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Journal articles on the topic 'Dogme95'

Author: Grafiati

Published: 11 December 2022

Last updated: 31 July 2025

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1

Orr, John. "Out of Dreyer's shadow? The quandary of Dogme95." New Cinemas: Journal of Contemporary Film 1, no. 2 (2002): 69–77. http://dx.doi.org/10.1386/ncin.1.2.69.

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2

Walters, Tim. "Reconsidering The Idiots: Dogme95, Lars von Trier, and the Cinema of Subversion?" Velvet Light Trap 53, no. 1 (2004): 40–54. http://dx.doi.org/10.1353/vlt.2004.0011.

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3

Zhang, Chen. "A Review of Dogme Approach: Principles and Practices." International Journal of Linguistics, Literature and Translation 6, no. 7 (2023): 51–57. http://dx.doi.org/10.32996/ijllt.2023.6.7.6.

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As an emerging teaching approach, Dogme is proposed to protest against the over-reliance on coursebooks and technologies in language teaching and is compatible with a conglomerate of contemporary teaching approaches. According to Dogme, language teaching should not rely too much on teaching materials but should focus on communicative activities that could satisfy students’ actual needs and interests. In this paper, the theoretical principles of Dogme are briefly summarized by discussing the similarities and differences between Dogme and several contemporary teaching approaches, and then major

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4

Puzatykh, A. N. "ON THE DOGME METHOD OF TEACHING A FOREIGN LANGUAGE." Educational Psychology in Polycultural Space 56, no. 4 (2021): 84–89. http://dx.doi.org/10.24888/2073-8439-2021-56-4-84-89.

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English language teaching has become a global industry where the teaching materials sector is an important component. In many language learning contexts, the textbook is as much an integral part of the school environment as the teacher and students themselves. The textbook itself is usually supplemented by at least a workbook and a DVD. In addition to the textbook, the student is expected to use a variety of teacher-provided handouts in the classroom, and in the digital age will also use a laptop or interactive whiteboard. Therefore, among the professional community, questions have long been r

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5

Laufer, Laurie. "Le rire des féministes." Descentrada 4, no. 1 (2020): e104. http://dx.doi.org/10.24215/25457284e104.

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En France, dans le sillage du mouvement de Mai 68, émerge spontanément et joyeusement le Mouvement de Libération des Femmes (MLF), à l’initiative d’Antoinette Fouque et de Monique Wittig. Au cœur de leur débat, de leur relecture critique des textes freudiens et lacaniens se trouvent pensés à nouveau frais le discours et la théorie de la psychanalyse sur “La femme”, “le féminin”, “la sexualité féminine”, “la différence des sexes”. Les dogmes théoriques concernant “le continent noir” romantiquement évoqués ainsi par Freud sont revisités, voire renversés. Les querelles autour du terme même de “fé

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6

Szatkowski, Janek. "TV-dogmer." Peripeti 2, no. 4 (2021): 103–15. http://dx.doi.org/10.7146/peri.v2i4.107507.

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7

Krogstad, Erlend Grøner. "Dogmer om nyliberalismen." Samtiden 116, no. 02 (2007): 114–21. http://dx.doi.org/10.18261/issn1890-0690-2007-02-14.

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8

Perret, Bernard. "Dogmes et impensés." Esprit Juillt-Août, no. 7 (2020): 24. http://dx.doi.org/10.3917/espri.2007.0024.

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9

Christoffersen, Erik Exe. "Poetik, dogmer, teatralitet." Peripeti 2, no. 4 (2018): 119–28. http://dx.doi.org/10.7146/peri.v2i4.107528.

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10

J. A. "Dogmen im Kreuzfeuer." CardioVasc 13, no. 5 (2013): 7–8. http://dx.doi.org/10.1007/s15027-013-0197-5.

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11

Amjad, Muhammad, Dr Adnan Tahir, and Dr Zia Ahmed. "Practicing Dogme ELT Techniques to Improve Academic Essay Writing: An Evaluative Study of Learners’ Perception." International Journal of Linguistics and Culture 1, no. 2 (2020): 133–50. http://dx.doi.org/10.52700/ijlc.v1i2.18.

