The transformative qualities and potential of cinematherapy: Using film art in the training of educators in intercultural education
Bibliographic record
Abstract
This article highlights the transformative qualities and potential of cinematherapy, which make it an appropriate and innovative pedagogical tool. The relevant literature review shows that with regard to cinematherapy in education ¾both adult and minor¾ international research is limited. Relative research in Greece is non-existent. The aim of the paper is to present the method developed in the framework of an original experiential training programme for educators for the development of intercultural competence through films and cinematherapy, entitled "CINEducation". The programme is theoretically framed by critical pedagogy, the principles of intercultural and inclusive education, as well as adult education, in particular transformative learning and person-centred education. The programme is also linked to the principles of experiential learning, education through art and action research, placing the focus on individual and subjective experience, otherness and the transformative potential of education and cinematherapy. It aims to contribute to the fields of intercultural and film education, responding to the growing demand for training educators with new tools and in new tools. Film and cinematherapy are used as a means of personal and professional development through the gradual, intervening, non-directive discovery of knowledge and development of skills and attitudes that promote the principles of intercultural education.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.004 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.002 | 0.007 |
| Scholarly communication | 0.006 | 0.003 |
| Open science | 0.001 | 0.006 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.004 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".