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The Claims of Documentary: Expanding the educational significance of documentary film
Educational Philosophy and Theory 45 (10):1018-1027 (2013)
Abstract
The documentary film is a popular curriculum tool, and the goal of this paper is to expand the educational significance of the documentary genre I argue that current understandings of this genre are limited and limiting, and offer an alternative perspective on the genre. This alternative will be built from Stanley Cavell’s philosophy of education, in particular, his understanding of the role that ‘representativeness’ plays in teaching and learning.Author's Profile
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Citations of this work
Studying in the Superdiverse City: System_D and the Challenge of Solidarity in Brussels.Hans Schildermans, Joke Vandenabeele, Joris Vlieghe & Piotr Zamojski - 2020 - Studies in Philosophy and Education 39 (3):257-268.
Questions from the Rough Ground: Teaching, Autobiography and the Cosmopolitan “I”.Viktor Johansson - 2014 - Studies in Philosophy and Education 34 (5):441-458.
References found in this work
The claim of reason: Wittgenstein, skepticism, morality, and tragedy.Stanley Cavell - 1979 - New York: Oxford University Press.
The Claim of Reason: Wittgenstein, Skepticism, Morality, and Tragedy.S. Cavell - 1979 - Critical Philosophy 1 (1):97.
Ordinary vices.Judith N. Shklar - 1984 - Cambridge, Mass.: Belknap Press of Harvard University Press.
Conditions Handsome and Unhandsome: The Constitution of Emersonian Perfectionism.Stanley Cavell - 1990 - University of Chicago Press.
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