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Among the teaching approaches and methods that are currently used worldwide, Dogme ELT is a modern one that claims to show better results because of creating a natural learning environment. This action research was performed in order to examine the intermediate level learners’ feedback about Dogme ELT to improve essay writing skills. The data was collected after teaching through Dogme techniques and analyzed by applying mixed methods. The learners’ responses to motivational aspects of learning, their participation and performance in the class and the impacts of Dogme Pedagogy, recorded after D

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12

Lauridsen, Palle Schantz. "Genhør med dogme 95 [Dogme 95 reheard]." MedieKultur: Journal of media and communication research 26, no. 48 (2010): 17. http://dx.doi.org/10.7146/mediekultur.v26i48.2116.

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Assuming that the 10 Danish Dogma films can be considered genre films, the article analyses the use of sound and music in these films. The “Vow of Chastity” proposed by the Dogma directors specifies that sound and image must never be produced separately, and the article presents elements of productions practice as well as aesthetic considerations. Using examples from the finished films, it demonstrates how the artistic intention formulated in the set of rules was handled during production and how it influenced the finished films. The individual Dogma films were quite different from an auditory

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13

Bagaskara, Dimas Raditya, M. Misbahul Amri, Nabhan Fuad Choiron, and Evi Eliyanah. "The Celebration: Analyzing realism in Dogme 95 Manifesto film." Bahasa dan Seni: Jurnal Bahasa, Sastra, Seni, dan Pengajarannya 50, no. 2 (2022): 196. http://dx.doi.org/10.17977/um015v50i22022p196.

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The Celebration: Analyzing realism in Dogme 95 Manifesto filmBelieving that the film industry is getting worse by utilizing simple plots and only emphasizing on the editing and the cosmetics, European filmmakers and theorists make their own style of realistic film movements as a reaction to Hollywood’s mainstream filmmaking style. One of which is the famed Dogme 95 Manifesto film movement in Denmark propagated by Lars von Trier. Dogme 95 Manifesto is a set of rules that needs to be followed by filmmakers in order to make a Dogme film. It is believed that by following this rule will restrain th

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14

Wolf, M. "Consentement, éthique et dogmes." Ethics, Medicine and Public Health 1, no. 1 (2015): 120–24. http://dx.doi.org/10.1016/j.jemep.2014.12.002.

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15

Bernhard, Antoine-Frédéric. "Les nouveaux dogmes antiracistes." Le Regard Libre N° 101, no. 10 (2023): 36–37. http://dx.doi.org/10.3917/regli.101.0036.

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16

Воронина, Е. С., Ю. Р. Ганеева та Л. А. Петухова. "Инновации в педагогике: метод Dogme в обучении иностранным языкам". Review of pedagogical research 6, № 8 (2024): 229–35. https://doi.org/10.58224/2687-0428-2024-6-8-229-235.

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статья посвящена анализу метода Dogme в обучении иностранным языкам, а также теоретическим аспектам его применения. В настоящее время педагогическая деятельность направлена на создание более гибкой и ориентированной на ученика образовательной среды, в связи с чем возникает вопрос о трансформации педагогического процесса. В отличие от устоявшихся подходов, предполагающих строгие учебные программы и доминирование учителя как основного источника знаний, современные подходы уделяют больше внимания на создание условий для самостоятельного и осмысленного приобретения знаний. Метод Dogme фокусируется

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17

Christensen, Ove. "Dogme 95." K&K - Kultur og Klasse 29, no. 91 (2001): 142–44. http://dx.doi.org/10.7146/kok.v29i91.21105.

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18

Nguyen Nhat, Quang, and Hung Bui Phi. "Dogme ELT: A Liberal Perspective in English Language Teaching in the Post-Methods Era." Journal of Language and Education 6, no. 3 (2020): 173–84. http://dx.doi.org/10.17323/jle.2020.10563.

