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STUDIA SCIENTIFICA FACULTATIS PAEDAGOGICAE
UNIVERSITAS CATHOLICA RUŽOMBEROK 2023, č. 3
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DOI: https://doi.org/10.54937/ssf.2023.22.3.101-111
Humor vo vzdelávaní ako predpoklad rozvoja
humorných žánrov v médiách
Humor in Education as a Prerequisite for Developing
Humorous Genres in the Media
Jana Doaré, Stanislav Benčič, Ľudovít Hajduk
Abstract
The paper deals with the impact of education on the quality of national
humor, the state of which is reflected in the media. It uses literature to
show that humor promotes mental health and that the ability to
understand and create humor is conditioned by a child's early experiences
at home and school. The presentation of different forms of humor in the
classroom and their implications are explained and evaluated through
observation and research findings. The risks and benefits of applying
humor during lessons and in didactic materials are discussed.
Keywords: Humor. Education. Ethics. Mass media. Classroom atmosphere.
Communication. Theories of humor.
Humor, laughter, and smile - a small amount of theory
Humor can be a valuable tool in the field of education, particularly in
the context of mass media communication. It might convey crucial messages
or values in a way that is less likely to be perceived as preachy or didactic.
Humor can help to make complex or dry material more engaging and
accessible to a broader audience, making it more exciting and memorable so
that people will pay attention and retain the information.
In mass media communication, humor is used and applied as
background in TV shows, ads, and other forms of media to make them more
appealing to audiences and make it more likely that people will watch, listen,
or read. The use of humor supports attention and increases audience engagement.
It is important to note that using humor in education and mass media
communication should be done with care, as it can be culturally or socially
sensitive. It is necessary to be aware of potential biases and stereotypes and
avoid humor that may be offensive or hurtful to specific groups of people.
Humor, being a spice of life, is very complex, and many theories
cover this subject. It can vary from person to person and can include many
topics, such as satire, irony, and wordplay. Merriam–Webster dictionary
Doaré, J., Benčič, S., Hajduk, Ľ.:
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(2001; p. 564) defines humor as "the mental faculty of discovering, expressing
or appreciating something that is comical, amusing, or absurdly incongruous."
It is helpful to introduce the term "sense of humor," which refers to the ability
to find amusement or enjoyment in certain things, often in the form of jokes,
comedy, or playfulness. A good sense of humor is often seen as a positive trait
as it can help lighten the mood in challenging situations and bring people
together.
"The humanities and the literature of the world, from the time of the
ancient Greeks to the present, have been concerned with the nature of comedy
and laughter." writes Wooten (2015). The definitions, explanations, and
interpretations of humor might be found in philosophical, psychological, and
anthropological essays, works, literature articles, or social studies. Wooten
(2015, p. 240) describes humor from different perspectives: from Plato and
Aristotle, who" felt that laughter arose from the enjoyment of the misfortunes
of others and comedy was an imitation of people at their worst.", through
psychoanalyst Sigmund Freud who noted "Humor has a liberating element, it
is the triumph of narcissism." and believed that "civilization has led to
repression of many basic impulses, and joking is a socially acceptable way of
satisfying these repressed needs.", to psychologist Harvey Mindess who
"viewed humor and laughter as the agents of psychological liberation. They
free us from the constraints and restrictive forces of daily living and, in doing
so, make us joyful".
Bell and Scheel describe three significant theories of humor: the
superiority theory, the incongruity, and the release theory. The superiority
theory of humor, also known as the "Schadenfreude theory," suggests that
people find humor in the misfortune or downfall of others because it makes
them feel superior and helps to boost their self-esteem. It was first described
by the ancient Greek philosopher Aristotle and later developed by Thomas
Hobbes and Sigmund Freund.
The incongruity theory posits that humor arises from the perception of
a mismatch or discrepancy between two or more elements in a situation. This
mismatch can take many forms, such as a violation of expectations, a contrast
between different levels of meaning, or a clash between different frames of
reference. The theory suggests that when one encounters something incongruous
or unexpected, the brain is forced to resolve the discrepancy, and this
resolution process may be experienced as humorous.
The third psychological theory of humor, release theory, explains why
and how people find things funny. According to the theory, humor releases
pent-up psychological tension, such as anxiety, aggression, or frustration.
When an individual encounters a humorous situation or joke, the tension is
released through laughter, providing relief and well-being. The theory
suggests that humor is a coping mechanism that helps individuals deal with
difficult situations. It also proposes that the funniness of a joke or situation is
directly proportional to the amount of tension it releases.
