Miriam Hansen – författare

Siegfried Kracauer, Walter Benjamin, and Theodor W. Adorno - affiliated through friendship, professional ties, and argument - developed an astute philosophical critique of modernity in which technological media played a key role. This book explores in depth their reflections on cinema and photography from the Weimar period up to the 1960s. Miriam Bratu Hansen brings to life an impressive archive of known and, in the case of Kracauer, less known materials and reveals surprising perspectives on canonic texts, including Benjamin's artwork essay. Her lucid analysis extrapolates from these writings the contours of a theory of cinema and experience that speaks to questions being posed anew as moving image culture evolves in response to digital technology.

Siegfried Kracauer, Walter Benjamin, and Theodor W. Adorno - affiliated through friendship, professional ties, and argument - developed an astute philosophical critique of modernity in which technological media played a key role. This book explores in depth their reflections on cinema and photography from the Weimar period up to the 1960s. Miriam Bratu Hansen brings to life an impressive archive of known and, in the case of Kracauer, less known materials and reveals surprising perspectives on canonic texts, including Benjamin's artwork essay. Her lucid analysis extrapolates from these writings the contours of a theory of cinema and experience that speaks to questions being posed anew as moving image culture evolves in response to digital technology.

Siegfried Kracauer, Walter Benjamin, and Theodor W. Adorno—affiliated through friendship, professional ties, and argument—developed an astute philosophical critique of modernity in which technological media played a key role. This book explores in depth their reflections on cinema and photography from the Weimar period up to the 1960s. Miriam Bratu Hansen brings to life an impressive archive of known and, in the case of Kracauer, less known materials and reveals surprising perspectives on canonic texts, including Benjamin’s artwork essay. Her lucid analysis extrapolates from these writings the contours of a theory of cinema and experience that speaks to questions being posed anew as moving image culture evolves in response to digital technology.

Although cinema was invented in the mid-1890s, it was a decade more before the concept of a “film spectator” emerged. As the cinema began to separate itself from the commercial entertainments in whose context films initially had been shown—vaudeville, dime museums, fairgrounds—a particular concept of its spectator was developed on the level of film style, as a means of predicting the reception of films on a mass scale. In Babel and Babylon, Miriam Hansen offers an original perspective on American film by tying the emergence of spectatorship to the historical transformation of the public sphere.Hansen builds a critical framework for understanding the cultural formation of spectatorship, drawing on the Frankfurt School’s debates on mass culture and the public sphere. Focusing on exemplary moments in the American silent era, she explains how the concept of the spectator evolved as a crucial part of the classical Hollywood paradigm—as one of the new industry’s strategies to integrate ethnically, socially, and sexually differentiated audiences into a modern culture of consumption. In this process, Hansen argues, the cinema might also have provided the conditions of an alternative public sphere for particular social groups, such as recent immigrants and women, by furnishing an intersubjective context in which they could recognize fragments of their own experience.After tracing the emergence of spectatorship as an institution, Hansen pursues the question of reception through detailed readings of a single film, D. W. Griffith’s Intolerance (1916), and of the cult surrounding a single star, Rudolph Valentino. In each case the classical construction of spectatorship is complicated by factors of gender and sexuality, crystallizing around the fear and desire of the female consumer.Babel and Babylon recasts the debate on early American cinema—and by implication on American film as a whole. It is a model study in the field of cinema studies, mediating the concerns of recent film theory with those of recent film history.

Mentorship of faculty, students and policy makers is at the core of academic development. This book explores several approaches to mentoring and the benefits of mentorship in higher education and in teaching and research.Mentoring is based on trust and care and building relationships and skills through affinity and empathy. However, mentoring practices in higher education are constantly imperilled by crises, political polarization, technological developments, and economic disparities. This is precisely why it is particularly important and desirable to promote trust as a basis for the development within academic communities through mentoring. The chapters in this volume emphasize the mutual benefits of mentorship for both mentees and mentors, highlighting the importance of trust, reciprocity, and care. The development of a conceptual understanding of mentoring practices as 'eye-to-eye interactions' helps unearth pathways towards building connections that nurture everyone's voice, empowerment and growth.This book was originally published as a special issue of International Journal for Academic Development.

Mentorship of faculty, students and policy makers is at the core of academic development. This book explores several approaches to mentoring and the benefits of mentorship in higher education and in teaching and research.Mentoring is based on trust and care and building relationships and skills through affinity and empathy. However, mentoring practices in higher education are constantly imperilled by crises, political polarization, technological developments, and economic disparities. This is precisely why it is particularly important and desirable to promote trust as a basis for the development within academic communities through mentoring. The chapters in this volume emphasize the mutual benefits of mentorship for both mentees and mentors, highlighting the importance of trust, reciprocity, and care. The development of a conceptual understanding of mentoring practices as 'eye-to-eye interactions' helps unearth pathways towards building connections that nurture everyone's voice, empowerment and growth.This book was originally published as a special issue of International Journal for Academic Development.

Mentorship of faculty, students and policy makers is at the core of academic development. This book explores several approaches to mentoring and the benefits of mentorship in higher education and in teaching and research.Mentoring is based on trust and care and building relationships and skills through affinity and empathy. However, mentoring practices in higher education are constantly imperilled by crises, political polarization, technological developments, and economic disparities. This is precisely why it is particularly important and desirable to promote trust as a basis for the development within academic communities through mentoring. The chapters in this volume emphasize the mutual benefits of mentorship for both mentees and mentors, highlighting the importance of trust, reciprocity, and care. The development of a conceptual understanding of mentoring practices as ‘eye-to-eye interactions’ helps unearth pathways towards building connections that nurture everyone’s voice, empowerment and growth.This book was originally published as a special issue of International Journal for Academic Development.

Die beiden in diesem Buch fokussierten Beratungssituationen an Hochschulen - die Beratung von Lehrenden durch Hochschuldidaktiker sowie die Beratung von Studierenden durch Lehrende - haben gemein, dass die Beratenden in der Regel keine Ausbildung als Berater absolviert haben. Dieses Buch will daher eine bestehende Lücke schließen und stellt unter Bezug auf aktuelle wissenschaftliche Erkenntnisse zu Lehren und Lernen an Hochschulen praktisches Wissen, Gesprächsleitfäden und zahlreiche Handreichungen zur Verfügung.

Die beiden in diesem Buch fokussierten Beratungssituationen an Hochschulen - die Beratung von Lehrenden durch Hochschuldidaktiker sowie die Beratung von Studierenden durch Lehrende - haben gemein, dass die Beratenden in der Regel keine Ausbildung als Berater absolviert haben. Dieses Buch will daher eine bestehende Lücke schließen und stellt unter Bezug auf aktuelle wissenschaftliche Erkenntnisse zu Lehren und Lernen an Hochschulen praktisches Wissen, Gesprächsleitfäden und zahlreiche Handreichungen zur Verfügung.