There is a traditional debate in analytic aesthetics that surrounds the classification of film as Art. While much philosophy devoted to considering film has now moved beyond this debate and accepts film as a mass art, a subcategory of Art proper, it is worth reconsidering the criticism of film pre-Deleuze. Much of the criticism of film as pseudo-art is expressed in moral terms. Adorno, for example, critiques film as ‘mass-cult’, mass-produced culture which presents a (...) ‘flattened’ version of reality. Adorno worries about the passivity encouraged in viewers. Films are narrative artworks, received by an audience in a context, making the focus on the reception of the work important. The dialogue held between Adorno and Walter Benjamin post-Second World War is interesting because, between them, they consider both the possible positive emancipatory and negative politicization effects of film as a mass produced and distributed storytelling medium. Reading Adorno alongside Benjamin is a way to highlight the role of the critical thinker who receives the film. Arguing that the critical thinker is a valuable citizen, this paper focuses on the value of critical thinking in the reception of cinematic artworks. It achieves this by reconsidering Adorno and Benjamin’s theories of mass art. (shrink)

This article examines a neglected dimension of Bazin's work, namely his writings for the daily newspaper Le Parisien libéré. Four key points emerge from this corpus. First, Bazin goes beyond the film-reviewing norms of the day to analyse the intentions and achievements of the film-makers. Second, Bazin foregrounds the capacity of cinema to address the concerns of contemporary society. Third, as a result, he ascribes a particular value to films that actively engage with the new social realities of (...) post-war France. Four, Bazin remains blind to the misogynistic dimension of post-war French cinema, with its tendency to culpabilize women for the national disgrace of the Occupation. Ultimately, Bazin's newspaper reviewing represents a more socially aware vision of cinema than that promoted by more specialized cinema journals, yet his criticism remains caught within the gender ideology of his time. (shrink)

Introduction -- The dialectic's narrow margin: film noir between Adorno and Hegel -- On critical theory's dialectical dilemma -- a configuration pregnant with tension: Fritz Lang for critical theory -- Coda: the enjoyment of film in theory.

The successful study of film combines criticism, theory and practice. This book covers all three areas and guides the student towards an engaged form of creative expression and an active role as reviewer and critic. Beautifully presented, this ground-breaking text offers all students an integrated understanding of film criticism and production"--Provided by publisher.

This article responds to critical views of John Rhym, Martin Rossouw, Ludo de Roo, and Annie Sandrussi on my 2017 book Phenomenology of Film: A Heideggerian Account of the Film Experience. The article also takes up positive footholds from the analyses of Chiara Quaranta and Jason Wirth. The main topics addressed include Martin Heidegger’s ontic-ontological distinction; the notion of film-as-philosophy; being-in-the-world read as being-in-the-film-world; and questions surrounding the facticity and identity of the film viewer.

_ AS Critical Thinking for AQA_ is the definitive textbook for students of the current AQA Advanced Subsidiary Level syllabus. Structured very closely around the AQA specification, it covers the two units of the AS level in an exceptionally clear and student-friendly style. The chapters are helpfully subdivided into short digestible passages, and include: intended learning objectives at the beginning of each chapter student exercises at the end of each section with a ‘stretching activity’ for more advanced learners exam orientated (...) questions key point summaries at the end of each section cross references. In line with the AQA specification, there is a heavy emphasis on more imaginative forms of source material, for example, music, film, artwork, historical documents, adverts, moral dilemmas and scientific debates, as a means of illustrating key points. A great deal of emphasis is also placed on ‘live’ or ‘real’ arguments, taking topical examples from the world of science, politics, entertainment and sport. The book is accompanied by a companion website with extensive resources for both instructors and students. (shrink)

Film Manifestos and Global Cinema Cultures is the first book to collect manifestoes from the global history of cinema, providing the first historical and theoretical account of the role played by film manifestos in filmmaking and film culture. Focussing equally on political and aesthetic manifestoes, Scott MacKenzie uncovers a neglected, yet nevertheless central history of the cinema, exploring a series of documents that postulate ways in which to re-imagine the cinema and, in the process, re-imagine the world. (...) This volume collects the major European ÒwavesÓ and figures ; Latin American Third Cinemas ; radical art and the avant-garde ; and world cinemas. It also contains previously untranslated manifestos co-written by figures including Bolla’n, Debord, Hermosillo, Isou, Kieslowski, PainlevŽ, Straub, and many others. Thematic sections address documentary cinema, aesthetics, feminist and queer film cultures, pornography, film archives, Hollywood, and film and digital media. Also included are texts traditionally left out of the film manifestos canon, such as the Motion Picture Production Code and Pius XI's Vigilanti Cura, which nevertheless played a central role in film culture. (shrink)

