Educating through Movies: How Hollywood Fosters Reflection


Learning through aesthetics—in which cinema is included—stimulates learner reflection. Because emotions play key roles in learning attitudes and changing behavior, teachers must impact learners’ affective domain. Since feelings exist before concepts, the affective path is a critical path to the rational process of learning. Likewise, faculty use their own emotions in teaching, so learning proper methods to address their affective side is a complementary way to improve their communication with students. This paper presents experiences of how to use cinema for educating emotions, among students and teachers, to foster reflection and improve teaching skills.

Share and Cite:

Blasco, P. , Blasco, M. , Levites, M. , Moreto, G. and Tysinger, J. (2011) Educating through Movies: How Hollywood Fosters Reflection. Creative Education, 2, 174-180. doi: 10.4236/ce.2011.23024.

Conflicts of Interest

The authors declare no conflicts of interest.


[1] Bain, K. (2004). What the best college teachers do. Cambridge, MA: Harvard University Press.
[2] Blasco, P. G., & Alexander, M. (2005). Ethics and human values. In M. Alexander, P. Lenahan, & A. Pavlov (Eds.), Cinemeducation: A comprehensive guide to using film in medical education. Oxford: Radcliffe Publishing.
[3] Blasco, P. G., Garcia, D. S. O., Benedetto de, M. A. C., Moreto, G., Roncoletta, A. F. T., & Troll, T. (2010). Cinema for educating global doctors: From emotions to reflection, approaching the complexity of the human being. Primary Care, 10, 45-47.
[4] Blasco, P. G., Levites, M. R., Janaudis, M. A., Moreto, G., Roncoletta, A. F., Benedetto de, M. A., & Pinheiro, T. R. (2008). Family medicine education in Brazil: Challenges, opportunities and innovation. Academic Medicine, 83, 684-690. doi:1097/ACM.0b013e3181782a67
[5] Blasco, P. G., M?naco, C. F., Benedetto De, M. A. C., Moreto, G., & Levites, M. R. (2010). Teaching through movies in a multicultural scenario: Overcoming cultural barriers through emotions and reflection. Family Medicine, 42, 22-24.
[6] Blasco, P. G., Moreto, G., & Levites, M. R. (2005). Teaching humanities through opera: leading medical students to reflective attitudes. Family Medicine, 37, 18-20.
[7] Blasco, P. G., Moreto, G., Roncoletta, A. F., Levites, M.R., & Janaudis, M. A. (2006). Using movie clips to foster learners’ reflection: Improving education in the affective domain. Family Medicine, 38, 94-96.
[8] Blasco, P. G., Pinheiro, T. R. P., Ulloa-Rodriguez, M., & Angulo-Calderón, N. (2009). El cine en la formación ética del médico: Un recurso pedagógico que facilita el aprendizaje. Persona y Bioética, 13, 114- 127.
[9] Crabtree, B. J., & Miller, W. L. (Eds.) (1999). Doing qualitative research in primary care: Multiple strategies (2nd ed.). Newbury Park, CA: Sage Publications.
[10] Ferres, J. (2000). Educar en una cultura del espectáculo. Barcelona: Paidós.
[11] MacIntyre, A. C. (1984). After virtue. A study in moral theory. Notre Dame, IN: University of Notre Dame Press.
[12] Palmer, P. J. (1998). The courage to teach. San Francisco, CA: Jossey- Bass.
[13] Ruiz, R. A. (1999). Pulchrum. Madrid: Rialp.
[14] Shapiro, J. (2000). Literature and the arts in medical education. Family Medicine, 32, 157-158.
[15] Whitman, N. (2000). A poet confronts his own mortality: What a poet can teach medical students and teachers. Family Medicine, 32, 673- 674.

Copyright © 2023 by authors and Scientific Research Publishing Inc.

Creative Commons License

This work and the related PDF file are licensed under a Creative Commons Attribution 4.0 International License.