Bridging film education and philosophical practice: enhancing critical thinking and ethical reflection in young audiences

The article investigates the potential benefits of integrating philosophical practitioners into film education programs, particularly in enhancing students' critical thinking and broadening their educational experience. The study explores the synergy between film as a cultural medium and philosophy as a practice, arguing that films inherently possess a philosophical dimension that can be leveraged to deepen students' understanding of complex ethical and existential issues. By examining specific films from the CinEd collection, the article illustrates how philosophical inquiry can be effectively applied in educational settings to foster critical thinking, ethical reflection, and personal growth. The case study of the CinEd program provides a practical context for this integration, emphasizing the potential for philosophical practitioners to enhance the overall learning experience. The article concludes that incorporating philosophical practices into film education not only democratizes access to philosophical discourse but also promotes the development of critical thinking skills, ethical judgment, and an appreciation for diverse perspectives among young learners.