging from neurobiology to philosophy, Film and Morality examines how morality is presented in films and how films serve as a source of moral values. While the role of censorship in upholding moral standards has been considered comprehensively, the presence of moral dilemmas in films has not attracted the same level of interest. Film-makers may address moral concerns explicitly, but moral dilemmas can serve as plot devices, creating dramatic tension by (...) providing pivotal moments when characters are called upon to make life-changing decisions. Drawing on a range of well-known and neglected films mainly from Britain and America, this book provides numerous examples of how film-makers make use of morality and how audiences are invited to explore moral issues by following characters who live with the consequences of their choices. Film and Morality introduces philosophical debates on such topics as free will, conscience and the place of moral codes in everyday life, showing the relevance of film to these issues. The book presents a distinct approach to how films might be analysed. (shrink)

Popular film has become a significant venue for meaning‐making in modern society. Like religion, film provides models for understanding and behaving within the social world. Like religion, film reinforces this content through emotional resonance. Myths slip under a viewer's intellectual defenses in the non‐threatening guise of entertainment. In a mainstream culture skeptical of religion, film presents an alternative mechanism for the transmission and processing of “religious” ideas and ideals.

Caring science that has a foundation in ‘lived experience’ may be viewed as a ‘patient science’, in other words nursing has its starting point in the patient’s perspective. To support in learning caring science, the learning situation has to embrace the students’ lived experience in relation to the substance of caring science. One of the challenges in education involves making theoretical meanings vivid in the absence of actual patients. Written patient narratives and fiction like novels in combination with scientific (...) literature are often used in order to obtain lived experiences as the foundation for teaching. Questions concerning how film can be used in this context to support the learning of caring science have recently emerged. The aim of this study is to describe how film as learning-support may boost reflection when learning caring science. The data was collected through audio-taped seminars, written reflections and group-interviews with students on basic, advanced, and doctoral levels. The analysis is based on the Reflective Lifeworld Research (RLR) approach which is founded in phenomenology. The results show how film as a learning-support enhances the understanding of the caring science theory, and provides a deeper understanding of the subject. Film can be very touching and provides support for the students’ embodied reflections. Hence, it is important that the students are encouraged to watch films from a caring science perspective. This requires a structure for learning-support related to the film, such as having a focus and purpose for watching the film, as well as support for follow-ups. The film itself does not create such support and guidance; instead, it must be combined with well-considered pedagogic thoughts on what learning is and how learning can be supported. The results are highlighted with the help of Maurice Merleau-Ponty’s philosophy of ‘the lived body’, and ‘the flesh of the world’. Indo-Pacific Journal of Phenomenology , Volume 12, Special Edition July 2012. (shrink)

In this article, I claim that film matters to political theory not because of the stories films recount, but because the medium of film offers political theorists an image of political thinking that emphasizes the stochastic serialization of actions. I thus argue that the stochastic serialization of moving images that films project makes available for democratic theory an experience of resistance and change as a felt discontinuity of succession, rather than as an inversion of hierarchical power. In my (...) treatment of these issues, I rely on Hume's ontology of ‘broken appearances’ and ‘interrupted perceptions’, as well as Stanley Cavell's ontology of film as treated in The World Viewed. I elaborate the following four aspects of the relation between film and political theory: the action-image; discontinuity and the fact of series; actors, artificial persons and human somethings; and political resistance and an aesthetics of politics. The manner in which I proceed is to show the aspectual overlay between film and political thinking. Such a method of exposition suggests a further, methodological site where film matters to political theory: the stochastic serialization of moving images in film provides political theory with a genre for elaborating ideas that is not reducible to the analytics of causal argument. (shrink)

