Abstract
Several approaches using movie viewing have emerged for training teachers in professional ethics (Robichaud, 2022). Mainly oriented by training in critical consciousness, reflexivity or the development of different identification processes, these uses invite us to deepen the very notion of cinematographic experience as well as the way in which it can participate in teacher’s training. The philosopher Stanley Cavell (1926-2018) offers a vision of the cinematic experience that foregrounds the idea of an ethical sensitivity of a transformative nature. This sensitivity manifests itself in Cavell’s philosophy through a circular conception of the experience which leads the subject from the first reception of a film to the viewing of other films which enable him to describe what matter to him morally (Cavell, 1971/1999:12). This moral education through this continuous cinematographic experience implies, on the one hand, to consider the criteria to be used to form corpuses of films in the context of training in ethics and, on the other hand, to provide theoretical foundations to found the student's interpretation within works of the cinematographic repertoire. We address these aspects in this article through Cavell's experience of cinema and in particular to the way in which he perceives the notions of interpretation and of "cinematic genre".