A Cinematic Pedagogy

Dr. Lena Redman presents a theoretical educational framework called "Ripples at Work," designed to address what she sees as education's reductionist orientation toward employment rather than natural learning processes. The model proposes replacing linear, standardized education with dynamic, circular learning through two primary mechanisms: "being in the world" (active engagement with natural, social, and technological environments) and "being a conscious observer" (continuous critical self-reflection through multimodal journaling).

"If we continue... all teaching for employment and neglecting... teaching about care about life... we actually brought our Global Society to a point where we finally have to wake up and think seriously about what we mean when we say education."

"The learning people [process] is pushing and pulling or being pushed and being pulled... curiosity will be pushing... looking for established fact and looking for... conventional wisdom and that will... push and pull each other."

"Every single student in that group has its role and has its talent so there is none who is more talented than others... we have to create when we talk about democracy... the recognition of individual is the main point."

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• The model emphasizes both individual self-reflection through cinematic journals and collaborative group projects. How might these dual focuses create tension? Could the intense focus on individual metacognition potentially undermine genuine collaboration, or does the journaling process enhance group work?
• Redman suggests cinematic journals solve the problem of assessing individual contributions in group work. However, evaluating multimodal, self-reflective journals presents new challenges around consistency, objectivity, and academic standards. How might schools balance authentic assessment of student growth with institutional accountability requirements?