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Humor, laughter, and smiling are linked to various physical and
mental health benefits. Studies have shown that laughter can reduce stress
hormones, lower blood pressure, and improve immune function. Thus, it helps
to improve cardiovascular health and may be beneficial for pain management.
Laughter and humor also have been discovered to affect mental health
positively. Laughing may boost mood, reduce anxiety and depression, and
improve overall well-being. It is supposed to increase feelings of social
connectedness and improve communication and relationships with others.
Smiling, a nonverbal expression of positive emotions such as happiness
and joy, can release endorphins, enhancing overall mood and reducing stress.
It is important to note that the effects of humor, laughter, and smiling on
health may differ for everyone. Even if further research is needed to
understand better the underlying mechanisms and optimal methods for
incorporating humor and laughter into a healthy daily lifestyle, humor is
a powerful therapeutic tool in different therapy methods, such as cognitive-
behavioral and psychoanalytic therapy. Wooten studies humor from different
perspectives and presents, among others, therapeutic humor (2015, p. 239-257).
Power of Humor and its Effects in Today’s Classroom
Nowadays, we fully understand that using humor in a classroom can
be constructive. Laughter and smile, having their rightful place in a school,
pair with a good atmosphere, bring open-mindedness and tolerance, release
stress, increase imagination, stimulate creativity, and boost motivation. They
may successfully accelerate the process of learning.
Nevertheless, it is essential to add that laughter and smile do not
necessarily represent expressions of humor and the spirit of play. Inappropriate
grimaces, laughter full of sarcasm, signs of irony, hypocrisy, or a glimpse of
hate do not connect to a sense of play or ludic. Lethierry (1998, p. 169)
suggests that strategy "move from involuntary humor of school to a conscious
use, partially mastered, to overcome institutional conflicts and take a step
back from one's own "humor," develop (it) with the divergent mind of
imagination and its indefinite potentialities." As the general term humor
encompasses many concepts, Bouquet and Riffault (2010, p. 13-22) explain
the "status of humor in various realities" by defining and clarifying semantic
fields which make people laugh. The authors distinguish laugh, comedy,
irony, mockery, jokes, satire, caricature, parody, self-mockery, and humor.
Assuming that laughter and smile create a pleasant and fruitful atmosphere in
a classroom, others, such as mockery and irony, shall cause the opposite
effect. They are inherently aggressive and dangerous and should not be
contained in the life of the classroom. However, studying and exploring types
of discourse or literary/non-literary genres are the exception to the rule. The
maturity and age of pupils and students are fundamental when applying irony
Doaré, J., Benčič, S., Hajduk, Ľ.:
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and sarcasm in education since adolescents or adults comprehend and tolerate
them easier than young learners. The correct and non-violent use of parody,
word games, and puns might become creativity tools, unlock taste for
divergent thinking and free play and bring playful creativity. Thus, a background
in humor can also be beneficial for careers in advertising, public relations,
marketing, and the entertainment industry. Decuré (2015, p. 37-54) mentions,
"Humor, laugher, pleasure have become essential, even indispensable elements
in the life of society in the second half of the 20th century, not only in media,
entertainment or spectacle but also in the world of work and education". The
professor claims not to use certain unacceptable and inappropriate forms of
humor, such as sexist, racist, religious, sexual, or ethnic jokes or jokes aimed
at denigrating learners (irony, sarcasm) or "too much" jokes. Indeed, the most
important is the education, learning process, and personal development, not
using humor at any cost. Stambor (2006) quotes professor Shatz: "' Professors'
jobs are to educate, not to entertain. But if humor can make the learning
process more enjoyable, then I think everybody benefits as a result". If
laughter and smile help create a playful ambiance and thus may lead to
distraction and chaos, it is necessary to acknowledge the virtues and limits of
laughter in education.
Works of Ziv (1979) embrace the experimental research conducted to
assess the pedagogical effects of humor by comparing the reaction of different
groups, only some of which received highly humorous education. The first
comparison shows learners' age is paramount when appreciating a teacher's
humor. The older students are, the more they enjoy humor in their classroom.
There is a correlation between students' age and their enjoyment of humor in
the classroom. However, individual personality, cultural background, and
personal experiences may also play a role in a student's sense of humor and
enjoyment in the classroom (Ziv & Diem, 1987).
The pleasant climate in a classroom diminishes the distance between
the teacher and students and allows a more positive teacher's role perception.
