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This article discusses a phenomenological conception of film education—realised in the context of the international film education program Le cinéma, cent ans de jeunesse—that initiates an embodied engagement with reality. I analyse the pedagogical concept based on an “encounter with alterity” and examine film exercises and essays made by pupils as empirical documents that bear traces of their perception of and engagement with their life-world, possibly even of a transformative shifting of perception. Relying on Maurice-Merleau-Ponty’s comment, that “the movies are peculiarly suited to make manifest the union of mind and body” (Merleau-Ponty 1964, p. 58) I outline connections between phenomenological film theory, philosophy, and educational theory that have received little attention in film and media education, as well as educational theory so far.

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The Embodied Experience of Reality in Film Education

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  • 发表日期：

    2025年

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  • Bettina Henzler

摘要

This article discusses a phenomenological conception of film education—realised in the context of the international film education program Le cinéma, cent ans de jeunesse—that initiates an embodied engagement with reality. I analyse the pedagogical concept based on an “encounter with alterity” and examine film exercises and essays made by pupils as empirical documents that bear traces of their perception of and engagement with their life-world, possibly even of a transformative shifting of perception. Relying on Maurice-Merleau-Ponty’s comment, that “the movies are peculiarly suited to make manifest the union of mind and body” (Merleau-Ponty 1964, p. 58) I outline connections between phenomenological film theory, philosophy, and educational theory that have received little attention in film and media education, as well as educational theory so far.