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Ute Holl explores cinema as a cultural technique of trance, unconsciously transforming everyday spatio-temporal perception. The archaeology of experimental and anthropological cinema leads into psycho-physiological laboratories of the 19th century. Through personal and systematic catenations, avant-garde filmmaking is closely linked to the emerging aesthetics of feedback in cybernetic models of the mind developed at the same time. Holl analyses three major fields of experimental and anthropological filmmaking: the Soviet avant-garde with Dziga Vertov and his background in Russian psycho-reflexology and theory of trance; Jean Rouch and his theory of cine-trance and the feed-back; and the New American Cinema with Maya Deren and Gregory Bateson conceptualising the organisation of time, space, movement and feedback trance in anthropological filmmaking.

Motion pictures --- Psychological aspects. --- Aesthetics. --- Aesthetics --- Media and Communications --- Consciousness --- Cybernetics --- Dziga Vertov --- Jean Rouch --- Physiology

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"The philosopher Charles Taylor argues in A Secular Age (2007) that secular cultures are losing the capacity to experience genuine "fullness," by which he means the experience of a transcendent reality. Inspired by this idea of fulness, Daniel Hendrickson has developed three specific ways of sharing with students and others which he calls "pedagogies of fullness:" study, solidarity, and grace. These are his terms for higher educational strategies emerging out of the Renaissance humanist tradition of Jesuit education. They facilitate human, relational contacts that make fullness, and, hence, meaning and purpose, possible. According to Hendrickson, study, solidarity, and grace counter contemporary forces of individualism, nihilism, rationalism, and relativism with alternative ways of knowing and relating. Hendrickson argues that Jesuit higher education has the opportunity to restore fullness in our resolutely secular age by developing these pedagogies. Moreover, the book poses a challenge to Jesuit higher education in the twenty-first-century to better realize the origins and history of its own tradition. A Jesuit university, according to the author, can be assessed as to how it knows and lives fundamental tenets of its tradition, as well as according to how it recognizes and responds to contemporary problematic cultural conditions. For Hendrickson, Taylor's work gives Ignatian and Jesuit education a contemporary philosophical backdrop against which to be seen"--

Education --- Education, Higher. --- Religion and culture. --- Philosophy. --- Taylor, Charles, --- Jesuits --- Education (Higher)