From the student's point of view, it makes learning easier. The experiment
shows that humor could promote learning and become a "facilitator" during
exams. However, the "humorous" lessons must be consciously and carefully
prepared, and there is no place for "just" improvisation. Spontaneous humor is
also valuable for teaching. It can help to lighten the atmosphere. Nevertheless,
Ziv concludes, it will not necessarily positively impact learning as well-
directed, prepared humor does.
As regards the connection between humor and creativity, according to
the author, incorporating humor in teaching improves students' creative
writing performance. The study confirms that the influence of humor is
durable. The groups studying with humor stayed significantly more creative
(even after three months) and scored higher on the final exams. An
environment of fun indicates a culture of trust. When students feel comfortable
and safe expressing themselves and sharing ideas, it can lead to a more open
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and creative atmosphere. Additionally, when students can make jokes and be
light-hearted with one another, it can help build stronger relationships and
a sense of camaraderie. Students can share their concerns and mistakes non-
judgmentally, and where they can learn from them. The students stay
motivated, creative, and disciplined.
However, Ziv (1979) explains that a comedian's influence depends on
the task's objectives and nature. If a comedian is an excellent motivator to
start and finish the task, she or he can be perceived more as a "brake" in the
middle. In such situations, when more comedians are in the class, they can be
divided into more groups.
Hugues Lethierry summarizes that humor keeps conflicts at a distance
by taking a step back; it becomes an excellent peacemaker and supports
creativity by inventing tricks, surprises, and even seduction.
"Humor is a multi-purpose tool. In the form of pedagogical matter,
stimulation seduces boredom and tension, relaxes (this is the effect of
laughter), and motivates," claims Decuré (2015). Summarizing the results of
several types of research, Bogatti (2021) presents the effect of humor in
a classroom from four different perspectives: socio-cultural perspective
(increases mental flexibility, improves working relationships, demystifies the
image of the teacher, reduces the distance among individuals), psychological
perspective (creates a pleasant climate which develops group cohesion in
a class, has an impact on motivation and persuasion), physiological perspective
(promotes the production of endorphins and such reduces anxiety, inhibits
pain, stimulate the memorization process fostering learning) and cognitive
perspective (stimulates the cerebral activity, encourage learning).
While humor can be a very effective and refreshing tool in a classroom,
too much may lead to several negative consequences. Stambor (2006, p. 64)
mentions that "Humor can be overdone to the point that students are so busy
awaiting the next gag that they miss the teacher's message." Using too much
humor in a classroom may harm the learning environment. When humor is
overused, it can cause a distraction and make it harder for students to focus on
the material being taught. In pari materia, Faure (2000) explains, “Humor
must be a subject of an exact dosage. Too much humor can turn a teacher into
a clown and a classroom into a circus, going diametrically opposed to
pedagogical and educational requirements." It all can lead to a decrease in
a student’s ability to retain information and a lack of engagement with the
material. It can make it difficult for students to take the teacher or the class
seriously and cause a lack of respect for the teacher and the material.
Furthermore, the use of inappropriate humor or the form of it to mock
or belittle students creates a hostile classroom environment and harms the
relationship between teacher and student.
Demirkan and Zeytinkaya (2015, p. 58-64) try to answer the problem
of irony and cynicism in the modern educational process regarding language
teaching. According to Socrates, the authors claim that irony is an art of
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questioning, and “Maieutic is an interrogative method that literally consists of
giving birth to spirit. It is for this reason that should be used to trigger the
creativity of students.” As “irony and cynicism are capable of causing scars
and harmful consequences,” the teachers must be careful, find “well-
proportioned balance and know where the limits of the use of humor and
irony are, and be aware of these difficulties.” From this point of view, “Irony
is not an empty concept that must be used indiscriminately to express the
spirit of mockery, criticism, and jokes. It is an art of questioning, of making
people think, and a technique of communication and thought. The philosophical,
pragmatic, and pedagogical approach to irony teaches us the many uses of this
Socratic art of nowadays teaching.”
Nonetheless, a toxic classroom environment makes it impossible for
students to feel safe, respected, and valued. Schadenfreude-based humor can
also perpetuate negative stereotypes and perpetuate a culture of bullying.
Mainly, humor directed at a specific student or group causes them to feel
marginalized, targeted, or disrespected. Teachers must be aware of their
humor's potential effects and ensure that it is appropriate, respectful, and
supportive of the learning process. It is vital for teachers to use humor in
moderation and to use it in a way that is appropriate and respectful and
supports the learning process.
