Keating's Four Pillars
June 25, 2007
The film Dead Poet’s Society forces us to question the effects of traditional teaching methods as they are so starkly contrasted with those of a controversial new teacher at Welton Academy, John Keating. Set in 1959, the film reflects the education system in the 1950’s. The reputable Welton Academy represents the notions of teaching popular at the time within which it was set, while Keating’s approach looked forward to the needs of students in modern society. Throughout its history, Welton found its strength in four pillars: Excellence, Discipline, Tradition, and Honour. However, the four pillars within Keating’s classroom were very different indeed.
The first pillar at Welton Academy is Excellence. Excellence is seen to be top grades and the passing on of their graduates to highly regarded postsecondary institutions. The teachers see it as their responsibility to force the boys into this excellence, to demand it of them. We watch as the boys are spoken to, as they are taken through memorization exercises by their Latin teacher, and as they are told by their Trigonometry teacher that only “absolute precision” will be respected. But instead of memorization and precision, Keating disregards precise poetic measure, and encourages the boys to do so as well through the ceremonious ripping out of Pritchard’s introduction. He instead requires them to create, and then share this creation with others. He attempts to give them the ideas and skills that will allow them to find themselves in the world and do great things with their individuality. We hear him say, “Boys, you must strive to find your own voice” and “make your lives extraordinary”. Keating immediately sets to work establishing the pillar of Empowerment.
Discipline is a pillar that is equally emphasized at Welton Academy. This permeates into all aspects of school life. We see this discipline when Charlie is punished with a paddle, but even in the subtle, upright posture that the boys assume during their lunch hour when being watched by school leaders. In Keating’s class we observe the boys body language to be more relaxed and their comfort in speaking out. But this does not mean that Keating requires nothing of them. In fact, he pushes each one of them to find their passion and commit to it. He encourages this through his interest in their interests. He attends Neil’s play to show his devotion and leads by example. Keating erects the pillar of Dedication.
The pillar of Honour is that less spoken of until it is feared to be losing its strength. Honour itself is the adherence to conventional standards of conduct, which the boys are expected to carry out without question. But when Keating encourages the boys to be honest and adhere to strong moral principals, these principals are often against convention. When Neil is troubled over his father’s views on pursuing acting, Keating does not convince Neil to be content with conventional pursuits. Instead Keating tells him that he is “not an indentured servant. If [acting] is not a whim for you, you prove it to him by your conviction and your passion” but goes on to encourage Neil to do the right thing and speak to his father before the play. Keating requires the boys to stand strong with the pillar of Integrity, the quality of moral uprightness.
Welton Academy’s final pillar is Tradition. Not only are the boys expected to believe those notions of previous generations, but it is assumed that they are not capable of otherwise. Keating’s colleague expresses this viewpoint by saying “Free thinkers, at seventeen?” which is followed by a doubtful laugh. Contrary to this, Keating provokes his students to not “just consider what the author thinks. Consider what you think” and dares them to “strike out and find new ground”. He invites the boys to challenge the world as they know it. Both literally and figuratively, he encourages them to rebel against the conventional way to view the world, and to walk their own stride. In this way he teaches the boys to jump out of tradition and find potential in the pillar of Innovation.
The contrast of the teaching methodology used by the Welton Academy and those used by Keating can be compared to the contrast between those education methodologies of the past and those of the present. In the times leading up to the 1950’s success meant knowledge and the accumulation of known truths, a reflection of the requirements for the workforce. But education of today must teach problem solving, creativity, and critical thinking. The pillars of the Welton Academy do not prepare students for today’s society and the current workforce. Keating was ahead of his time, and his methods complement the curriculum of today. The Ontario English curriculum states that language is best learned through stimulating activities and that teachers should include a rich variety of such, with both independent and collaborative assignments. The curriculum requires students to use critical and creative thinking when completing inquiries, and to contribute relevant ideas to group discussions. It is for this reason that Keating’s pillars of Empowerment, Dedication, Integrity, and Innovation should be adopted by the modern teacher.
The first pillar at Welton Academy is Excellence. Excellence is seen to be top grades and the passing on of their graduates to highly regarded postsecondary institutions. The teachers see it as their responsibility to force the boys into this excellence, to demand it of them. We watch as the boys are spoken to, as they are taken through memorization exercises by their Latin teacher, and as they are told by their Trigonometry teacher that only “absolute precision” will be respected. But instead of memorization and precision, Keating disregards precise poetic measure, and encourages the boys to do so as well through the ceremonious ripping out of Pritchard’s introduction. He instead requires them to create, and then share this creation with others. He attempts to give them the ideas and skills that will allow them to find themselves in the world and do great things with their individuality. We hear him say, “Boys, you must strive to find your own voice” and “make your lives extraordinary”. Keating immediately sets to work establishing the pillar of Empowerment.
