Multidisciplinary Education for the Public Good: Using Media Narratives in Graduate Education
In recent decades, narratives have become widely accepted as a crucial component of human knowledge, precisely because stories can activate human faculties – such as feeling, empathy and affinity – not usually associated with objective, logico-scientific learning. And yet, the use of media narratives has yet to penetrate the curriculum of most graduate programs in the United States. This paper will examine the benefits of student collaboration in creating and analyzing mediated narratives, based on recent case studies conducted at Fielding Graduate University for both professional and non-professional media production.
||Graduate Education, Media Narratives, Student Collaboration, Humanities and Social Sciences
International Journal of the Humanities, Volume 8, Issue 7, pp.203-214.
Article: Print (Spiral Bound).
Article: Electronic (PDF File; 3.670MB).
Professor, Media Psychology, Fielding Graduate University
Dr. Isbouts, a professor of Media Psychology at Fielding Graduate University, is an award-winning filmmaker and author of publications on European and Middle East history and art. His most recent books include National Geographic’s The Biblical World (2007, National Geographic Society), and Young Jesus: Restoring the ‘Lost Years’ of a Social Activist and Religious Dissident, (2008, Sterling Publishing/Barnes & Noble). His new book, “Biblical Stories as told by Islam,” is expected in the Fall of 2010. His film programs include Van Gogh Revisited (w/Leonard Nimoy, 1982); The Renaissance of Florence (1991); Manet in Love (w/Richard Neil, 1999); Walt Disney: The Man Behind the Myth (w/Dick van Dyke, 2001); Hallmark’s The Quest for Peace (2005); and Operation Valkyrie (2008). As a musicologist, Dr. Isbouts has produced recordings of Bach, Corelli, Tchaikovsky, Debussy and Copland with the Los Angeles Chamber Orchestra, the Amsterdam Baroque Orchestra and other soloists and ensembles.
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