I det här arbetet vill vi ta reda på hur historiska spelfilmer förhåller sig till historiemedvetande. Det vi främst fokuserar på är hur högstadieelever relaterar till historisk spelfilm och hur deras historiemedvetande påverkas av den audiovisuella historieförmedlingen i skolan, i avsikt att framställa en matris för hur undervisning med hjälp av film ska ske. Ytterligare ett inslag i denna uppsats utgörs av en redogörelse kring hur man praktiskt går till väga när man arbetar med film i undervisningssammanhang. För att uppfylla syftet har vi använt oss av en kvalitativ metod med semistrukturerade intervjuer. Idag konkurrerar skolans kunskapsmonopol med populärkulturen. I takt med medievärldens expansion har den tekniska utvecklingen och intresset för tekniska medel ökat i samhället. Filmtekniken har förbättrats, vilket har lett till att spelfilmer framstår som mer autentiska än vad de tidigare har gjort. Vårt intryck är att den historiska spelfilmen som ett hjälpmedel i undervisningen får en allt större plats i den svenska skolan. Få läromedel kan få elever att leva sig in i historiska miljöer och ännu färre kan beröra elever emotionellt som just spelfilmen. En annan fördel med spelfilm i skolan är att eleverna får verktyg så att de kan hantera mediernas bild av världen ur ett källkritiskt perspektiv. / With this essay we want to examine the relation between historical movies and historical conciousness. Our main focus is on how seniors of compulsory school relates to historical movies and how their historical conciousness is effected by the audiovisual funds in teaching of history, in purpose to develope a matrix for teaching involving movies. An additional element of our studie represents a short account of how to practically use movies in shool. In order to do this we have chosen a qualatative method with semistructured interviews. Today, school is challenged by e.g. popular cultur. In a time of an increasing flow of media in society, the interest for technical aid has increased in the society. The technical methods in moviemaking has been improved and has conveyed to movies beeing more authentic than they ever been before. Our impression is that movies based on historical events becomes more inported in school. Few didactical aids enables pupils to embrace the historical enviroment and even fewer can touch pupils’ emotions. Another advantage is that movie gives the pupils tools to create a critical thinking when relating to the medias’ perception of the world.

Teachers have an undeniable influence on youth, on whose shoulders tomorrow rests. It is vital for teachers to be conscious of their role in both the local and global community in order to facilitate occasions for students to develop a sense of global consciousness. By imparting to students the desire to learn and to explore their interactions with things, people and experiences, and actively pursue knowledge, they develop critical literacy skills required to both acquire understanding and be(come) understood. Through this research study, the implications of applying David Diamond’s community drama work called Theatre for Living, as an effective and critical literacy practice to enhance social conciousness within a middle school, is assesssed. The program was implemented in a split grade 7/8 and grade 8 classroom in southwestern Ontario. The study exemplifies for educators a practical yet significant step for initializing and developing a broad sense of awareness in students; that is the sense of global consciousness.

Teachers have an undeniable influence on youth, on whose shoulders tomorrow rests. It is vital for teachers to be conscious of their role in both the local and global community in order to facilitate occasions for students to develop a sense of global consciousness. By imparting to students the desire to learn and to explore their interactions with things, people and experiences, and actively pursue knowledge, they develop critical literacy skills required to both acquire understanding and be(come) understood. Through this research study, the implications of applying David Diamond’s community drama work called Theatre for Living, as an effective and critical literacy practice to enhance social conciousness within a middle school, is assesssed. The program was implemented in a split grade 7/8 and grade 8 classroom in southwestern Ontario. The study exemplifies for educators a practical yet significant step for initializing and developing a broad sense of awareness in students; that is the sense of global consciousness.

Teachers have an undeniable influence on youth, on whose shoulders tomorrow rests. It is vital for teachers to be conscious of their role in both the local and global community in order to facilitate occasions for students to develop a sense of global consciousness. By imparting to students the desire to learn and to explore their interactions with things, people and experiences, and actively pursue knowledge, they develop critical literacy skills required to both acquire understanding and be(come) understood. Through this research study, the implications of applying David Diamond’s community drama work called Theatre for Living, as an effective and critical literacy practice to enhance social conciousness within a middle school, is assesssed. The program was implemented in a split grade 7/8 and grade 8 classroom in southwestern Ontario. The study exemplifies for educators a practical yet significant step for initializing and developing a broad sense of awareness in students; that is the sense of global consciousness.

