The Educational screen (c1922-c1956])

Page 102 Educational Scree?! The Film and International Understanding Evaluative Understanding Through Films Dr. JOHN E. DUGAN, Editor Head, Department of Educalinn Beaver College, Jenkintown, Pa. THE use of films for international understanding is entering a new phase, a phase which we might describe as evaluative understanding through films. This evaluative factor involves both tlit film itself and the problem of people with which the film is concerned. It places greater responsibility on the producer, the distributor, and upon teachers and others who occupy positions of leadership in the use of the film for international understanding. \\'ar-time problems and conditions gave great ini]:)etus to the development and use of the film for international understanding. Certain fundamental principles of objectives, structure, and utilization were developed. But the type of understanding which was aimed at was relatively simple. It sought to sort out our friends from our enemies among nations, to build up the unity and morale of those who were for us and to encourage the defeat of those who were against us. It emphasized the common principles for which we were fighting and the contribution which each nation or group .was making to the common cause. It focused attention upon the common human attributes, regardless of race, color or creed, which made us brothers and co-workers in the great forward march of the brotherhood of men and nations in a common cause. Such fundamental understandings were basic to our cause and strengthened our success. They still are the ol)jectives of many films currently being used to promote international understanding. Rut we should not be unaware of the growing emergence of another type of film in the field of international affairs. On the surface, this type may seem to be dedicated to the simple principles of world understanding. But anything more than casual examination rapidly reveals that its aim is international promotion rather than international understanding. It is concerned with international competition more than it is with international cooperation. Even though its story may be couched in terms of international understanding, its aim is to promote the ambitions and interests — economic, political, or otherwise — of some particular group. International understanding is involved only in so far as it contributes to that purpose. There is no world outlook in the generally accepted sense of that term. Certainly any group which so desires has a perfect right to make such a film. The danger lies in the fact that those who utilize the film may fail to discriminate between it and other types of films which they have come to associate with international understanding. Does this mean that such films cannot be utilized ? Not at all. As a matter of fact, their utilization sometimes may be most eftective. Much depends upon the skill and discrimination of those who use them and the evaluative attitude which they can develop in those who see them. This type of film places a much greater responsibility on the person who uses it. First of all, he must be able to see the film for what it is. He should not confuse it with other types. He should be able to evaluate its strength and weakness, its truth and fancy. In order to do this he must have a broad backgroimd of knowledge and understanding to guide him in his judgment. This judgment involves not only the film itself but also the uses to which it can be put. If the film is biased, can recognition of that bias make unprejudiced truth stand out more clearly, or would straight presentation by another type of film be more desirable? \\'hen would critical discussion produce greater learning than placid acceptance? These questions are not easily answered, but they face the person who is considering the utilization of such a film. A person who is using such a film should be able to exert intelligent leadership in group evaluative discussion of the film by those who have seen it. He should be able to direct them toward relevant questions. For whom was the film made ? What are the economic needs, the political ambitions, and the ideological aims of those who made it? Do they represent a national or racial grou]i, or only a faction of such a group? How do they tell their story? Is it based upon factual evidence? Are all the pertinent facts presented? How does the editing of the film affect the interpretation of the facts, their ajipeal to reason and to the emotions? Is the film slanted for some special audience? Does it cater to the beliefs and attitudes of that audience? What about the group that has just .seen it ? Clo.sely related to discussion is the coordination of the film with other films or materials. If the film is partial to one side of a problem, could understanding l)c improved by showing it in connection with another film which takes another point of view? Are there books, pamphlets, newspaper and magazine articles, etc., which will help to throw an evaluative light on such a film ? Of course the things which have been said should apply in some degree to all films which the teacher uses. Hut they are particularly necessary with this type of film. As a matter of fact, they can be used to make such a film useful rather than merely misleading or vicious. There is another element involved. If films are used without evaluative discussion, if only films which can be accepted in toto are presented, those who see them may easily fall into the attitude that anything which can be shown to them in films is acceptable. If on the other hand, they see various types of films and have training in their evaluation, there is that much greater expectation that they will acquire the ability to sift facts from fiction and propagandistic interpretation of the facts, and that truer understanding will result.