Philosophers on Film from Bergson to Badiou is an anthology of writings on cinema and film by many of the major thinkers in continental philosophy. The book presents a selection of fundamental texts, each accompanied by an introduction and exposition by the editor, Christopher Kul-Want, that places the philosophers within a historical and intellectual framework of aesthetic and social thought. Encompassing a range of intellectual traditions--Marxism, phenomenology, psychoanalysis, poststructuralism, gender and affect theories--this critical reader features writings by Bergson, (...) Benjamin, Adorno and Horkheimer, Merleau-Ponty, Baudrillard, Irigaray, Lyotard, Deleuze, Kristeva, Agamben, Žižek, Nancy, Cavell, Rancière, Badiou, Stiegler, and Silverman. Many texts discuss cinema as a mass medium; others develop phenomenological analyses of film itself. They reflect upon the potential of film to challenge dominant forms of ideology. The anthology considers the ways in which cinema can disrupt the clichés of capitalist images and offer radical possibilities for creating new worlds of visceral experience outside the grasp of habitual forms of knowledge and subjectivity. Ranging from the early silent period of cinema through the classics of European and Hollywood cinema to the early twenty-first century, the films discussed offer a vivid sense of these philosophers' concepts and ideas, casting new light on the history of cinema. This reader is an essential and valuable resource for a wide range of courses in film and philosophy. (shrink)

From the 1910s to the emergence of structuralism and post-structuralism in the 1960s, the writings of John Grierson, Siegfried Kracauer, Andre Bazin and Georg Lukacs dominated realist film theory. In this critical anthology, the first collection to address their work in one volume, a wide range of international scholars explore the interconnections between their ideas and help generate new understandings of this important, if neglected, field. Challenging preconceptions about 'classical' theory and the nature of realist representation, and in the (...) process demonstrating how this body of work can be seen as a cohesive theoretical model, this invaluable collection will help return the realist paradigm of film theory to the forefront of academic enquiry. ". (shrink)

This article explores the idea of film as a possible means for articulating original philosophical concepts, in Gilles Deleuze’s sense of concepts. The first of two parts, critically re-examines current ideas about film as philosophy in relation to Deleuze’s ideas on philosophy and cinema/art. It is common within the field of film-philosophy to trace back its central argument that film/cinema is capable of expressing original philosophy, to Deleuze’s cinema books. In and around these books, however, Deleuze (...) did not express such an idea and rather underlined sharp formal differences between cinematic thinking and philosophy. Cinematic thinking takes the form, he argues, of blocks of movement/duration whereas philosophy is defined as the art of creating concepts. Still, could a close critical scrutiny of and some creativity with Deleuze’s thought allow for taking a step he did not take? The second part of the article takes on the speculative question of whether it is possible to create a notion from within Deleuze’s thought as a whole, that allows for at least the theoretical possibility of articulating original philosophical concepts – as Deleuze defines them – in and through film, and what this would mean for our understanding of the concrete form of concepts. The article examines Deleuze’s concept of concepts, his descriptions of complicating intersections between philosophy and art, some partly conflicting statements on Godard over the years, aspects of his analyses of filmic thinking in Cinema 2 that can be seen to provide preliminary components for articulating concepts in and through film, and it discusses the place and function of words and texts in such filmic articulations. If the aim of the first part is to clarify Deleuze’s positions on film and philosophy the aim of the second part resonates with the Deleuzian/Nietzschean quest for formal renewal of philosophy. The overall aim is to re-problematize and provide subtle new means for conceiving of and discussing the notion of film as philosophy. (shrink)

I propose that the film Temptation, from 1946, presents us with a person, or type of person, who was once observed: she is very involved in evaluating the significance of highly specialist inquiries, in this case Egyptology, and evaluating borderline cases of literature, regarding which it is difficult to assess their long-term value. The film assists with addressing how The Golden Bough was actually received. An appendix proposes that the film is of interest to Derrideans.

