Abstract
In this article, we explore the role of film in educational settings and argue that testimony and narrative are dependent upon each other for developing ethical judgments. We use the film 12 Angry Men to enhance our thesis that the emotional response that sometimes is intended in using film as testimonies in classrooms requires a specific listening; a listening that puts pupils at risk when they relate testimonies to their own life narratives. The article raises the importance of listening in training narrative ethos in relation to violence witnessed in film. The article contributes by enhancing an understanding of a relational dimension to testimony and narrative, which, in an Arendtian sense, is also put forward as a political relation
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DOI 10.1111/1467-9752.12089
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References found in this work BETA

Memory, History, Forgetting.Paul Ricoeur - 2004 - University of Chicago Press.
Adieu to Emmanuel Levinas.Jacques Derrida - 1999 - Stanford University Press.

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