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MOVIE-BASED DISCUSSION GUIDE – LEADER’S GUIDE

Dead Poets Society A timeless drama about golden and missed opportunities, the dangers of conformity, and the power of influence. Dead Poets Society tells the story of John Keating, an English teacher who returns to his preparatory alma mater to inspire his students with refrains of carpe diem (seize the day). Keating’s unorthodox teaching methods challenge the students to make their lives extraordinary, to “swim against the stream,” and to dare to become freethinkers amidst parental and educational constraints.




This study will help you discuss the deeper themes of the movie. To what extent should a person adhere to a carpe diem mentality? What are the advantages and disadvantages of conformity and its opposite, individuality? How does the movie portray parental influence? What is the purpose of education?

Based on:
 Dead Poets Society (Touchstone Pictures, 1989), directed by Peter Weir, screenplay by Tom Schulman, 
 rated PG for mild language, intense thematic material, and teen drug and alcohol use.

Movie Summary Professor John Keating (Robin Williams) joins the faculty of Welton Academy as the preparatory school’s new English teacher. Keating’s classes differ from those of his colleagues. Whereas the other professors are busy warning the boys not to skip homework assignments and not to question the integrity of the school, Keating leads his students out of class while whistling the 1812 Overture, encourages the boys to stand on their desks for a new perspective, and pleads with them to tear out the introduction of their poetry textbooks. Several of the students, led by Neil Perry (Robert Sean Leonard), take Keating’s cue and reconvene the Welton chapter of the Dead Poets Society, a group dedicated to “sucking the marrow out of life” by letting poetry “drip from our tongues like honey.” For a time, the Society meets fairly innocuously, but the ideologies of the society soon compel the young men to take risks (e.g. acting against parents’ wishes) and live life to what they believe to be the fullest (e.g. writing poetry for beautiful women). As the young men cling more fully to the liberating ideas set forth by Keating, poetry, and artistic freedom, the results become increasingly dangerous—for Neil in particular. (Warning: Story spoilers below.) Neil decides to audition for a play without the consent of his father, Mr. Perry (Kurtwood Smith). When Mr. Perry, who has hijacked Neil’s future and made plans for Neil to attend Harvard and become a doctor, discovers that his son has intentionally defied him by acting in the play, Mr. Perry pledges to withdraw Neil from Welton and enroll him at Braden Military School. Neil feels it’s futile to try to explain himself to his militant father, so he decides to take his own life.

Rated PG
 This film includes mild language, intense thematic material, and several scenes of teen drug and alcohol use. The film also contains several scenes in which students question authority.

Discussing the Scenes Select one or more of these themes to discuss: 1. Carpe Diem: Seize the Day 2. Conformity vs. Individuality 3. Parental Influence

1. Carpe Diem: Seize the Day
 (Genesis 6; Mark 5:21–34; Luke 9:24; Luke 10:38–42; John 10:10; 
 1 Corinthians 15:58) On the first day of English class, Keating takes the students on a short field trip to the school’s main entryway, which contains pictures of past Welton students. Keating urges the boys to lean into the pictures and listen to the voices of the past, voices of students who thought they were immortal, but whose bodies are now “food for worms.” Scene to Watch:
 Carpe diem (Elapsed time: 00:11:16 – 00:16:38) As the boys lean into the pictures, Keating whispers, “Carpe diem…seize the day, boys. Make your lives extraordinary.”

[Q] Why does Keating encourage the boys to “make [their] lives extraordinary”? What is he hoping to accomplish with this unorthodox first day of class?

[Q] Why would Keating advise the boys to listen to the voices of the past? What purpose does that serve?

[Q] How do the students respond to Keating’s request to listen to the pictures? Are they skeptical, or are they interested? Why do they respond the way they do?

[Q] Read Genesis 6 and Mark 5:21–34. How do Noah (Genesis chapter) and the sick woman (Mark passage) seize the day? How does God respond to their willingness to take chances and to live out their respective faiths?

Pitts reads “Gather ye rosebuds while ye may, / Old time is still a-flying: / And this same flower that smiles to-day / To-morrow will be dying,” which is the first stanza of “To the Virgins, To Make Much of Time,” a poem by Robert Herrick.

[Q] Why do you think Keating would ask Pitts to read that specific poem? What does the poem mean? Does the poem contain elements of carpe diem? If so, how?

[Q] What do you think of the idea of carpe diem and what it represents? Have you seen this ideology in your own life? If so, how?

[Q] In Luke 10:38–42, compare and contrast the actions of Mary and

Martha. How does Mary “Gather ye rosebuds while ye may”? Why does Jesus say, “Martha, Martha…Mary has chosen what is better, and it will not be taken away from her” (vv. 41–42)?

Consider the story of Joseph (Genesis 37–50). Joseph’s brothers sold him into the slave circuit of Egypt. Then, after hard work and discipline, Joseph became one of the most powerful men in Egypt.

[Q] Does Joseph’s story contain elements of carpe diem? How did Joseph seize the day amidst his trials?

Leader’s Note: Joseph seized the day in a figurative manner as he consistently chose to honor God despite his circumstances.

[Q] In what ways can Christians live a life of carpe diem? How can Christians faithfully and effectively seize the day?