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This paper aims to make a critical discussion of Dogme ELT, an innovative pedagogy in English language teaching first developed by Thornbury (2000). This paper first provides a comprehensive review of second language acquisition and pedagogical theories as well as post-methods era perspectives in English language teaching. After that, the authors discuss different aspects of Dogme ELT and figure out the room for Dogme ELT in English language teaching in the post-methods era. Dogme ELT is rooted in a conglomerate of compatible theories in second language learning and teaching. The most noticeab

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19

Boulnois, Marie-Odile. "Patristique et histoire des dogmes." École pratique des hautes études. Section des sciences religieuses, no. 119 (October 1, 2012): 163–72. http://dx.doi.org/10.4000/asr.1074.

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20

Evans, Rhonda D., and Craig J. Forsyth. "Dogmen: The Rationalization of Deviance." Society & Animals 6, no. 3 (1998): 203–18. http://dx.doi.org/10.1163/156853098x00159.

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AbstractDogmen are individuals who fight their pit bulls in matches against other pit bulls. This paper uses neutralization theory to examine the rationalizations of dogmen as they attempt to counter stigma and criminal identity in a world that is becoming increasingly intolerant of dogfighting. To maintain their rationalizations, the dogmen use four recurring techniques : (a) denial of injury;(b) condemnation of the condemners; (c) appeal to higher loyalties; and (d) a defense that says dogmen are good people (their deviance-dogfighting expunged by their good character). The authors conducted

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21

Thiel, Marie-Jo. "Seewald, Michael, Dogmes en devenir." Revue des sciences religieuses, no. 98/1 (April 25, 2024): 137. http://dx.doi.org/10.4000/rsr.14287.

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22

Janfeshan, Kamran, Asmaa Nader Sharhan, and Mohammad Mahdi Janfeshan. "The Plausibility of Applying Dogme Language Teaching Approach in Iranian EFL Classes from Teachers’ Perspective." Cultural Arts Research and Development 3, no. 2 (2023): 9–18. http://dx.doi.org/10.55121/card.v3i2.116.

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Over-dependency on manufactured materials and fixed syllabuses in language classrooms hamper both teachers and students from achieving communicative ability. In the Dogme language teaching approach or unplugged teaching, teachers do not rely on these predetermined procedures and they have the freedom to choose the class activities based on the situation of the classroom. This study was an attempt to investigate Iranian English language teachers’ perspectives on the possibility of the application of the Dogme approach as an unplugged teaching methodology in Iranian high school English classes.

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23

Zellner, Nicolas. "Fracture du dogme." Chimères 58, no. 1 (2005): 169–80. http://dx.doi.org/10.3406/chime.2005.1629.

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24

Christoffersen, Erik Exe. "Dogme og Obstruktion." Peripeti 2, no. 4 (2021): 19–38. http://dx.doi.org/10.7146/peri.v2i4.107500.

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I Erik Exe Christoffersens, »Dogme og obstruktion«, fremstilles læsninger af tre centrale dogmefilm, idet han forfølger dogmeæstetikken som et dramaturgisk princip, der synliggør og udstiller fiktionen snarere end at tildække den.

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25

Zellner, Nicolas. "Fracture du dogme." Chimères N° 58, no. 3 (2005): 169–80. http://dx.doi.org/10.3917/chime.058.0169.

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26

Larequi, Yves. "Dogme vs pragmatisme." Mains Libres 38, no. 2 (2021): 142. https://doi.org/10.55498/mainslibres.2021.38.2.0142.

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27

Rion, Nicholas, Karwan Kakabra Kakamad, and Abdulfatah Hasan Fatah. "A Case for A Dogme "Lite" EFL Teaching Approach in Kurdistan." Information Management and Business Review 10, no. 1 (2018): 47–55. http://dx.doi.org/10.22610/imbr.v10i1.2147.

