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You are here: Home en Syllabuses (2020) Graduate School of Education Global Education Subjects (Advanced) International Collaborative Studies I(Advanced)

International Collaborative Studies I(Advanced)

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Numbering Code
  • G-EDU14 66370 SE47
Term 2020/Intensive, Second semester
Course Type topics seminar
Target Year Doctoral students
Target Student Graduate
Language English
Day/Period Intensive
Instructor(s)
  • Graduate School of Education, Associate Professor SAITOU NAOKO
  • STANDISH, PaulPart-time Lecturer STANDISH, Paul
Outline and Purpose of the Course *This seminar will be jointly organized with Professor Paul Standish at UCL Institute of Education. Thinking about education through film. This course will follow ground-breaking work in film as a medium of philosophical enquiry into education. It will examine film texts to explore the ways in which film as a medium aids the understanding of experience and education in what has been called a post-literate, image-driven society. It will explore the potential of film analysis in relation to such features of contemporary society as digitization, textuality, and changing patterns of conversation. The course has relevance not only to the understanding of the changing world in which young people grow up but to questions of teaching and learning through film. In particular, it builds on work undertaken by the UCL Institute of Education-Katholieke Universiteit Leuven Philosophy of Education Research Colloquium. Over the past ten years, this colloquium has researched education by means of film analysis in an innovative and highly productive way. This work draws on the distinctive approaches of two contrasting philosophers: Stanley Cavell and Gilles Deleuze. It thereby brings together different traditions of thought in a dynamic way. The processes of teaching and learning adopted on the course are themselves occasions for reflections on pedagogy and introduction to productive ways of teaching.
Course Goals 1. To acquire a command of reading in the high sense.
2. To acquire a sophisticated level of oral communication in English.
3. To acquire skill for academic writing in English.
Schedule and Contents Course plan
Introduction: Film, philosophy and education.
2. The work of the camera (1) -- illustrative examples, drawing on online resources from the British Film Institute, and developed through careful consideration of the filmic techniques exploited in a ground-breaking film of the 1930s.
3. The work of the camera (2)
4. Reviewing of the above film, with reference to editing techniques, and developing notions of metonomy as characteristic of film technique.
5. Set, costume design, music and dialogue, etc.: from screenplay to mise-en-ne.
6. Genre and the star system
7. Viewing and close analysis of SHOPLIFTERS [Manbiki-kazoku] (2018) - Japanese film (by Koreeda) (1). Koreeda has made a number of films in which questions of education are thematised, though sometimes these concern education outside institutions such as school and colleges. His films centrally concern themes of human transformation, especially in relation to family and gender roles.
8. Close analysis of scenes from SHOPLIFTERS (2)
9. Viewing and close analysis of THIS IS ENGLAND, directed by Shane Meadows (2006). Meadows has made a number of provocative and unconventional films exploring dysfunctional family relationships, youth culture, and social deprivation. This film is set in the 1980s at the time of "skinhead" gangs and resurgent forms of racism. It explores transformational experience amongst its main characters, raising issues of central educational importance for young people regarding their sense of belonging, politics, and identity.
10. Close analysis of THIS IS ENGLAND (2)
11. Close analysis of THIS IS ENGLAND(3)
12. Review of general themes in the course: education, conversation, and transformation.
13. Exploration of the significance of film as a means of thinking philosophically about education.
14. Consideration of the pedagogical potential of film as a means of education, where the students are invited to develop examples of films that might be appropriately adopted in particular contexts.
15. Feedback
Grading Policy 【評価方法】
Participation in discussion
Final essay (2500 words in English) *Required doctoral students. *The essay must be proofread by a native speaker before submission.
【評価方針】
到達目標について、教育学研究科の成績評価の方針に従って評価する。
Prerequisites As this course will be taught mainly in English, a good command of English is required.
1. To read the assigned text before classes.
2. To discuss the points of teaching with other students during and after classes.
3. To prepare for a final essay during the course.
Preparation and Review 1. To read the assigned text before classes.
2. To discuss the points of teaching with other students during and after classes.
3. To prepare for a final essay during the course.
Textbook
  • Must We Mean What We Say? A Book of Essays, Stanley Cavell, (Cambridge University Press, 1976), ISBN:0-521-29048-1
  • Philosophical Investigations, Wittgenstein, (Prentice Hall, 1958), ISBN:0-02-428810-1
Reference(s)
  • その他関連教材を授業中に配布。