Discipline is a pillar that is equally emphasized at Welton Academy. This permeates into all aspects of school life. We see this discipline when Charlie is punished with a paddle, but even in the subtle, upright posture that the boys assume during their lunch hour when being watched by school leaders. In Keating’s class we observe the boys body language to be more relaxed and their comfort in speaking out. But this does not mean that Keating requires nothing of them. In fact, he pushes each one of them to find their passion and commit to it. He encourages this through his interest in their interests. He attends Neil’s play to show his devotion and leads by example. Keating erects the pillar of Dedication.
The pillar of Honour is that less spoken of until it is feared to be losing its strength. Honour itself is the adherence to conventional standards of conduct, which the boys are expected to carry out without question. But when Keating encourages the boys to be honest and adhere to strong moral principals, these principals are often against convention. When Neil is troubled over his father’s views on pursuing acting, Keating does not convince Neil to be content with conventional pursuits. Instead Keating tells him that he is “not an indentured servant. If [acting] is not a whim for you, you prove it to him by your conviction and your passion” but goes on to encourage Neil to do the right thing and speak to his father before the play. Keating requires the boys to stand strong with the pillar of Integrity, the quality of moral uprightness.
Welton Academy’s final pillar is Tradition. Not only are the boys expected to believe those notions of previous generations, but it is assumed that they are not capable of otherwise. Keating’s colleague expresses this viewpoint by saying “Free thinkers, at seventeen?” which is followed by a doubtful laugh. Contrary to this, Keating provokes his students to not “just consider what the author thinks. Consider what you think” and dares them to “strike out and find new ground”. He invites the boys to challenge the world as they know it. Both literally and figuratively, he encourages them to rebel against the conventional way to view the world, and to walk their own stride. In this way he teaches the boys to jump out of tradition and find potential in the pillar of Innovation.
The contrast of the teaching methodology used by the Welton Academy and those used by Keating can be compared to the contrast between those education methodologies of the past and those of the present. In the times leading up to the 1950’s success meant knowledge and the accumulation of known truths, a reflection of the requirements for the workforce. But education of today must teach problem solving, creativity, and critical thinking. The pillars of the Welton Academy do not prepare students for today’s society and the current workforce. Keating was ahead of his time, and his methods complement the curriculum of today. The Ontario English curriculum states that language is best learned through stimulating activities and that teachers should include a rich variety of such, with both independent and collaborative assignments. The curriculum requires students to use critical and creative thinking when completing inquiries, and to contribute relevant ideas to group discussions. It is for this reason that Keating’s pillars of Empowerment, Dedication, Integrity, and Innovation should be adopted by the modern teacher.
1 comment:
Tonia –
Thanks for sharing your essay with me. Getting to know you a little, I was able to see how even though you wrote earlier about not writing papers in a while; you seem to have not lost a step at all. I really like how you were able to separate each individual thought into the different pillars that Welton exemplifies. You were able to separate each individual thought; something that I’ve shown to need work on.
Theirs two things that I particularly liked in your essay. One, I enjoyed reading how you linked how Keating’s principles fit those of the Ontario curriculum today; its especially relevant to the assignment and the article you wrote – I wish I had thought of that idea myself. The other thing I enjoyed was how you chose four better principles that better explained Keating’s philosophy of teaching as opposed to those upheld by Welton.
You’re very precise, and to the point; I think that we make for an interesting set of partners: you’re very concise and detailed; to the point, where I’m more long-winded and wordy. The main comments I have primarily have to do with the content and overall theme of the paper.
I think that the only thing I can think is missing is just some small changes to the overall feel. I couldn’t help but thinking that what I was reading was not an essay as much as it was a compare and contrast paper. It almost seems as if you’re saying that Welton’s four pillars and Keating’s principles were so far off that he never should have been at Welton in the first place. I say that as my opinion, from reading it; one of reasons I hesitate to say that is mainly because we’re both different writers. I look at your piece and think its missing something that I could add, and I’m sure you think the same about mine (at least I hope).
I hope this helps – I wasn’t as helpful as yours, but then again, mine needs more work than yours does- have a great time editing!
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