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This critical review looks at the present state of ESL/EFL activities in the Kurdistan region of Iraq, with particular attention to the English speaking abilities of students enrolled in English Medium Instruction (EMI) courses in the region's 13 universities, and calls for the consideration of "Dogme" types of communicative language curricula. The critique, based in large part of a recent survey by the British Council, clearly shows that most college freshmen entering EMI classrooms are not adequately prepared to meet the challenges and rigor of studying in the English language. As a conseque

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28

Amjad, Muhammad, Adnan Tahir, and Ayyaz Qadeer. "Practicing Dogme ELT to Enhance L2 Academic Essay Writing Skills." International Journal of Applied Linguistics and English Literature 9, no. 5 (2019): 55. http://dx.doi.org/10.7575/aiac.ijalel.v.9n.5p.55.

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English language has been a pressing need of people all over the world; so, the experts are making efforts for effective and successful teaching and learning of different language skills through innovations in teaching approaches and methods. As a new teaching approach, Dogme ELT was introduced in 2000, which claimed success and better outcomes in different language teaching areas. Focusing on the claim of this new teaching approach, this study was conducted to explore the effectiveness of Dogme ELT to enhance English language competence in academic writing skills. For this purpose, a Classroo

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29

Ayu, Dian Pawitri, Patuan Raja, and Tuntun Sinaga. "Dogme approach in asynchronous discussion to enhance EFL learners’ writing achievement: A quasi-experimental study." Englisia: Journal of Language, Education, and Humanities 12, no. 2 (2025): 154. https://doi.org/10.22373/ej.v12i2.28156.

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This study explores the effectiveness of Dogme, a communicative approach, in enhancing the writing skills of English as a Foreign Language (EFL) high school students through asynchronous discussions. By integrating Dogme principles, which prioritize student interests and emergent language, the study aims to improve the efficacy of asynchronous discussions in language learning. A quasi-experimental quantitative design was employed, involving a class of high school students who participated in six asynchronous discussion sessions modified with Dogme principles. Data were collected via pre- and p

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30

Briançon, Muriel. "Le sens du projet lévinassien : une spiritualité athée universelle pour un nouveau paradigme ?" Varia 45, no. 2 (2019): 365–90. http://dx.doi.org/10.7202/1055268ar.

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Afin d’éclairer le sens de la religiosité de la philosophie de Lévinas et d’écarter le soupçon d’une soumission de celle-ci à des dogmes ou à des croyances incompatibles avec un principe de laïcité, notre contribution vise à clarifier le sens de son projet général. L’intention lévinassienne, ambitieuse et visionnaire, consiste en l’explicitation philosophique, métaéthique et phénoménologique, de l’idée cartésienne de l’Infini, transcendance non idolâtrique surgissant de la relation humaine. Cette quête philosophique de l’extrême conscience suppose un athéisme ou du moins une mise en question d

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31

Michaud, Stéphane. "Dogmes et cauchemars dans l'Apologétique romantique." Romantisme 16, no. 52 (1986): 69–94. http://dx.doi.org/10.3406/roman.1986.4831.

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32

Meißner, Thomas. "Abschied von Dogmen bei der Divertikelkrankheit." CME 19, no. 7-8 (2022): 38. http://dx.doi.org/10.1007/s11298-022-2499-3.

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33

Lesper, Avelina, and Maïra Muchnik. "Six dogmes pour un non-art." Books N° 46, no. 9 (2013): 32–37. http://dx.doi.org/10.3917/books.046.0032.

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34

Boulnois, Marie-Odile. "Patristique grecque et histoire des dogmes." École pratique des hautes études. Section des sciences religieuses, no. 128 (October 1, 2021): 215–16. http://dx.doi.org/10.4000/asr.3773.

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35

Laurent, M. "Les prions : entre dogmes et réalités." médecine/sciences 14, no. 4 (1998): 475. http://dx.doi.org/10.4267/10608/1066.

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36

Lesur, A., and F. Guillemin. "Cancer du sein : évolution des dogmes." Oncologie 21, no. 1-4 (2019): 03–04. http://dx.doi.org/10.3166/onco-2019-0032.

