Identitet pojedinca i društva u filmskoj franšizi Džoker / Ain't No Love in the Heart of the City and Sure Ain't No Pity

Exploring teachers’ identities while teaching in the Fourth Industrial Revolution (4IR) is essential. Such assists teachers to reflect, improving their teaching through various networks. Identities are conscious thoughts interrogating subconscious thoughts that drive teachers to understand their personal needs. Eleven teachers, registered for a Master of Education degree at a university in South Africa, were purposively selected for this study. The objective of this study was to understand teachers’ identities while teaching mathematics in the 4IR. Focus-group discussions, reflective activities, and one-on-one semi-structured interviews, framed by a pragmatic case study, were used for data collection. The teachers’ identities revealed that the Three Tree Rings Theory with Currere was useful when applied as the teaching framework. Such application of the theories generated three categories of teaching identities within the 4IR. Categories were societal, professional, and personal identities. The university at which these participants were registered prescribed Moodle. However, the students mostly used social media sites such as Facebook and WhatsApp. As a result, students used digital technologies even during face-to-face classes. The study concluded that, although there were elements of both personal and professional identities, the societal identity was that which drove teaching. Consequently, this study recommends that teachers should learn to reflect on, in, and for their actions, in order to address the ‘what’, ‘how’, ‘who’, and ‘why’ questions of education, natural identity, and the 4IR/5IR.

BOOK REVIEW article Front. Psychol., 12 January 2016Sec. Theoretical and Philosophical Psychology Volume 6 - 2015 | https://doi.org/10.3389/fpsyg.2015.02047

The personal identity problem expresses the worry that due to disrupted psychological continuity, one person's advance directive could be used to determine the care of a different person. Even ethicists, who strongly question the possibility of the scenario depicted by the proponents of the personal identity problem, often consider it to be a very potent objection to the use of advance directives. Aiming to question this assumption, I, in this paper, discuss the personal identity problem's relevance to the moral force of advance directives. By putting the personal identity argument in relation to two different normative frameworks, I aim to show that whether or not the personal identity problem is relevant to the moral force of advance directives, and further, in what way it is relevant, depends entirely on what normative reasons we have for respecting advance directives in the first place.

This research delves into the profound interplay between cinematic narratives and the emergence, evolution, and impact of social dissent and protest movements in contemporary society. Film, as a powerful medium for storytelling and cultural reflection, has consistently played a significant role in both reflecting and shaping societal perspectives. This study explores the multifaceted ways in which movies have influenced the dynamics of activism, dissent, and social change, thus providing critical insights into the realm of contemporary civil society and its efforts to address pressing social issues. The research employs a multidisciplinary approach, drawing from film studies, sociology, and political science, to comprehensively analyse the connections between cinematic narratives and real-world protest movements [1]. It scrutinizes instances where films have served as catalysts for collective action, whether by galvanizing public awareness, articulating marginalized voices, or provoking discussions on critical societal issues. Furthermore, this study investigates the reciprocal relationship between cinema and social dissent, exploring how real-world events, ideologies, and grassroots movements have inspired filmmakers and shaped the content of movies. It also examines the transformative power of film festivals, online platforms, and documentary filmmaking in amplifying dissenting voices and fostering global solidarity.

Young people develop a sense of personal identity during the transition to adulthood, a time when individuals choose and adhere to a specific set of goals, values, and beliefs. In addition, in many contemporary Asian societies, youth are expected to acquire and balance traditional and Western cultural views of the self — that is, independent and interdependent self-construal. To understand the relationships between the personal and cultural facets of the transition to adulthood, this study examined (a) associations between personal identity and well-being and (b) the possible moderating role of cultural self-construal (independence and interdependence) in this link. These hypotheses were tested in a sample of 520 Japanese university students (52.6% female). The results indicated that personal identity predicted each dimension of well-being, suggesting that the importance of personal identity in promoting youth's well-being can be understood as a universal phenomenon. Moreover, because the moderating role of self-construal in the links between identity and well-being was found to be limited, personal identity can be viewed as operating separately from self-construal in well-being to a large extent. Implications and suggestions for future research are discussed.

Current concerns in involuntary and voluntary autobiographical memories

Between knowledge of landscape production and representation

The Work of Consumption

From the experience accumulated during three years of working with digital storytelling in the classroom and relying on the classical narrative theory, in the filmic narrative, in the memory processes, in the cognitive processes and in the psychological processes, the personal digital storytelling is presented as a tool with which students reflect on their personal identity. This process of self-reflection is articulated around two moments, namely: the construction of the story by the student and the reception of it by the class. It is shown how the creation process involves the structuring of the self around a narrative identity and not a essential identity. And it is pointed out that the reception of the others digital storytelling suppose an experience that allows students to restructurate their mental schemata and to live emotions in a vicarious way.