Ronald A. Berk highlights that incorporating humor or comedy can
significantly enhance teaching material while maintaining its essence. The
emphasis should prioritize the student’s needs rather than thinking like
a professor. He stresses the importance of catering to their multiple intelligence
needs and cultural backgrounds to help them understand the concepts better in
a way that resonates with them. The focus should not be on the professor but
on the students and their learning experience.
Teaching with the use of humor as background in mass media
communication
Teaching with humor and understanding humor during the educational
process can serve well as a background for mass media communication. When
teaching students about the different types of humor, such as satire and
parody, and the potential effects of humor on audiences, students might gain
a deeper understanding of how humor can be used in mass media. When using
contextual humor in the classroom, teachers awaken a creative way of
thinking, help students to become open-minded, establish information, and
easier understand the role and use of humor in different forms of media, too.
Furthermore, students can learn and obtain practical knowledge on
using humor to support the message they want to express and use it to attract
and retain audiences.
Also, teaching humor certainly lends a hand to students apprehending
the importance of considering the audience and context when using humor in
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mass media, learning about the ethical considerations of using humor in mass
media, and how to use humor to impact society positively. Not to mention
understanding the potential adverse effects of humor, how it can perpetuate
stereotypes and marginalize certain groups, and how to use humor appropriately
and respectfully. Teaching with humor, understanding humor, and humor in
education can all serve as a background for mass media communication by
providing students with the knowledge and skills needed to understand and
effectively use humor in different forms of media.
According to Ermida and Chovanec (2012, p. 3), humor and the
media have always been closely connected. They are “intertwined phenomena
that it may be hard to tackle one without resorting to the other.” Humor in
mass media communication positively impacts audience engagement and
receptivity. The messages are more memorable and entertaining and can help
build trust and credibility with the audience. Various cartoons and comic
strips, humorous adverbs and Internet gaps, hilarious videos, favorite solo
performances such as one-person shows and sitcoms, as well as funny
remarks in editorials and opinion articles – everything contains this spice of
life. Thinking of a perfect and unique marketing strategy or brilliant distraction
to “attack indirectly and voice the unspeakable” (Ermida, Chovanec, 2012),
humor has its proper and robust place in everyday mass media communication
and indeed becomes a “sociolinguistic phenomenon”.
Ethical aspects of dark humor and Schadenfreude
Dark (or black humor/comedy) is a form of humor that focuses on
taboo or controversial topics, often accompanied by dark and inappropriate
wit. It is characterized by its ability to allude to sensitive topics such as death,
illness, violence, racism, sexual themes, etc., in order to provoke laughter or
an ironic reaction. It is important to note that black humor can be very
subjective, and some people may feel uncomfortable or offended by it because
these topics may be painful or personal to them. It is important to express
black humor appropriately and in situations where it is appropriate and
acceptable to all present. It is rarely appropriate to use black humor in public
or formal situations as its nature can be controversial and offensive. The
moral view of dark humor is a position that may vary from person to person.
Some people find dark humor perfectly acceptable and enjoyable, while
others may find it offensive or immoral.
Proponents of dark humor believe that the hypocrisy and absurdity of
certain situations can be the subject of laughter and humor. They believe that
dark humor can act as a way of dealing with unpleasant or sensitive issues,
allowing people to temporarily disconnect from the seriousness of the
situation. From this perspective, dark humor can function as an expressive
form that allows for the release of tension or anxiety. However, other people
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may find dark humor unacceptable or unethical. There may be a concern that
dark humor may cause pain or offend people who have experienced traumatic
experiences. Also, some may consider that the unintended consequences of
dark humor may undermine social solidarity and reinforce negative stereotypes
or discrimination. Overall, the ethical view of dark humor is subjective and
depends on the personal values, beliefs, and experiences of each individual. It
is important to respect other people's opinions and sensitivities and to treat
dark humor with care and understanding of the potential impact it may have.
This type of humor is not kind in a school setting. It is not recommended to
use it. It is unacceptable if it ridicules people of a particular religion, belief,
age, or race.
Schadenfreude in German and English refers to the pleasure or
satisfaction that someone may derive from the misfortune or suffering of
others. Schadenfreude is a German expression meaning "unhealthy joy" or
"malignant joy" that we experience when we observe the misfortune of others.
It is a malicious joy - a complex emotion that reflects a certain level of envy,
resentment, or rivalry towards the person experiencing the misfortune. While
it is a common human emotion, it is generally considered negative and unkind
to take pleasure in the suffering of others. It is a complex phenomenon that
has both ethical and psychological aspects. Considering the ethical aspects of
Schadenfreude, it is necessary to pay attention to those phenomena that are
present during such performance:
a) Lack of empathy: Schadenfreude can indicate that a person has a lack of
empathy for others. Instead of feeling compassion or support, someone
takes pleasure in the suffering of others. This raises ethical questions about
the moral responsibility to care for the welfare of others.
b) Unfairness and justice: Schadenfreude can occur when someone believes
that the other person has received a just punishment for their wrongdoing.
