Please use this identifier to cite or link to this item:
|Title:||Editorial for special issue on education and humour: Education and humour as tools for social awareness and critical consciousness in contemporary classrooms|
|Keywords:||Education;Comedy;Humour;Social awareness;Critical consciousness|
|Publisher:||International Society for Humor Studies|
|Citation:||European Journal of Humour Research, 3(4): 1 - 8 (8), (2015)|
|Abstract:||It is not new to consider the instructive power of humour. Both Plato and Aristotle, through their superiority theories, saw the benefit of wit as a social corrective, although they remained suspicious of the uneducated laughter of the masses (Plato in Morreall 1987; Aristotle in Morreall 1987). This approach has informed traditions of satire and resistance humour in a myriad of contexts. Stott summarises the raison d'être of satire through its aim “to denounce folly and vice and urge ethical and political reform through the subjection of ideas to humorous analysis” (Stott 2005: 109). The political potential of humour is easily recognised as a rhetorical and communicative device, yet it seems odd that little stock has been placed academically or culturally in the idea of humour as an educative tool in other social and cultural contexts and, more specifically, in the classroom.|
|Appears in Collections:||Dept of Social Sciences Media and Communications Research Papers|
Items in BURA are protected by copyright, with all rights reserved, unless otherwise indicated.