Transformative cinema is the kind of cinema that illuminates - with audiovisual complexity - fundamental truths about human nature (..) Within the sphere of complex thinking, in the postmodern condition, we must also embrace the concept of “multiple intelligences.”
The traditional IQ test is no longer a valid medium of measurement of a student’s intelligence. This idea is especially paramount in an audiovisual culture whereby movies transmit ideologies and paradigms to people of various backgrounds and personal histories.
There are indeed different categories of intelligence: linguistic, logical, spatial, kinesthetic, musical, interpersonal, and interpersonal intelligences (Gardner, 1993).
Once we recognize the interdependencies of humanity, accepting the fact that the “self” needs the “other,” and the latter needs the former, then there is no need for distinction between the “self” and the “other.” We all have agency, and we all can contribute.
In an audiovisual culture and indeed cinema with its mystical power can be the ultimate vehicle for social change in such a culture (..) We live in a postmodern age where most college students have grown up in a society that is heavily influenced by consumerism, materialism, and image consciousness. The adult learners (i.e., college students) of the so-called “traditional-age” have short attention spans and a special kinship to color and rapidly moving images. The pedagogical challenge in this “postmodern condition” is to facilitate a kind of teaching that not only recreates such elements, but also fosters transformative learning (..) In my classrooms transformative learning can take place when the boundaries between teacher and learner are blurred and through a dialectical mode new epistemologies are created. In my teaching I adopt a “social-emancipatory and planetary” view. Promoting an understanding that social and political forces shape the construction and utilization of knowledge, is central to my philosophy of teaching because it helps students sharpen critical thinking skills in order to enable them to break through epistemological limitations. Although all education is, ultimately, self-education, which is to say, the students must take responsibility for their learning, a teacher also has the responsibility to inspire the desire to learn.... Read More