This introduction provides an overview to a special issue on Critical Healing, which draws on queer theory, disability studies, postcolonial theory, and literary studies to theorize productive engagements between the clinical and cultural aspects of biomedical knowledge and practice. The essays in this issue historicize and theorize diagnosis, particularly diagnosis that impacts trans health and sexuality, homosexuality, and HIV/AIDS transmission. The essays also address racialization, disability, and colonialism through discussions of fiction, film, theoretical memoir, and comics, as well as (...) biomedical discourse and knowledge. (shrink)

In the film and play Twelve Angry Men, Juror 8 confronts the prejudices and poor reasoning of his fellow jurors, exhibiting an unwavering capacity not just to formulate and challenge arguments, but to be open-minded, stay calm, tolerate uncertainty, and negotiate in the face of considerable group pressures. In a perceptive and detailed portrayal of a group deliberation a ‘wheel of virtue’ is presented by the characters of Twelve Angry Men that allows for critical thinking virtues and vices to (...) be analysed in context. This article makes the case for the film being an exceptional teaching resource, and, drawing primarily on the ideas of Martha Nussbaum concerning contextualised detail, emotional engagement, and aesthetic distance, its educational value being intimately related to its being a work of fiction. (shrink)

While environmentalism is often associated with different non-governmental organizations, agencies, movements, institutions, and grassroots groups, one of the least understood types of environmentalism is so-called radical activism. This article will argue that the label of radicalism or even terrorism attached to some forms of environmental activism precludes learning about the causes of environmental crises. Based on the work of Paulo Freire in critical pedagogy and eco-pedagogy, this article supports the position that learning about social and political framing of “radicalism” as (...) well as the issues that drive this “radical” action help the development of critical thinking and ethical judgment in students. By analyzing student reflection essays on the film If a Tree Falls: A Story of the Earth Liberation Front, this article draws lessons in ecological citizenship and critical thinking. (shrink)

From 1968 to 1991 the acclaimed film theorist Christian Metz wrote several remarkable books on film theory. These books set the agenda of academic film studies during its formative period. Metz's ideas were taken up, digested, refined, reinterpreted, criticized and sometimes dismissed, but rarely ignored. This volume collects and translates into English a series of interviews with Metz, who offers readable summaries, elaborations, and explanations of his sometimes complex and demanding theories of film. We also discover (...) the contents of his unpublished manuscript on jokes, his relation to Roland Barthes, and the social networks operative in the French intellectual community during the 1970s and 1980s."--Back cover. (shrink)

This book considers ethical issues arising in professional and business settings and the role of individuals making decisions and coping with moral dilemmas. It starts by elaborating on critical thinking and on normative ethical theories, subsequently presenting the structure and cinematic elements of narrative film. These two avenues are tools for evaluating films and for discussions on various ethical problems in contemporary business, including: the corporate and banking financial machinations (greed, fraud, social responsibility); workplace ethical challenges (harassment, violence, inequity, (...) inequality); professional and business ethical challenges (corruption, whistleblowing, outsourcing and downsizing); and personal responsibility and identity challenges due to career pressures, loss of privacy and cyber harassment, and job structure changes in light of changing technology. Readers can benefit from engagement in filmic narratives, as a simulated environment for developing a stance towards ethical challenges. (shrink)

Film critics and theorists often refer to the ‘worlds’ that films create, present, or embody,e.g. the world of Eraserhead or the world in Fanny and Alexander. Like the world of a novel or painting, the world of a film in thisprevalent use of the term denotes its represented content or setting, or whatever formaland thematic aspects distinguish it from other films in a pronounced and oftenimmediately recognisable way. Yet there is much more to be said in philosophical termsabout (...) films as, or as containing, worlds. This paper will argue that pursuing this subjectentails a needed re-evaluation of multi-faceted issues that are of concern to bothcontemporary film theorists and philosophers of film, including the relation betweencinematic representation and expression, reflexivity, the nature of film style andauthorship, and cinema’s relation to, and direct interaction with, other art forms. (shrink)