Can some films be genuine thought experiments that challenge our commonsense intuitions? Certain filmic narratives and their mise-en-scene details reveal rigorous reasoning and counterintuitive outcomes on philosophical issues, such as skepticism or personal identity. But this philosophical facade may hide a mundane concern for entertainment. Unfamiliar narratives drive spectator entertainment, and every novel cinematic situation could be easily explained as part of a process that lacks motives of philosophical elucidation. The paper inverses the above objection, and proposes that when the main cinematic character resists spectator engagement (a crucial source of cinematic entertainment), emotionally challenged spectators also question their commonsensical beliefs about his/her actions, and detect a conceptually novel situation as such. A case study is Mike Leigh's film Happy-Go-Lucky (2008), in which the main female character presents an unrelenting but eccentric version of 'feel good' happiness. Spectators gradually detect that the previously unexamined, commonsensical version of subjective happiness comes at the price of individual eccentricity, and that the choice of a subjective theory of happiness leads to consequences hitherto unacknowledged.

The paper analyses Paul Ricoeur’s concept of creative imagination and shows how this essential element of human consciousness determines personal and societal identity and how it can be a source of just social norms and of ‘good life’ (vie bonne). The imagination, which is characterized by semantic innovations and a heuristic function, creates a dynamic narrative defining a human being and opens as specific rationality surpassing purely argumentative rationality and allowing to solve conflicts of social norms. The ethical aspect of this process, implying a triple structure I/other/just institutiones, creates conditions for the realization of the dialectic of justice and love in the political space; due to the dialectic, innovative ways for the realization of social justice become possible. Critical questions intended to open up the perspective for further thinking are posed at the end of the paper.

The search and subsequent redefinition of the personal and social identity constitutes one of the main objectives of everyone individual, as well as the differentiation and dialectical relationship between the self and the others. Similar dynamic and multidetermined process has been influenced by the symbolic and socialized action of the property groups and of others legitimize for the purpose agencies (family, peer-groups, mass-media, etc.). Likewise, we proceed to the presentation of identity in the daily life, goffmanian way, in the social stage where it shows manifold roles, way of characters in scene with several scripts to perform. Actor's personal identity derives from a socialized identity constructed from and by social relationships. In this article, by a psychosociological analysis perspective and with a dramatic art approach, we resort to the theatrum mundi analysis with the purpose of exemplify those self theatrical (re)presentations in the social scene.

Since ancient times, metaphysical theories have been shaped by the dialectical relations between metaphysical positions. The present book offers a new account of the role of controversies in the evolution of ideas in current metaphysics of mind. Part One develops a pragmatic theory of metaphysical controversies that combines Kantian themes and themes from current argumentation theory. The theory developed in this book underscores the role of a unique type of dialectical arguments which establish metaphysical positions as <i>controversial relevant alternatives </i>in the evolution of <i>chains of debates</i> in metaphysics. In Part Two and Part Three, this theory is applied to chains of debates in present day metaphysics of mind which address the problems of consciousness and personal identity. One of the contentions defended in this book is that the intellectual history of metaphysics is not a process in which positions are replaced by opposite positions, but rather, <i>a history of their status as relevant alternatives</i>. The book analyzes in detail and demonstrates how <i>progress</i> in contemporary metaphysics of mind consists in a dialectical process through which challenges to extant positions lead to innovative alternatives that are intrinsically relevant to advancing the understanding of the issues under discussion.

Cet article défend l’idée que The Bubble, film qu’Eytan Fox a réalisé en 2006, fait une critique diluée et décevante de la société israélienne. La fascination, perceptible dans la production, pour la médiation cinématique, pour la politique de la représen - tation, et pour la politique-fiction apparaît glisser subrepticement dans des invocations racistes habituelles à une culture palestinienne arriérée, dans une forme néolibérale de discours sur la politique identitaire gay appuyée par des tropes sur la représentation et la visibilité et dans une approche du conflit Israélo-palestinien qui perpétue un cycle de violence. Cette analyse fait naître un questionnement à propos de certains enjeux contemporains relatifs aux films politiques et à la critique médiatique, particulièrement en ce qui concerne la façon de réagir à un cinéma qui anticipe la critique d’un discours politique qu’il prétend lui même critiquer mais dont il reste malgré tout complice.

The article draws a conceptual distinction between two different institutional forms of assessment of technological innovations in different spheres of human life - between the practices and procedures of ethical expertise and precedent cases of humanitarian expertise. The authors suggest that the aims and objectives of these types of expertise are fundamentally different, despite the precedents in which, in fact, the aims for humanitarian expertise have already been set within the framework of ethical expertise. Ethical expertise implies the inviolability of a person's identity, norms and boundaries. It is called upon to protect human being from all kinds of intrusions and interventions (in medicine, digital environment, education) and treats him or her as a passive object of protection and care. But in an unfolding situation of human identity radical changes, when human beings themselves are choosing the trend of their identity extreme transformation, turning to an application of smart technologies, the task of redefining, restoring human norms and boundaries is being raised. The latter becomes the crucial aim of humanitarian expertise. Accordingly, the role of experts, the design of expertise itself, procedures and normative framework are also changing within these forms of expertise.