Profesora Ana
Mónica Diaz Romero
Facultad de
Filosofía y Letras .UNT
FILM “THE HELP”: cherishing
values
The importance of
promoting/cherishing/fostering values?
♠ Divorce with the other and utilitarianism
brought terrible social, political, familial and educational consequences. (Sergio
Sinay, El apagón moral, 2013)
♠ Today´s referential “values”: intolerance,
materialism, egocentrism, indifference, violence, manipulation of conscience,
information, thoughts, not recognition of the others´ value, cruelty, predation
of our environment, among others.
♠ What values: the least effort made, not acquiring
compromises at all.Everything has to be satisfied right now.
♠ Values bother, harm, exceed, values are a burden,
more than enough.
♠The present is a time of indifference, omnipotence
and insensibility
Cherishing values (Sergio
Sinay, 2013)
♠ Values become important only if an other exists
♠ We are honest, sincere, humble, respectful,
thankful, solicitous, companionate, receptive, trustful only if that other exists
♠ Values are lost when the other disappears
from our existential scenery.
VALUES
♠Values are not taught, they should be lived
permanently
♠What we can give others to help them walk their own
path is be an example
♠an example of what we are, moral agents(Psychiatrist
Victor Frankl, 1970)
♠values should be lived and honored
♠values should be a certainty not a hypothesis
THE
OTHER
♠ sets our limits
♠ should be valued as an alter ego
♠ help usconstruct our ownidentity
♠ in contrast with him our ego is built
♠ in confrontation with the other …. the self is
provided with a unique identity, his own identity…” (Mead,1976.p.196)
DEFINITIONS:
VALUES
1-
Business
Dictionary.com
Important and lasting beliefs or ideals shared by the members of a culture about what is good or bad and desirable or undesirable. Values have
major influence on a person's behavior and attitude and serve as broad guidelines in all situations. Some common business values are fairness, innovation and community involvement.
Read more:
Read more:
2-
http://www.oxforddictionaries.com/definition/english/value
(values) Principles or standards of behaviour; one’s judgement of what is
important in life:they internalize their parents'
rules and values
SYNONYMS
principles, moral
principles, ethics, moral
code, morals, moral
values, standards, moral
standards, code of behaviour, rules of conduct, standards of behaviour
plural nouns
principles, morals, ethics, mores, standards of behaviour, code of behaviour, (moral)
standards a return to traditional family values
FILM “THE
HELP”: cherishing values
The main general objectives are:
1-To help students develop the necessary skills to locate and organize
information about a specific target culture.
2-To stimulate the students’ intellectual curiosity about a target
culture.
3- To encourage empathy towards
OTHERS.
4- To help students think critically, express their own points of views
and develop reflexive thinking.
5- To give students the opportunity to compare critically their own
cultural identity with a different one.
6- To make students reflect upon values and positive attitudes towards OTHERS.
The goal of this project is:
·
To facilitate
discussion about the importance of different values
·
To enhance awareness about how important it is to respect and valueothers
·
To enhance reflection on the importance of promoting values
·
To make up students’ minds about the importance of putting into practice
some underestimated values
The activities proposed are:
a- Watching some scenes of the
film THE HELP by Tate Taylor.
b- Working on different exercises about the scenes watched.
c- Discussing,in pairs or small groups, the different valuesinstilled through the film.
d- Discussing, as a whole group, the necessity of cherishing values.
e- Drawing conclusions on how important it is to preserve values
Critical thinking
♦It is our responsibility, as teachers, (specially as
university teachers who are teaching teachers-to-be) to promote the necessary
conditions for the students to acquire a critical thinking and firm convictions
and not to adhere blindly to foreign ideas or theories.
♦Weshould help generate generations of free-thinkers,
social beings that interact in a particularly conflicted social, cultural and
historical context.
Logical, reflexive and critical
thinking
♦Teaching how to think is no doubt one of the most
important objectives proposed by The Basic Educations of the Federal law.
♦ Thinking as a
complex capacity and as such we should emphasized in each area of our curricula
the necessary strategies to help develop the reflexive thinking closely
connected with the topics taught.
♦ While
intending to develop strategies to “learn how to think”, we should be in favour
of teaching the strategies of thinking as part of the subject syllabus which
should include an implicit objective of outmost importance reflecting the
benefits we can bring upon the thinking abilities.
Teaching how to think
♦ Teaching how
to think implies preparing the students to become future adults able to take
well-thought decisions based upon a critical and reflexive attitude.
♦The clue will be to help students view things from
different perspectives, ready to accept and value other view points and
specially to respect them if they do not coincide with them.