Adorno believed that a circular relationship was established between immediacy and mediation. Should we now say that this model with its clear Hegelian influence is outdated? Or does it need some theoretical integration? This volume addresses these questions by covering the performance of music, its technological reproduction and its modes of communication - in particular, pedagogy and dissemination through the media. The book's four parts each deal with different aspects of the mediation process. The contributing authors outline the problematic moments (...) in Adorno's reasoning but also highlight its potential. In many chapters the pole of immediacy is explicitly brought into play, its different manifestations often proving to be fundamental for the understanding of mediation processes. The prime reference sources are Adorno's Current of Music, Towards a Theory of Musical Reproduction and Composing for the Films. Critical readings of these texts are supplemented by reflections on performance studies, media theories, sociology of listening, post-structuralism and other contiguous research fields. (shrink)

The February 2004 release of Mel Gibson’s The Passion of the Christ is a major cultural event. Receiving a tremendous amount of advance publicity due to claims of its anti-Semitism and adulatory responses by conservative Christians who were the first to see it, the film achieved more buzz before its release than any recent film in our memory.1 Gibson himself helped orchestrate the publicity with selective showings of The Passion and strategic appearances on TV shows where he came (...) off as something of a Hollywood eccentric, albeit one who was only too happy to admit to his past sins and to claim that he had achieved “salvation” through his adherence to Christianity. His film, he insisted, would be testament to the truth of Christ and how Christ died so that sinners like Gibson could be saved and enjoy eternal life. (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 outlines the most important points of intersection between early phenomenology and critical theory. It develops extensive analyses’ of specific instruments of the phenomenological method such as eidetic intuition and the procedures of genetic phenomenology. These procedures were both criticized and reappropriated by some of the most notable early critical theorists such as Adorno, Benjamin, Kracauer and Marcuse. As such, the book offers the first extensive account of the important phenomenological heritage of critical theory. This book also attests to (...) the versatility of the phenomenological method, which can be shown to have influenced a wide array of approaches within the critical tradition. The chapters focus on these early critical theorists and also discuss the applications of their methods within the treatment of numerous media-theory issues. In so doing, the book shows how fertile a critically reappropriated phenomenology may prove for tackling contemporary media phenomena such as television, film and advertising. This volume appeals to students and researchers working in the crosshairs of phenomenology, critical theory, and media studies. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Aesthetics, Education, the Critical Autonomous Self, and the Culture IndustryMarianna Papastephanou (bio)IntroductionE Lucevan le Stelle disconnected both from Tosca and Puccini becomes incidental music and brings strong recollections of the detergent advertisement it once coated. Last Year in Marienbad has caused some of the deepest yawn relief to many hopefuls for the title of the sophisticated who wished to cash out the film's cultural and social capital. A (...) painting by a well-known artist in the living room of a middle-upper-class residence often matches the colors of the carpet, and a piece of African art in the corner testifies to the hosts' cosmopolitan respect for otherness and the proper dose of hybridity in their selfhood. The young of the family are said to search for freedom from the puritan lifestyle in Ecstasis. Or, they rebel against the oppressive order of the system through idolizing music bands of an unconventional style and, as a matter of fact, of "unconventional" wealth accumulated precisely through the systemic exploitation of their idolization. The whole family, including the discontented young, will unite in the enjoyment of a new movie in which, just as in hundreds before it, police detectives can solve cases only after their suspension from duty and foreigners prefer to converse in perfect English when they are alone. What all members of the family are sure of by the end of the day, some of them through the prism of heavy drinking and others in the sober appreciation of the latest reality show, is that they exercised once again their free will in all instances. For they oriented their desires, treated as natural and self-posited, to objects they initially lacked but "autonomously" and "critically" found and selected from a rich and all-encompassing marketplace of culture. [End Page 75]How are art, its education, and its educational ideals of autonomy and critique related to this particular cultural reality that I have highlighted? Pseudo-individualism, escapism, Ersatzbefriedigung, fetishization, reification, and educationalization are some of the terms Adorno employed to approach the reality of artistic production and reception in capitalist times while preserving the distance that art offers for critiquing reality.1 In contrast with the above-sketched reality, in Adorno's ultimate aesthetic vision through art the self is not supposed to "forget in dreams the present world, but to change it by the strength of an image."2 Adorno attacks the drive toward a "totally administered" society—that of late capitalism—which "reduces every aspect of present-day life to the dead level of conformist popular 'taste' as dictated by a wholesale culture industry given over to the purposes of mass indoctrination."3 Fundamentally, the culture industry hinders the formation of autonomous, critical, and independent individuals.4I shall argue that such a theoretical framework gives us additional insight through which to combat what has already been perceived in pedagogical discourse as educational inability to cultivate reflective and critical subjectivities. Instead of autonomy, education nurtures narcissism. and instead of critique, it promotes appeasement5 —all the more so when education succumbs to the culture industry or fails to encourage students' critical stance to its imperatives.My position here is that by reclaiming their own valuable connection to reflective artistic experience and reception, aesthetic theory and art education can contribute to a reconceptualization of autonomy and critique and, perhaps more importantly, to a reorientation of educational practice.6 Adorno's aesthetics is exceptionally relevant to this aim because his work exemplifies in a unique way the necessary awareness of the antinomic qualities of autonomy and critique, their ineluctable dependence on society and culture, and their secret culpability in domination. Moreover, Adorno's cultural criticism comprises an unsurpassable diagnosis of those social pathologies that leads away from critical and reflective subjectivity and offers conceptual means for setting a critical eye on some current impoverished practices of teaching art. Above all, Adorno's aesthetic theory displays a remarkable topicality regarding contemporary positions on purely artistic concerns and contentions. Thus, the current neglect of his work in aesthetic educational theory7 must be dealt with since accommodation of such aesthetics within art educational discourse will serve significantly the latter's... (shrink)

