In his book Dewey goes on to give a light on the essential difference exiting between typical Welton’s classroom and Keating classroom. As opposed to Welton’s classroom, Keating’s students are likely to develop fun in their learning because of the chance they had in experiencing recreations and field treks outside their classroom. He revives the Dead Poets society that creates a chance for the student to focus on another world far from their curriculum. The fun developed allows the students to develop much passion for the curriculum. This is different to the Welton’s orthodox case where the students had no chance for experiencing fun in their curriculum.
Keating, acted as the model described by Dewey evident when he told the student to tear the introductory page of their book while reading. This indicates that Keating as a teacher took up the trait of an executor who brought meaningful association between the students and their reading material. By tearing the page indicates that Keating was concerned about sorting out digestible and most relevant information for his students. Indifferent to this, Nolan, Welton’s headmaster and the enforcer of the traditional system is surprised when he finds out that the students had ripped the first page (Franklin, 2009). This reveals the unusual nature of the traditional systems, as indicated by Dewey, whereby the students are supposed to rely on books rather than their instructors (Dewey, 2007).
Keating’s way of teaching proves to be much beneficial to his students. Among the benefits derived from Keating acting as the executor rather than the book, is that the students received refined information which is easier to understand. Keating was able to sort out useful information that he viewed important for the students’ digestion; otherwise, the students would have ended up reading bulky information without knowing what is important for their studies. Further, ...Show more