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TEACHING WITH IMAGES

This article examines the use of images as symbols in teaching, going beyond visual representations to evoke deep emotions and understanding. It explores concepts like dependency theory, Freudian personality structure, and the role of images in culture and consciousness. The article also discusses the impact of images on student responses and hidden steps in social science education.

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TEACHING WITH IMAGES

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  1. TEACHING WITH IMAGES ‘THY WILL BE DONE’

  2. WHAT ARE IMAGES? • They are not visual representations like graphs, diagrams, maps, organograms • But symbols - that point beyond themselves into deep emotions

  3. Visual Representation Verbal Concept Visual Image

  4. DEPENDENCY THEORY THIRD WORLD FIRST WORLD Manufactured goods Enclave dvt Raw materials Primary production UNEQUAL EXCHANGE

  5. Freudian Personality Structure Culture/Father Conscience Superego Conscious Reality Ego Repression Interpretation Fantasy Beauty Dreams Telepathy Slips of the tongue Myths Fairy Tales Unconscious Id

  6. Darth Vader –castrating father/superego

  7. ICONOCLASM IN THE CHURCH • “ ... the image is valued because of its power to move, to focus the senses and the mind, and to offer a mnemonic aid that gathers the worshipper’s strongest and most fundamental ideas, emotions, and memories in an enriched present” • Margaret Miles (1985)

  8. St Peter’s cathedral Rome: an intention to overwhelm

  9. Stained glass St Peter’s Part of a sensual experience

  10. St Francis In Prayer By Caravaggio 1603 Meditation on mortality

  11. Eusibius, Bishop of Caesarea 400 BCE • “The evidence of our eyes makes instruction through the ears unnecessary.”

  12. 5 STUDENT RESPONSES TO IMAGES • Clarificatory1 : ‘helps to understand’,‘to visualize’ vs verbosity • Clarificatory2 : ‘makes things concrete’, relates to ‘real life situations’ vs abstract theory • Mnemonic: ‘jogs the memory’, ‘helps to find material’, ‘helps to remember’ • First emotions: ‘clever’, ‘exciting’ ‘stimulating’ • Intense emotions: ‘evocative’, ‘haunting’ ‘heart-breaking’

  13. Starving child Sudan 1993: the power of the symbol

  14. “That picture touched my heart and made me determined to help these unfortunate human beings”. “That picture really made me cry … but most importantly it made me see the reality of what is happening out there.”

  15. 3 HIDDEN STEPS IN SOCIAL SCIENCE • Establishment of a moral universe • Re-integrating the Other • Submission to an alternative reality

  16. A Moral Universe • Constructing judgment of what is good and bad • Implications for action and justice • A Heroic stance in the world • An Eye for an Eye ...

  17. RE-INTEGRATING THE OTHER • Othering is projecting your own dislikes, fears on to Others • Reintegrating Others is to see that those ugly, terrifying, disgusting attributes are part of yourself • Social science shows how ordinary people can become ugly • Forgive us our trespasses ...

  18. SUBMISSION TO AN ALTERNATIVE REALITY • Levi-Strauss: Myths speak themselves through men without their knowing it. (Les mythes se parlent par les hommes et à leur insu.) • Thy Will be Done ...

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