Background The American Association of Medical Colleges has called for incorporation of the health humanities into medical education, and many medical schools now offer formal programs or content in this field. However, there is growing recognition among educators that we must expand beyond empathy and wellness and apply the health humanities to questions of social justice – that is, critical health humanities. In this paper we demonstrate how this burgeoning field offers us tools for integrating social justice into medical education, (...) utilizing the frameworks of critical consciousness and structural competency. Practice of health humanities Critical health humanities can be applied at multiple levels of learners, and in a variety of contexts. We are two physician-writers who have developed several educational programs that demonstrate this. We taught a seminar that introduced first-year and second-year undergraduates to concepts such as social determinants of health, intergenerational trauma, intersectionality, resilience, and cross-cultural care through works of fiction, poetry, film, podcasts, stand-up comedy, and more. Through creative projects and empathic reflection, students engaged with the complexities of structural forces that create and maintain health disparities. Medical students in their clinical years can engage in critical health humanities learning experiences as well. We teach several multidisciplinary electives that address social (in)justice in medicine, as well as mentor fourth-year students engaged in independent electives that foster critical awareness around health equity and ethics. Beyond the classroom, we have actively engaged in critical health humanities practices through story slams, literary journal clubs, conference presentations, and Grand Rounds. Through these activities we have included learners at GME and CME levels. These examples also demonstrate how community engagement and multidisciplinary partnerships can contribute to the practice of critical health humanities. Conclusion In this paper, we explore the growing field of critical health humanities and its potential for teaching health equity through narrative practices. We provide concrete examples of educational activities that incorporate critical consciousness and structural competency – frameworks we have found useful for conceptualizing critical health humanities as a pedagogical practice. We also discuss the strengths and challenges of this work and suggest future directions. (shrink)

Containing over 750 in-depth entries, this is the most wide-ranging and up-to-date dictionary of critical theory available. It covers the whole range of critical theory, including the Frankfurt school, cultural materialism, cultural studies, gender studies, film studies, literary theory, hermeneutics, historical materialism, internet studies, and sociopolitical critical theory. Entries clearly explain even the most complex of theoretical discourses, such as Marxism, psychoanalysis, structuralism, deconstruction, and postmodernism. There are biographies of important figures in the field, with feature entries for those (...) who have heavily influenced areas of the discipline, e.g. Deleuze. -/- Entries are fully cross-referenced and contain further reading where appropriate. To provide extra information this edition features an appendix of recommended web links, which are accessible via the Dictionary of Critical Theory companion website, where they are also checked regularly and kept up to date. -/- Covering all aspects of the subject from globalization and race studies, to queer theory and feminism, this multidisciplinary A-Z is essential for students of literary and cultural studies and is useful for anyone studying a humanity subject requiring a knowledge of theory. (shrink)

