A socioeducative and psychoaesthetic analysis of the film Doubt

Abstract

The present study posits a multilevel film-analysis to promote meta-learning and metacognition. As a means of exemplification, we will analyse Doubt (2008), a film that has acquired renewed significance after several accusations of paedophilia and sexual abuse have been made against priests and educators. Six different dimensions of the film are examined (interpersonal, intrapersonal, transpersonal, ideological, symbolical and aesthetical), and diverse levels of insight and comprehension (descriptive, inferential, interpretative, valuative, introspective and creative). Although this exercise has a unique arrangement, at least four main contributions come together in the process: education for the sake of art, teaching for the sake of understanding, a sociocultural approach towards education, and the relevance of cognitive narratology.