Made available in DSpace on 2014-12-17T15:04:46Z (GMT). No. of bitstreams: 1 LuzianiaALM.pdf: 966138 bytes, checksum: 1ed864fa3b4954dead72e22f94b9a57d (MD5) Previous issue date: 2006-05-19 / This work proposes a transdisciplinary approach that integrates transpersonal psychology exercises with astronomy teaching, seeking to allow one to reintegrate the sky in his/her daily life, expand his/her environmental awareness and eventually experiment the unity between human and cosmos. This proposal intends to collaborate with the supplying of education, which lacks initiatives of this kind, with the promotion of an integration of the scientific knowledge with the human experience that transcends the materialistic and fragmentary objectives of the current educational system. As a result of that lack, the teachers formation is also poor as for an integral and transdisciplinary approach. Besides, we also approached in this research the necessity to propose alternatives so that the educators may work in a more assertive way with the environmental and anthropological crisis in which we are living. Our working hypothesis is that the contents of astronomy, when they are dealt in a holisticanthropological focus and are related with transpersonal psychology practices, can come to be an efficient cultural-academic vehicle, capable of propitiating an expansion of consciousness and changes in the way one conceives the world. Such changes are necessary so that a more solidary, fair and ecologically balanced life may come to exist and prevail in the planet. Part of the collection of data was done through the ethnographic method, once an anthropological interpretation is inextricably associated with this kind of educational intervention, which will naturally include ethno-visions of the universe as well as specific cultural elements. In the beginning the scope of this research was a group of students attending the Astronomy assignment in an undergraduate Geography course (UFRN), in which we accomplished participant observation, half-open interviews and the first experimental practices mentioned. After the evaluation of the first data collected from that initial group, we elaborated an academic extension course, Laboratory in Cosmoeducation, and we offered it to teachers of the 1st and 2nd cycles of the fundamental level of the Alceu Amoroso Lima State School, located in the North Zone of Natal. We prized self-experimentation in that course, so that the teachers could enrich their repertoire of personal experiences, stimulating meditative reflections and eventual changes in the ways of conceiving the world and in their pedagogical practice. The transdisciplinary attitude permeated all our educational action, because this approach transcends the boundaries of disciplines, seeking essentially the integral development of the human being. The process has made us realize that the practice of looking at the sky , as a way of reintegrating it into daily life, provokes a process of expansion of the consciousness and of reintegration of the self in a wider level of environmental interrelation. According to the results, the occurrence of conceptual and existential changes of the world vision of the participant teachers was evident, reassuring ourselves of the idea that the interface between astronomy teaching and the practices of transpersonal psychology can contribute to the recovery of a holistic relationship between the human being and the cosmos and to inspire the arising of a more wide-ranging ethics, based on universal, impartial and sustainable values / Este trabalho prop?e uma abordagem transdisciplinar que integra exerc?cios da psicologia transpessoal e ensino de astronomia, visando possibilitar ao sujeito reincluir o c?u na sua viv?ncia di?ria, expandir sua consci?ncia ambiental e eventualmente vivenciar a unidade ser humano-cosmo. Esta proposta pretende colaborar para suprir a car?ncia em educa??o de iniciativas que promovam uma integra??o do conhecimento cient?fico e da experi?ncia humana que transcenda os objetivos materialistas e fragmentadores do sistema educacional atual. Fruto dessa car?ncia, tamb?m a forma??o dos professores ? prec?ria no que se refere a uma abordagem integralizadora e transdisciplinar. Al?m disto, faz-se necess?rio propor alternativas para que os educadores possam lidar de modo mais assertivo com a crise ambiental e antropol?gica que vivenciamos, o que tamb?m abordamos nesta pesquisa. Nossa hip?tese de trabalho ? que conte?dos de astronomia, quando trabalhados segundo um enfoque hol?stico-antropol?gico e relacionados com pr?ticas da psicologia transpessoal, podem vir a ser um eficiente ve?culo cultural-acad?mico, capaz de propiciar uma expans?o de consci?ncia e mudan?as na concep??o de mundo dos sujeitos em quest?o. Tais mudan?as se fazem necess?rias para que a exist?ncia de uma vida mais solid?ria, justa e ecologicamente equilibrada comece a prevalecer no planeta. O m?todo utilizado em parte da coleta de dados foi o etnogr?fico, uma vez que uma interpreta??o de car?ter antropol?gico est? inextricavelmente associada a este tipo de interven??o educacional, a qual vai envolver de modo natural tanto etno-vis?es do universo, como elementos culturais espec?ficos. O universo desta pesquisa foi inicialmente um grupo de estudantes da disciplina de Astronomia (Curso de Licenciatura em Geografia/UFRN), onde realizamos observa??o participante, entrevistas semi-abertas e as primeiras pr?ticas vivenciais mencionadas. Ap?s o tratamento dos primeiros dados coletados com esse grupo inicial, elaboramos um curso de extens?o universit?ria, Laborat?rio em Cosmoeduca??o, e o oferecemos a professores do 1? e 2? ciclos do n?vel fundamental da Escola Estadual Alceu Amoroso Lima, localizada na zona Norte de Natal. Valorizamos nesse curso a auto-experimenta??o, para que os professores enriquecessem o seu repert?rio de viv?ncias pessoais, estimulando reflex?es meditativas e eventuais mudan?as na concep??o de mundo e na pr?tica pedag?gica dos mesmos. A atitude transdisciplinar permeou toda a nossa a??o educacional, visto que esta abordagem transcende as fronteiras disciplinares, visando essencialmente o desenvolvimento integral do ser humano. O processo nos tem revelado o quanto a pr?tica de olhar o c?u , no sentido de reinclu?-lo na vida di?ria, provoca um processo de expans?o da consci?ncia e de reintegra??o do eu em um patamar de inter-rela??o ambiental mais amplo. De acordo com os resultados alcan?ados, ficou evidente a ocorr?ncia de mudan?as conceituais e existenciais em rela??o ? vis?o de mundo dos professores participantes, refor?ando a id?ia de que a interface entre o ensino de astronomia e as pr?ticas de psicologia transpessoal pode contribuir para a recupera??o de uma rela??o hol?stica entre o ser humano e o cosmo e inspirar o surgimento de uma ?tica mais abrangente, fundamentada em princ?pios universalistas, equ?nimes e sustent?veis