Literary narratives are well recognised for their power to foster engagement with complex social themes. Transmedia narratives, which present the same story in different media, can help advance both critical multimodal discourse studies and multiliteracies pedagogies. To harness this potential, we need to develop methods for systematically relating media affordances to discourse-semantic patterns and the broad social themes these patterns construct in narratives, and ensure these methods build on the knowledge learners bring to the classroom. This article introduces a social (...) semiotic method for analysing transmedia narratives and illustrates its ability to reflect the persuasive power of narrative and build on young children's critical multimodal awareness. This is achieved through a case study comprising data from three adaptations of the same award-winning narrative - animated film (Joyce, W. (Producer), Joyce, W., & Oldenburg, B. (Directors) (2011). The fantastic flying books of Mr Morris Lessmore [Motion Picture]. Moonbot Studios), interactive app (Moonbot Studios. (2011). The fantastic flying books of Mr Morris Lessmore (Version 1.4). [Mobile Application Software]), and traditional-format picture book (Joyce, W. (2012). The fantastic flying books of Mr Morris Lessmore. Illustrations by William Joyce and Joe Bluhm. Moonbot Books) - and mother-child interactions with the book and the app. (shrink)

Young migrants – particularly refugees – are commonly the object of stereotypical visual media representations and often have no choice but to position themselves in response to them. This article explores whether making young migrants aware of the politics of representation through media literacy education contributes to strengthening their participation and resilience. We reflect on a media literacy program developed with teachers and 100 students at a Dutch “International Transition Classes” school. The educational program focuses on visual media production using (...) smartphones, raising critical consciousness and promoting civic engagement. Ethnographic data analyzed include field notes, a focus group with teachers, in-depth and informal interviews, student-produced footage, and a 10-minute ethnographic film. In our increasingly polarized mediatized world, better recognition of how the needs of certain young people diverge depending on how they are situated in racialized, gendered, and classed structures of power is needed to work towards inclusive media literacy education. (shrink)

This article considers film as a form of artificial intelligence (AI). This non-anthropocentric hypothesis was first formulated in 1946 by filmmaker and theorist Jean Epstein and regards film as the thinking performance of a technical apparatus, the cinematograph, which is a manifestation of machine thinking based on the holistic entanglement of thought and world, film and philosophy. The article pursues an enquiry into ‘thinking’: one of the most prominent and oldest topics considered in philosophy, and also essential (...) to art and film. Thinking is not only characterised as a sense (like sight or taste) but as a creative and, ultimately, intra-active act. The possibility of film as AI is approached not only from a Deleuzian angle, long appraised by film-philosophy, but also through questions recently raised by theories of artistic research and the speculative-materialist turn in contemporary philosophy. The latter have as a common denominator a strong critique of anthropocentrism in Western philosophy; the article enquires into this criticism from different angles and applies it to the main hypothesis of this analysis – to regard film as a form of AI. (shrink)

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)

"Tough, smart, superbly engaging, The Material Ghost is a terrific book." -- Edward W. Said In The Material Ghost , Gilberto Perez draws on his lifelong love of the movies as well as his work as a film scholar to write a lively, wide-ranging, penetrating study of films and filmmakers and the nature of the art form. For Perez, film is complex and richly contradictory, lifelike and dreamlike at once, a peculiar mix of reality and imagination. "The images (...) on the screen," he writes, "carry in them something of the world itself, something material, and yet something transposed, transformed into another world: the material ghost." "Dazzling... The sheer intelligence at work in these lucid pages is exhilarating." -- Alfred Guzzetti, Boston Book Review "A pleasure. Gilberto Perez is one of the smartest film critics writing anywhere." -- Jonathan Rosenbaum "Strikes an ideal balance between insightful analysis and graceful writing... A model of thoughtful criticism." -- David Sterritt, Christian Science Monitor "Brilliantly polemical in his critique of cynical reason ('the official philosophy of late capitalism'), no less passionate in defending the truth-value of cinema, Perez seems to be the clearest heir to the great humanist critic André Bazin." -- Sight & amp Sound "The chapters on Keaton and Renoir are stunning, full of perceptive remarks the chapter on Godard is a persuasive rehabilitation none of the chapters is without memorable insights." -- Michael Wood, London Review of Books "Gilberto Perez's ambitious, abundant, and cultivated book--the fruit of decades of thinking and teaching -- accompanies readers on a journey of discovery into the wonder of film." -- Stanley Cavell "Few books of film criticism in the past twenty-five years have been so enjoyable or instructive... [Perez] has excellent things to say about authorship, about documentaries, about popular genres, about cinematic point of view and narrative technique, about actors, and above all about camera style... He makes us want to look once more at the remarkable pictures he discusses." -- James Naremore, Cineaste. (shrink)