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37

Boulnois, Marie-Odile. "Patristique grecque et histoire des dogmes." École pratique des hautes études. Section des sciences religieuses, no. 120 (October 1, 2013): 123–31. http://dx.doi.org/10.4000/asr.1164.

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38

Boulnois, Marie-Odile. "Patristique grecque et histoire des dogmes." École pratique des hautes études. Section des sciences religieuses, no. 121 (December 20, 2014): 223–32. http://dx.doi.org/10.4000/asr.1259.

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39

Boulnois, Marie-Odile. "Patristique grecque et histoire des dogmes." École pratique des hautes études. Section des sciences religieuses, no. 122 (September 1, 2015): 253–64. http://dx.doi.org/10.4000/asr.1370.

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40

Boulnois, Marie-Odile. "Patristique grecque et histoire des dogmes." École pratique des hautes études. Section des sciences religieuses, no. 123 (September 1, 2016): 143–50. http://dx.doi.org/10.4000/asr.1441.

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41

Boulnois, Marie-Odile. "Patristique grecque et histoire des dogmes." École pratique des hautes études. Section des sciences religieuses, no. 124 (September 1, 2017): 155–64. http://dx.doi.org/10.4000/asr.1601.

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42

Boulnois, Marie-Odile. "Patristique grecque et histoire des dogmes." École pratique des hautes études. Section des sciences religieuses, no. 125 (September 1, 2018): 207–14. http://dx.doi.org/10.4000/asr.1920.

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43

Boulnois, Marie-Odile. "Patristique grecque et histoire des dogmes." École pratique des hautes études. Section des sciences religieuses, no. 115 (October 1, 2008): 217–22. http://dx.doi.org/10.4000/asr.238.

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44

Boulnois, Marie-Odile. "Patristique grecque et histoire des dogmes." École pratique des hautes études. Section des sciences religieuses, no. 116 (November 30, 2009): 191–98. http://dx.doi.org/10.4000/asr.629.

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45

Boulnois, Marie-Odile. "Patristique grecque et histoire des dogmes." École pratique des hautes études. Section des sciences religieuses, no. 117 (October 1, 2010): 204–15. http://dx.doi.org/10.4000/asr.827.

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46

Boulnois, Marie-Odile. "Patristique grecque et histoire des dogmes." École pratique des hautes études. Section des sciences religieuses, no. 118 (October 1, 2011): 157–75. http://dx.doi.org/10.4000/asr.958.

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47

Aeberhard, P. F. "Chirurgische Dogmen im Wandel der Zeit." Swiss Surgery 7, no. 1 (2001): 0004–10. http://dx.doi.org/10.1024/1023-9332.7.1.4.

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48

Türegün Çoban, Büşra, and Ramazan Özbek. "Effects of Dogme Language Teaching on EFL Speaking Skills, Self-Efficacy, Speaking Anxiety of Survivor Students." İnönü Üniversitesi Eğitim Fakültesi Dergisi 26, no. 1 (2025): 441–59. https://doi.org/10.17679/inuefd.1581751.

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Due to the Maraş-centered twin earthquakes on sixth of February, 2023, in Turkiye, most of the students who are earthquake survivors have experienced its physical and mental effects. After two months, when schools were re-opened, students were not the same. Besides its psychological effects, students came back to schools without their school supplies because of physical and economic losses. In order to motivate these students to speak in an EFL lesson, we encountered Dogme language teaching as a methodology. Dogme ELT is a methodology which supports face to face interaction between a teacher a

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49

Gesché, Adolphe. "Du dogme, comme exégèse." Revue théologique de Louvain 21, no. 2 (1990): 163–98. http://dx.doi.org/10.3406/thlou.1990.2434.

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50

Langkjær, Birger. "What was Dogme 95?" Film International 4, no. 1 (2006): 34–43. http://dx.doi.org/10.1386/fiin.4.1.34.

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