A recent panel at the annual meetings of the American Society for Aesthetics had the title “Can films philosophize?” The answer is, obviously, no, if we take this question literally. But books can’t philosophize either, in this sense. People philosophize, and they generally use natural language as the medium in which they carry out this activity. So our question is, can film serve as a philosophical medium in the ways, or in some of the ways, that language does? To (...) answer this question, we must first ask in what ways language functions as a philosophical medium. At a very general level, the answer to this question is fairly straightforward, if uninteresting. Language functions as a philosophical medium in that we use language to identify, articulate, clarify, and inter-relate what are viewed as philosophical issues, and to deepen our understanding of these issues and of the things that others say about them. What we take to be the significant philosophical issues, however, and what we take to be a contribution to deepening our understanding of these issues, may differ according to the philosophical tradition in which we work. If, for example, we think that the most fundamental philosophical issue is asking the question of Being, then our judgment as to when the linguistic medium is being used to ‘do philosophy’ is likely to differ substantially from the judgment we would make if we think that philosophers are best occupied analyzing everyday discourse or tending the separate gardens of the sciences. (shrink)

Ordinarily, what we experience does not jump from one place or time to another—we have to pass through all the intermediate times and places. But in films, what we experience can jump in both dimensions, both separately and together. This phenomenon has been memorably described in film criticism by Rudolph Arnheim and it has been deployed philosophically by Suzanne Langer and Colin McGinn. But discussion of space-time discontinuity remains hampered by the lack of attunement between film critical and (...) philosophical investigations. Without philosophy, the valuable insights of film criticism lack rigour and have been blunted by conceptual imprecision and confusion; without film criticism, the provocative claims of philosophy lack support, floating free of the evidence that a suitably sharp awareness of the details of particular films alone provides. This paper brings philosophy and film criticism to bear on each other so that we stand to make headway on the issue of film and space-time discontinuity. (shrink)

This book forms part of the multi-disciplinary Studies in Ethics Series from Liverpool Hope University. It explores the slipperiness of ethics as a concept and demonstrates the multiplicity of intellectual inquiry within contemporary Film Studies. At first glance, â ~ethicsâ (TM) is not necessarily a subject conventionally associated with film. Film is often regarded as a form of â ~lowbrowâ (TM) popular culture, either offering bland entertainment or deliberately setting out to shock â " or, more cynically, (...) generate box office revenue â " through gratuitous inclusion of sex and violence. Certainly, there have always been a minority of films based on the stereotypically â ~ethicalâ (TM) subject of religion, but these have often generated the most controversy, from the studio system decree that it was blasphemous to represent the corporeal body of Christ to the furore surrounding Martin Scorseseâ (TM)s The Last Temptation of Christ (1988). This book shows that from the silent era to the present day, film has been inherently concerned with ethical issues. In this light, the definition of ethics that informs the volume and is taken as the starting point of each of the chapters is the notion of personal or institutional motivation; most usually because a character or industry figure makes a decision or choice based on their own moral â " or ethical â " code. Once this is defined, the ethical dimension to films is immediately evident. This book takes as its central theme the difficulty of decisions refracted through personal ethical codes, and thus recognises that what counts as ethics, or morality, is always subjective. Some of the chapters explore films which take conventionally â ~goodâ (TM) ethical standpoints, others investigate why â ~badâ (TM) decisions were made; at least one explores the celebration of practices invoking popular disgust, but all the contributions study ethical decisions within film that represent the strongly felt convictions of those involved and, moreover, address aspects of filmmaking which force the spectator to be an active and reciprocal participant in the creation of meaning, thus implicitly acknowledging that ethics are subjective and in perpetual flux rather than fixed, objective truths. (shrink)

Examines the overlap between film and philosophy in three distinct ways: epistemological issues in film-making and viewing; aesthetic theory and film; and film as a medium of philosophical expression. This title available in eBook format. Click here for more information . Visit our eBookstore at: www.ebookstore.tandf.co.uk.