Smoke and Mirrors is a passionate, richly nuanced work that shows television as a circus, a wishing well, and a cure for loneliness. Ranging from Ed Sullivan to cyberspace, from kid shows to cable, and from the cheap thrills of "action adventure" to the solemn boredom of PBS pledge week, Leonard argues for a whole new way of thinking about television. For Leonard, the situation comedy is a socializing agency, the talk show is a legitimating agency, the made-for-television movie is (...) the last redoubt of social conscience, and television criticism itself is the last refuge of time-serving thugs and postmodernists. Instead of scapegoating television as the cause of crime in our streets, stupidity in our schools, and spectacle rather than substance in our government, Leonard sees something else inside the box: an echo chamber and a feedback loop, a medium neither wholly innocent of nor entirely responsible for the frantic disorder it brings into our homes. (shrink)

Leading American film critics, including, among others, Tony Williams and Robert Miklitsch, have claimed that both World for Ransom and Macao reflect an orientalist, racist, and reactionary worldview. In this article I argue that, on the contrary, these 1950s films noir portray Asian and American characters alike actually carrying out their moral duties. To be sure, these American films employ aesthetic techniques to help illustrate the ethical ambiguities for which film noir is justly celebrated. Still, where the fulfillment (...) of moral duties is concerned, the films’ resolutions are clear. This article enlists the thought of moral philosophers H.L.A. Hart and Daniel Statman to vindicate the ethical outlook of these works, which reward characters who fulfill imperfect, perfect, and/or supererogatory moral obligations. The American protagonists transcend their given circumstances by carrying out high-stake duties in an Asian setting, while forming amorous alliances tested by the aesthetics of film noir. Moreover, I show that none of the protagonists’ moral duties involves maligning Asia. Indeed, were these films noir to disparage Asia, they would diminish the very milieu breathing life into their finest characters. (shrink)

The subject of the study is Bernardo Bertolucci's film "The Last Emperor", in particular, the coloristic of the film and the psychology of the image of the main character, which is largely revealed through the color palette and individual artistic details. The object of research is the language of cinematography, cinematographic artistic techniques. Despite the sometimes shocking images and plots, Bertolucci's films were highly appreciated by the international community and domestic film critics due to their artistic solution (...) and topical issues affecting the problems of class struggle and anti-fascist themes. The author of the article examines the image of the main character of the film, Aisingero Pu Yi, the last emperor of China and Manchukuo. The film is based on real historical events taking place in the first half of the 20th century, so the dramatic collisions of the character are not perceived by the viewer as some kind of abstract problem. Against the backdrop of the complex historical changes that China has faced, many questions of the formation and self-determination of the individual are being raised. The image of Emperor Pu Yi is revealed gradually through a comparison of two storylines and the color scheme of the film, since it is the color palette that helps to subtly and meaningfully convey the psychological content of the character. The main research methods are analytical and comparative-historical. The composition of the film and the dynamics of the change in the color palette of individual episodes are analyzed, which makes it possible to trace the evolution of the image. The author comes to the conclusion that it was the coloristic solution of the film that allowed the creators to convey the national color and historical atmosphere of China of a certain historical period and show a vivid image of the protagonist on the screen. (shrink)

