000 | 01658nam a22002537a 4500 | ||
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005 | 20241015093155.0 | ||
008 | 241015b |||||||| |||| 00| 0 eng d | ||
022 | _a03098249 | ||
040 |
_aMSU _bEnglish _cMSU _erda |
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050 | 0 | 0 | _aLB14.6 JOU |
100 | 1 |
_aAdami, Rebecca _eauthor |
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245 | 1 | 0 |
_aTestimony and narrative as a political relation: _bthe question of ethical judgment in education _ccreated by Rebecca Adami and Marie HÃ¥llander |
264 | 1 |
_aLondon: _bBlackwell, _c2015 |
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336 |
_2rdacontent _atext _btxt |
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337 |
_2rdamedia _aunmediated _bn |
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338 |
_2rdacarrier _avolume _bnc |
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440 |
_aJournal of Philosophy of Education _vVolume 49, number 1 |
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520 | 3 | _aIn this article, we explore the role of film in educational settings and argue that testimony and narrative are dependent upon each other for developing ethical judgments. We use the film 12 Angry Men to enhance our thesis that the emotional response that sometimes is intended in using film as testimonies in classrooms requires a specific listening; a listening that puts pupils at risk when they relate testimonies to their own life narratives. The article raises the importance of listening in training narrative ethos in relation to violence witnessed in film. The article contributes by enhancing an understanding of a relational dimension to testimony and narrative, which, in an Arendtian sense, is also put forward as a political relation. | |
650 |
_aEthical judgment in education _vTestimony and narrative _xPolitical Relation |
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700 |
_aHÃ¥llander, Marie _eauthor |
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856 | _uhttps://doi.org/10.1111/1467-9752.12089 | ||
942 |
_2lcc _cJA |
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999 |
_c167763 _d167763 |