This can raise ethical questions about the principle of fairness and justice.
Is it ethical to feel schadenfreude when it arises because of a perceived just
punishment?
c) Social dynamics: Schadenfreude can also occur in social interactions,
especially in situations of competition or rivalry. If we feel schadenfreude
when a competitor fails, this can be seen as ethically problematic as it can
affect relationships and cohesion within a community.
d) Respect and dignity: Schadenfreude can lead people to view others as
objects of ridicule or laughter. This can lead to a violation of the respect
and dignity that all people should have. It is important to be aware of how
our actions and feelings can affect the human dignity of others.
e) Personal integrity: Schadenfreude can also call into question a person's
personal integrity. If someone takes pleasure in the suffering of others, this
could indicate that he/she has negative qualities or envy themselves. It is
important to reflect on one's own motivations and moral values to ensure
behavior with ethical integrity.
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It should be noted that ethical evaluations of schadenfreude may
depend on cultural and contextual differences. In some situations, schadenfreude
may be considered harmless, while in others it may be considered morally
inappropriate or even reprehensible. It is important to consider individual and
cultural norms in order to develop a comprehensive understanding of the
ethical aspects of schadenfreude.
Conclusion
An educator with a sense of humor knows education and learning
don't have to be time boring and serious. He or she can use humor and jokes
to make learning more exciting and memorable. For example, instead of
a regular lecture, it is possible to give a "comedy class" where jokes and
anecdotes are used and related to the topic of study to make it more accessible
and engaging for students. The art of teaching is also to use funny examples
and situations to illustrate complex concepts or theories.
Of course, it is essential to balance humor and seriousness to not
distract students from learning. However, using humor can help to reduce
tension, affective filter and create a positive classroom environment, which
can contribute to more productive learning. In addition, it creates funny
moments to connect with students and create a friendly atmosphere. This can
help reduce the barriers and fears often accompanying learning, especially in
a new or challenging area of knowledge. Overall, being an educator with
a sense of humor means introducing an element of play and joy into learning,
which can contribute to a more positive and practical learning experience.
A teacher with a sense of humor can influence the generation he or
she has raised not only by making former students in the profession have
a positive mindset and attitude when dealing with everyday problems, but also
by working with humor in the artistic sphere to ensure their high social
prestige and recognition through the media. Humor is part of the culture of
a nation, and humorists who have worked on the stage or in the media in their
lifetime find their way into school textbooks and inspire students to work with
elements of humor. An interaction occurs: the teacher educates his pupils
(students) on a humorous view of the world, and the humorists, through the
teachers, provide the didactic material. Two Slovak teachers, Milan Markovič
and Stanislav Štepka, have significantly influenced Slovak culture and
mapped out folk humor, which they have reinforced by presenting authentic
dialect from the area around Piešt'any (Radosina naive theatre – Radošínske
naivné divadlo). Július Satinský (* 20.12.1941, Bratislava - † 29.12.2002,
Bratislava) was a Slovak actor, comedian, playwright, novelist, publicist, and
writer, who is known (also personally) by today's generation and even
a relatively large monument in the center of the Slovak capital (Dunajská
Streda, Bratislava). We should also note that comedians are disappearing, and
"artists" who present their attitudes through stand-up shows are increasing.
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What is the difference? The comedian is a professional entertainer, actor, and
writer who performs various comic acts, and the standup gagman is
a professional performer who tells jokes and his or her artistic performance is
limited. For a society to have more comedians than standup gagmen, it needs
not only intelligence and experience but also education in this area. Reading
books with humorous content and inspiration in a school setting replaces
experience and provides inspiration for a kind and artistic portrayal of humor.
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Mgr. Jana Doaré
Pan-European University, Faculty of Mass Media
Tematínska 10, 851 05 Bratislava
jana.doare@paneurouni.com
Prof. PhDr. Stanislav Benčič, PhD.
Pan-European University, Faculty of Mass Media
Tematínska 10, 851 05 Bratislava
stanislav.bencic@paneurouni.com
Prof. PhDr. Ľudovít Hajduk, PhD.
Pan-European University, Faculty of Mass Media
Tematínska 10, 851 05 Bratislava
ludovit.hajduk@paneurouni.com
