CONCEPTUALIZING EMPATHY AND PROSOCIAL ACTION: TEACHING FILM WITHIN THELITERATURE CLASSROOM
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Date
2021
Authors
Deka, Mayuri
Journal Title
Journal ISSN
Volume Title
Publisher
Dialogue, 8(2)
Abstract
The experience of viewing a movie in the global era is multi-faceted. A viewer’s response to a cinematic experience as Carl Plantinga explains in Moving Viewers: American Film and the Spectator’s Experience is not only admiration for the aesthetics and techniques employed in the movie but also in the emotions aroused by the storyline. Audiences react to the story and characters presented with directed emotions by imagining either their mental lives and feelings or their situations. Empathy occurs within this framework of imagination where the audience engages with the story and character based on these directed emotions. The audience could not only empathize with the story or character by experiencing a similar emotion but also think about a similar situation they have experienced and attribute the emotion they experienced to the story or character. Watching a film such as How to Train Your Dragon (2010) would allow the instructor to help students sustain a coherent identity and find similarities with more and more diverse groups of people, leading to a reduction in prejudice while promoting an empathic identity. This facilitation of the development of complex identity-contents in the students based on universal affective states and life-conditions should result in them taking practical steps to alleviate the Other’s suffering and engage in social change through empathic reflection.
Keywords: Film, literature, empathy, Self/Other, pedagogy
Description
Keywords
Type of access: Open Access
Citation
Deka, M. (2021). Conceptualizing empathy and prosocial action: Teaching film within the literature classroom. Dialogue: The Interdisciplinary Journal of Popular Culture and Pedagogy, 8(3). http://journaldialogue.org/issues/v8-issue-2/conceptualizing-empathy-and-prosocial-action-teaching-film-within-theliterature-classroom/