How to help our students develop critical thinking
To create in our
classrooms the perfect atmosphere to develop this critical thinking, teachers
may take into account the following tips:
·
If we happen to have the opportunity we should take
advantage and try to explain and show students the different ways to take
decisions.
·
Make students
aware of their own responsibility while taking a decision and of the other
options they may have.
·
Make students conscious of the importance of the
selection of a future career thinking carefully before taking a decision.
·
Plan different interactive activities so as to help
students to relate their knowledge with new contexts.
·
It is important for teachers a) to be explicit and
clear about the proposals they are
developing and b) to explain clearly what they are doing and why.
·
To work closely with other teachers is really
advantageous. We teachers can plan lessons and activities together, this brings
lots of benefits.
·
The teacher staff should try to use thinking
dimensions as bridges among the different subjects taught.
It is advisable for teachers to begin with a simple
proposal. We should concentrate on a thinking dimension that should be close to
the objective we aim at. We should also plan how all this will be put into
practice.
Conclusion
Teachers should:
♦ put in practice favorable strategies to achieve an
autonomous learning.
♦ help students develop particular learning strategies
(cognitive styles) to approach contents and to develop learning abilities,
related to how we learn (metacognitive strategies).
♦ respect students’ interests, needs, learning pace.
♦ enhance the development of abilities that will help
students acquire, dominate and make use of strategies that will eventually
guide them to an “internal process of permanent development consciously acquired”
(Rueda Ortiz,p8)
Final consideration
“We speak of important values as tolerance, respect
for others, solidarity, that are part of a permanent development assumed
consciously and intentionally… such a flexible, creative, universal and kind
human formation is not received passively… but it is constructed through an
active experience with the world… making things is how we make ourselves.” (Rueda Ortiz,10)
BIBLOGRAPHY
BALAZS, Béla:
(1978) El Film: evolución y esencia de un arte nuevo. Ediciones Cátedra,
S.A. Barcelona.
BHABHA, Homi:
(2002) El Lugar de la Cultura. Manantial. Bs.As.
CAMUÑAS, Juan:
Sobre el inconsciente y el lenguaje: una introducción a Lacan. Ficha de cátedra
“Psicoanálisis (Freud)”. Facultad de Psicología. UNT. 2001.
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Discurso 'El peligro de una sola
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Marie: (1994) Compendio de Literatura Comparada. “La Literatura
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de LAURENTIS, Teresa: (1985) Aethetic
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HISTORIAS CRUZADAS/ The Help. Region
Dreamworks Pictures. 2011.DVD
31140
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Miguel: (2008) La Crítica Poscolonial. Paidós. Espacios del Saber
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DICTIONARY.(2012)Oxford University Press.
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Cármen: (1992) Literatura y Cine: una aproximación comparativa.
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Subjetividad, INSIL, Facultad de Filosofía y Letras, Universidad Nacional de Tucumán, Tucumán
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Louise: (1997) Ojos Imperiales. Literatura de viajes y Transculturación,
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REVISTA NUEVA.
Serie VIVIR LOS VALORES. Ejemplares de 22/9/13- 29/9/13- 6/10/13- 13/10/13-
20/10/13- 27/10/13- 3/11/13- 10/11/13- 17/11/13- 24/11/13- 1/12/13- Ejemplares
11/11/12 tema: Resiliencia. 14/7/13 tema: Bullying. 30/6/13 tema: Valores en
Lideres Naturales. Editada por La Gaceta de Tucumán.
Rueda
Ortiz, Rocío.(1999)
Hipertexto, ambientes de aprendizaje y formación. Universidad Pedagógica
Nacional. Bs. As.
SAID, Eduard:
(1990) Orientalismo, Madrid Libertarias, Prodhufi, S.A., Madrid.
SELDEN, Raman, Peter Widdowson,
Peter Brooker: (1988) A Reader’s Guide to Contemporary Literary Theory, The
Harvester Publishing Group, Sussex.
SINAY, Sergio(2013) El
Apagón Moral.Editorial Paidós. Buenos Aires
SPIVAK, Gayatry: (1985) Europe
and its others, The Rani of Simur in Francis Barker et al./eds,volumen 1,
Essex, Colchester, University of Essex.
SPIVAK, Gayatry: (1990) ThePoscolonial
Critic, Interviews, Strategies, Dialogues. Edited bySarahHarasym.
SUGGESTED FILMS
→ Between Heaven and Earth (drama) Director: Oliver
Stone
→ The Joy Luck Club (drama) Director: Wayne Wang
→Las aventuras de Sammy (animated film for children)
Director:
Ben Stassen
→Invictus (drama) Director: Clint Eastwood
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