Pedagogy of Constructive Humanistic Transformation Through Cinema
Appendix: 300: Proto-Fascism and Manufacturing of Complicity
appendix 300: Proto-Fascism and Manufacturing of Complicity Given that all of the movies I have discussed as case studies have been examples of construc- tive transformation, a cinema of positive humanistic change if you will, I thought it is only fair to include a film that is deliberately designed to indoctrinate its audience to hate “the other.” This would be a movie that generates a negative humanistic change, though it can also have a powerful pedagogical effect in radicalizing a viewer to want to teach about the potentially destructive elements of such cinema. Therefore, I decided to include the following article I wrote in response to the ideological film 300 (Snyder, 2006). Cinema is consistently making a claim to particular memories, histories, ways of life, identities, and values that always presuppose some notion of difference, community, and the future. Given that films both reflect and shape public culture, they cannot be defined exclusively through a notion of artistic freedom and autonomy that removes them from any form of critical accountability.1 We are living in one of the most ideological epochs in the history of human- kind. In a postmodern age, where grand narratives have lost their validity, proto-fascism, a totalitarian paradigm devoid of complexity is on the rise. So it seems. The new hybrid movie, 300, based on a so-called graphic novel, which is a depiction of the ancient battle of Thermopylae, was released with much fanfare and financial success. I endured, with horror, the two-hour styl- ized blood-and-gore orgy....
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