Teachers have an undeniable influence on youth, on whose shoulders tomorrow rests. It is vital for teachers to be conscious of their role in both the local and global community in order to facilitate occasions for students to develop a sense of global consciousness. By imparting to students the desire to learn and to explore their interactions with things, people and experiences, and actively pursue knowledge, they develop critical literacy skills required to both acquire understanding and be(come) understood. Through this research study, the implications of applying David Diamond’s community drama work called Theatre for Living, as an effective and critical literacy practice to enhance social conciousness within a middle school, is assesssed. The program was implemented in a split grade 7/8 and grade 8 classroom in southwestern Ontario. The study exemplifies for educators a practical yet significant step for initializing and developing a broad sense of awareness in students; that is the sense of global consciousness.

This research challenges the hypothesis that Biko was anti-liberal and anti-white. Biko's clearly defined condemnation of traditional South African white liberals such as Alan Paton is hypothesised as a strategic move in the liberation struggle designed to neutralise the "gradualism" of traditional white liberalism which believe that racism could be ultimately superseded by continually improving education for blacks. Biko neutralised apartheid racism and traditional white liberalism by affirming all aspects of blackness as positive values in themselves, and by locating racism as a white construct with deep roots in European colonialism and pseudoDarwinian beliefs in white superiority. The research shows that Biko was neither anti-liberal nor anti-white. His own attitudes to the universal rights, dignity, freedom and self-determination of all human beings situate him continuously with all major human rights theorists and activists since the Enlightenment. His unique Africanist contribution was to define racist oppression in South Africa as a product of the historical conditioning of blacks to accept their own alleged inferiority. Biko's genius resided in his ability to synthesize his reading of Marxist, Africanist, European and African American into a truly original charter for racial emancipation. Biko' s methodology encouraged blacks to reclaim their rights and pride as a prelude to total emancipation. The following transactions are described in detail: Biko's role in the founding of SASO and Black Consciousness; the paradoxical relations between white liberal theologians, Black Consciousness and Black Theology; the influence on BC of USA Black Power and Black Theology; the role of Black Theologians in South African churches, SACC and WCC; synergic complexities ofNUSAS-SASO relations; relations between BC, ANC and PAC; the early involvement of women in BCM; feminist issues in the liberation struggle; Biko's death in detention; world-wide and South African liberal involvement in the inquest and anti-apartheid organisations. / History / D. Litt. et Phil. (History)

This research challenges the hypothesis that Biko was anti-liberal and anti-white. Biko's clearly defined condemnation of traditional South African white liberals such as Alan Paton is hypothesised as a strategic move in the liberation struggle designed to neutralise the "gradualism" of traditional white liberalism which believe that racism could be ultimately superseded by continually improving education for blacks. Biko neutralised apartheid racism and traditional white liberalism by affirming all aspects of blackness as positive values in themselves, and by locating racism as a white construct with deep roots in European colonialism and pseudoDarwinian beliefs in white superiority. The research shows that Biko was neither anti-liberal nor anti-white. His own attitudes to the universal rights, dignity, freedom and self-determination of all human beings situate him continuously with all major human rights theorists and activists since the Enlightenment. His unique Africanist contribution was to define racist oppression in South Africa as a product of the historical conditioning of blacks to accept their own alleged inferiority. Biko's genius resided in his ability to synthesize his reading of Marxist, Africanist, European and African American into a truly original charter for racial emancipation. Biko' s methodology encouraged blacks to reclaim their rights and pride as a prelude to total emancipation. The following transactions are described in detail: Biko's role in the founding of SASO and Black Consciousness; the paradoxical relations between white liberal theologians, Black Consciousness and Black Theology; the influence on BC of USA Black Power and Black Theology; the role of Black Theologians in South African churches, SACC and WCC; synergic complexities ofNUSAS-SASO relations; relations between BC, ANC and PAC; the early involvement of women in BCM; feminist issues in the liberation struggle; Biko's death in detention; world-wide and South African liberal involvement in the inquest and anti-apartheid organisations. / History / D. Litt. et Phil. (History)