Film Theory addresses the core concepts and arguments created or used by academics, critical film theorists, and filmmakers, including the work of Dudley Andrew, Raymond Bellour, Mary Ann Doane, Miriam Hansen, bell hooks, Siegfried Kracauer, Raul Ruiz, P. Adams Sitney, Bernard Stiegler, and Pier Paolo Pasolini. This volume takes the position that film theory is a form of writing that produces a unique cinematic grammar; and like all grammars, it forms part of the system of rules that (...) govern a language, and is thus applicable to wider range of media forms. In their creation of authorial trends, identification of the technology of cinema as a creative force, and production of films as aesthetic markers, film theories contribute an epistemological resource that connects the technologies of filmmaking and film composition. This book explores these connections through film theorisations of processes of the diagrammatisation of cinematic matters of the filmic world. (shrink)

Leading American film critics, including, among others, Tony Williams and Robert Miklitsch, have claimed that both World for Ransom and Macao reflect an orientalist, racist, and reactionary worldview. In this article I argue that, on the contrary, these 1950s films noir portray Asian and American characters alike actually carrying out their moral duties. To be sure, these American films employ aesthetic techniques to help illustrate the ethical ambiguities for which film noir is justly celebrated. Still, where the fulfillment (...) of moral duties is concerned, the films’ resolutions are clear. This article enlists the thought of moral philosophers H.L.A. Hart and Daniel Statman to vindicate the ethical outlook of these works, which reward characters who fulfill imperfect, perfect, and/or supererogatory moral obligations. The American protagonists transcend their given circumstances by carrying out high-stake duties in an Asian setting, while forming amorous alliances tested by the aesthetics of film noir. Moreover, I show that none of the protagonists’ moral duties involves maligning Asia. Indeed, were these films noir to disparage Asia, they would diminish the very milieu breathing life into their finest characters. (shrink)

Far from an elite practice reserved for the highly educated, criticism is all around us. We turn to the Yelp reviewers to decide what restaurants are best, to Rotten Tomatoes to guide our movie choices, and to a host of voices on social media for critiques of political candidates, beach resorts, and everything in between. Yet even amid this ever-expanding sea of opinions, professional critics still hold considerable power in guiding how we make aesthetic judgements. Philosophers and lovers of art (...) continue to grapple with questions that have fascinated them for centuries: How should we engage with works of art? What might enhance such encounters? Should some people’s views be privileged? Who should count as a critic? And do critics actually help us appreciate art? In Two Thumbs Up, philosopher Stephanie Ross tackles these questions, revealing the ways that critics influence our decisions, and why that’s a good thing. Starting from David Hume’s conception of ideal critics, Ross refines his position and makes the case that review-based journalistic or consumer reporting criticism proves the best model for helping us find and appreciate quality. She addresses and critiques several other positions and, in the process, she demonstrates how aesthetic and philosophical concerns permeate our lives, choices, and culture. Ultimately, whether we’re searching for the right wine or the best concert, Ross encourages us all to find and follow critics whose taste we share. (shrink)

Now that well-paying jobs in film criticism have largely evaporated, while blogs, message boards, and social media have given new meaning to the saying that "everyone's a critic," urgent questions have emerged about the critic's status and purpose. In Film Criticism in the Digital Age, ten scholars from across the globe, as well as critics and bloggers, come together to consider whether we are witnessing the extinction of serious film criticism or seeing the seeds of its rebirth (...) in a new form. (shrink)

Amy Herzog 'Reassessing the Aesthetic: Cinema, Deleuze, and the Art of Thinking' _Film-Philosophy_, Deleuze Special Issue vol. 5 no. 40, November 2001.

This book discusses feature films that enrich our understanding of doctor-patient dilemmas. The book comprises general clinical ethics themes and principles and is written in accessible language. Each theme is discussed and illuminated in chapters devoted to a particular film. Chapters start with a discussion of the film itself, which shares details behind the making of the film; critical reception; casting and other facts about production. The chapter situates the film in a history of medicine and (...) medical sociology context, analyzes ethical issues raised in the film from a clinical ethics lens, and explains to readers how to use each film as a teaching aid for clinical ethics. Readers will understand how each film in this collection served to bring particular clinical ethics issues to the public’s attention, or reflected medico-legal issues that were part of the public discourse. The book is a perfect instructor's guide for anyone teaching bioethics, healthcare ethics, medical sociology, medical history, healthcare systems narrative medicine, or nursing ethics. (shrink)