Structured post-screening discussion using amplification followed by moral case deliberation¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The article proposes a concrete classroom procedure: screen a film with existential themes, then have students discuss trigger questions in pairs ('What triggered your attention?'; 'By which scenes were you touched and moved?') to apply amplification and reconstruct narrative understanding. The tutor then takes stock of dilemmas the pairs identify, and the group selects one to explore through the steps of moral case deliberation — formulating the dilemma, analysing perspectives, values and norms, seeking alternatives, making individual choices and engaging in dialogical inquiry.

Design Implications¶

Context¶

Requirements¶

• A tutor or moderator facilitating each working group
• A film screened beforehand, preferably in a cinema-like setting
• A safe educational environment for sharing personal associations

Constraints¶

• The author reports the group size of approximately 18 people as one he and his colleagues have found effective, based on his own teaching experience rather than a controlled comparison

Target Learners¶

• University students in higher education

Target Learning Goals¶

• Expressing and supporting moral intuitions with arguments
• Exploring existential questions raised by narrative film

Affordances¶

• Ricoeur Hermeneutical Arc Film Interpretation

Related Strategies¶

Examples¶

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Key Sources¶

• Koster, E. (2019). Bildung through films: How to discuss existential questions in academia. Film Education Journal. https://doi.org/10.18546/FEJ.02.2.04