ABSTRACT
Many of us desire to employ the visual media in the teaching of psychology (we, as teachers who are audio-visually perceived by our students anyway, not included …). The typical reasoning behind this desire, which is more frequently expressed than practiced, is, however, not well thought out. Is it indeed the case that a picture is worth a thousand words? Is a graph necessarily better comprehended than a verbal description? Why is Clockwork Orange more revealing than, say, a scientific analysis of brutality? Why bother to teach group processes through Twelve Angry Men rather than read the transcript? Why view Equus in film or the play on stage? Why not just read the play at home?
