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A multidisciplinary normative evaluation of media as an educational institution
Table of Contents
Abstract
Acknowledgements
Table of Contents
I. Media, Education, and Questions of Social Justice
A. Nussbaum’s “Capabilities Approach”
a. “Senses, Imagination, and Thought” as a “Central Capability”
b. “Practical Reason” as a “Central Capability”
c. How May these “Central Capabilities” Relate to Advertisements?
B. Advertisements’ Effects on Children
a. The Nairn and Fine-Ambler Debate
i. Nairn and Fine
ii. Ambler
iii. Livingstone
C. Can Advertisements Be “Unjust”?
II. Media, Discrimination, and Educational Responses
A. Advertisements, “the Other”, and Empathy
a. The Vega Model as a Fundamental Heuristic
i. Media as a Discriminatory Institution
b. Philosophical Accounts of “the Other”, Empathy, and Objectification
i. Heidegger
ii. Levinas
iii. Žižek
1. Empathy’s Absence: Žižek on Torture
c. Critical Media Analysis #1: “Febreze” and the Ethnocentric Other
i. Content
ii. Analysis
d. Critical Media Analysis #2: “Mucinex” and the Classist Other
i. Content
ii. Analysis
e. Concluding Remarks on Both Advertisements
f. Returning to Nussbaum’s “Capabilities Approach”
i. “Affiliation” as a “Central Capability”
g. A Call for Educational Responses
B. Educational Challenges to Media’s Influence
a. Returning to the Nairn and Fine-Ambler Debate
i. Considering Critical Media Literacy
ii. Contending with “Implicit” Influence
iii. Rorty and “Sentimental Education”
iv. Takacs and “an Assets Model of Multiculturalism”
v. A Response to Ruitenberg
C. An Assessment of the Project
a. Future Research
ReferencesBài viết liên quan
