How Films Entered the Classroom

The Sciences and the Emotional Education of Youth through Health Education Films in the United States and Germany, 1910-30

Bibliographic Data

ID3924769
AuthorsAnja Laukötter (corresponding author)
Year2016
Volume31
Issue1
Pages181-200
Publication date2016-07-01
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueOsiris (JOURNAL)
Journal identifiersISSN: 0369-7827 • E-ISSN: 1933-8287
PublisherUniversity of Chicago Press (PUBLISHER • US)
DOI10.1086/688161
PMID30129728
OpenAlexW2529401356
LanguageEN
Citations received6
References cited25

This essay focuses on health education films in Germany and the United States in the first decades of the twentieth century, illustrating how these films developed their potential as a teaching tool capable of shaping the emotions and changing the behavior of audiences. The essay argues that the films’ educational goals were inspired by certain contemporary ideas on the relation between perception, cognition, and emotions. In concentrating on youth as a target audience, it traces the way in which the sciences of psychology and pedagogy discovered the significance of emotions to this specific age group’s learning process. The essay discusses the deployment of both general and specially created films in the classroom as a new educational practice, arguing that these films can be read as a negotiation of the modern human subject and its emotions

Aesthetics · Art · Cognition · Library science · Negotiation · Pedagogy · Perception · Social science · Sociology · Academic and Historical Perspectives in Psychology · Historical Education Studies Worldwide · Historical Studies on Reproduction, Gender, Health, and Societal Changes · Psychology

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