Max Scheler never published a theory of art, but his aesthetics, like the rest of his thought, occupies an intriguing position that links early phenomenology, Catholic personalist thought, and philosophical anthropology. His metaphysics of the person and theory of value, when combined with his account of the lived-body and of our access to other minds through love, translates into a powerful, humanistic theory of art. This article elaborates what Scheler’s aesthetics would look like had he developed it and applied it (...) to film. Film offers an intimate access to the lives, bodies, and minds of others that is particularly well-suited to Scheler’s idea that art reveals the moral personality—the ordo amoris or “order of love”—that makes up the value-essence of the person. The person’s unique and highest possibilities for acting, feeling, and valuing are the contents of their spiritual essence and these, often thought obscure and inaccessible, are made present in film. (shrink)

Many philosophers maintain that works of art, in particular films and novels, cannot function as thought experiments. Most who claim this make their case by setting the bar for what can count as a philosophical thought experiment very high. It is argued here not that these positions are necessarily mistaken, but that there is a large gray area that is seldom acknowledged between what counts as a philosophical thought experiment narrowly defined and what counts as “being used to illustrate a (...) philosophical point,” where the fiction is imported into an already complete external argument. I contend that these are not the only alternatives available, that intuition pumps and variant case arguments provide better grounds for comparison than has been acknowledged, and that there are uses to which filmic illustrations in particular may be put that make distinctive and cognitive contributions of their own. In the course of making this case, it is stressed both that emotional response has clearly cognitive aspects and that many thought experiments with lower stakes rely on eliciting emotional response. (shrink)

How do issues of form and content shape the documentary film? What role does visual evidence play in relation to a documentary’s arguments about the world we live in? In what ways do documentaries abide by or subvert ethical expectations? Are mockumentaries a form of subversion? Can the documentary be an aesthetic experience and at the same time have political or social impact? And how can such impacts be empirically measured? Pioneering film scholar Bill Nichols investigates the ways (...) documentaries strive for accuracy and truthfulness and simultaneously fabricate a form that shapes reality. Such films may rely on reenactment to re-create the past, storytelling to provide satisfying narratives, and rhetorical figures such as metaphor or devices such as irony to make a point. Documentaries are truly a fiction unlike any other. With clarity and passion, Nichols offers incisive commentaries on the basic questions of documentary’s distinct relationship to the reality it represents, as well as close readings of provocative documentaries from this form's earliest days to its most recent incarnations. These essays offer a definitive account of what makes documentary film such a vital part of our cultural landscape. (shrink)

This paper aims to call attention to the potential of using film in engineering ethics education, which has not been thoroughly discussed as a pedagogical method in this field. A review of current approaches to teaching engineering ethics reveals that there are both learning outcomes that need more attention as well as additional pedagogical methods that could be adopted. Scholarship on teaching with film indicates that film can produce ethical experiences that go beyond those produced by both (...) conventional methods of teaching engineering ethics and more arts-based methods such as fiction, as well as connect ethics learning outcomes and issues to the lifeworld of a person. The paper further illustrates the potential of using Miyazaki Hayao’s film The Wind Rises for highlighting a range of ethical issues pertaining to engineering. It also discusses the important role educators play in how film can be used effectively in the classroom. Synthesizing a range of sources from film theory to the use of film in business and medical education, the paper makes the case for using film in engineering ethics education and calls for more research on the use of this method. (shrink)

In this essay, I review an extraordinary bio flick, Temple Grandin. Temple Grandin is a professor of animal science, and to achieve her distinguished career she had to deal with her autism. The film explores what it is to suffer this disease, but it also explores her extraordinary work involving making slaughterhouses more humane.

ABSTRACTTraditionally, the objective of documentary filmmaking is to look and to teach—to add perspective on, by way of building knowledge about, issues of public concern. Cinema and media studies...

The aim of this article is to show how the critically acclaimed and award winning film Margin Call may be used in business ethics teaching. Set in a fictional investment bank at the dawn of the financial crisis, the film zooms in on the motivations and decision-making of people who had much to lose from the crash of the hitherto very profitable mortgage-backed securities market. The film offers rich material for analysis of behaviours that contributed to (...) the crisis. The article will set out topics for classroom discussion, including the impact of incentives and power structures, contextual factors that distance people from the consequences of their actions, and considerations of how the banking industry may be transformed. (shrink)