Leader’s Note: The answers to this question will vary depending on the respondent’s spiritual journey. If a person is interested in evangelism, he or she may feel that witnessing is the best way to seize the day. Or, if a person is concerned with spiritual disciplines such as reading the Bible and praying, he or she may choose to seize the day in that manner. At one point in the movie, Keating tells his students to “Huddle up!” as he delivers a poignant speech about the power of words and how poetry stems from the passion of the human race. Scene to Watch:
 What will your verse be? (Elapsed time: 00:24:26 – 00:26:46) Once the students are in the huddle, Keating says, “But poetry, beauty, romance, love, these are what we stay alive for.”

[Q] What do you make of Keating’s discussion? Do you agree that we stay alive for artistic outlets such as poetry in order to express human passions such as romance and love?

[Q] At this point in the movie, do you trust Keating as a character? Do you believe that he means what he says? Why or why not?

Keating also says, “That the powerful play goes on, and you may contribute a verse… What will your verse be?”

[Q] Recall the boys’ reactions to Keating’s words. One student in

particular, Todd (Ethan Hawke), seems to take Keating’s words to heart. And, Keating, in turn, seems to be speaking to Todd at that moment. Why?

[Q] As a Christian, do you feel an obligation to contribute a verse? What kinds of contributions do you feel you should make? What kinds of contributions do you want to make?

[Q] Consider the idea of spiritual gifts (1 Corinthians 12). How does the

idea of one Christian body with many gifted parts come into play for your contribution to a person, to society, to the world? How can you use your gift to make your contributions? Leader’s Note: Encourage your group members to consider their spiritual gifts if they have not done so up to this point. If they struggle with the term “spiritual gifts,” inquire as to their strengths, talents, hobbies and interests. Often, personal interests are predictors for a person’s spiritual gift genre.

[Q] Read Luke 9:24, John 10:10, and 1 Corinthians 15:58. Discuss how

each of these passages relates to the idea of carpe diem. How is each verse different in its encouragement to seize the day and make a contribution? How are the verses similar?

2. Conformity vs. Individuality
 (2 Corinthians 3:17; 2 Corinthians 6:14; Matthew 6:24) In an effort to show his students the dangers of conformity, Keating takes his class outside and makes three students take a stroll by walking around the courtyard. At first, the students walk in their own stride, “their own pace.” But, soon, the students walk uniformly while their classmates look on and clap a cadence. Scene to Watch:
 “Take a stroll, gentlemen.” (Elapsed time: 01:03:33 – 01:05:45)

[Q] Why did the amblers begin at their own paces, but end up marching to the same time? What happened to cause the transition from individuality to conformity?

[Q] With the demonstration over, Keating looks at the students and says, “We all have a great need for acceptance.” Do you agree or disagree? Why? Have you felt the need for acceptance?

[Q] Keating also says, “But you must trust that your beliefs are unique,

your own. Even though others may think them odd or unpopular.” As a Christian, do you believe that your beliefs are unique? How do your beliefs compare to other Christians’ beliefs? Can beliefs be different when it comes to Christianity?

[Q] Have you experienced hatred or conflict as a result of your unpopular beliefs and faith in Christ? If so, how did you feel at the time?

[Q] In 2 Corinthians 6:14, why does the Bible warn believers to “not be

yoked together with unbelievers”? How can that verse be viewed in light of the conformity versus individuality discussion?

[Q] Read 2 Corinthians 3:17. What does it mean to have freedom in the Spirit? Do you think that Christians can be both individuals and conformists? Do we have to be both or can we be just one?

Leader’s Notes: At this point, remember to mention the various facets of faith in Christ. On one hand, Christians are called to fellowship, which contains elements of conformity such as denominations, group worship, and communal prayer. On the other hand, Christians are also called to a personal relationship with Christ, which means that God’s interactions with each of his followers will be unique. At the end of the movie, Todd decides to give Keating a show of support by standing on his desk and saying, “O Captain! My Captain!”—a phrase from a Walt Whitman poem introduced to the students by Keating.

[Q] Consider Todd’s character. What influence, if any, has Keating’s character had on Todd during the course of the movie?

[Q] Why does Todd stand on his desk and call to Keating? Why does Todd feel compelled to action?

[Q] If you were in Todd’s shoes, would you have done something as

Keating departed, or would you have sat in your seat and followed the rules of the classroom and school? Why?

[Q] What is the significance of calling someone Captain? What does that title imply? Why would Keating asked to be called the students’ captain?

Read Matthew 6:24.

[Q] The Bible says that we cannot serve two masters, or two captains, as the case may be. What does it mean to really serve someone or something? At what point do we stray from serving God in an effort to serve other people or material things?

[Q] In your own life, are there vices or masters that do not belong? How did you become attached to those masters and how can you break free?

Leader’s Note: This may be a very personal question for some, so feel free to ask in a rhetorical or philosophical sense.

3. Parental Influence
 (Exodus 20:12; Proverbs 22:6; Ephesians 6:1-4; Hebrews 13:17) Perhaps the most emotionally difficult aspect of this movie is the relationship between Neil Perry and his father, Mr. Perry (Kurtwood Smith). Mr. Perry offers no grace where Neil is concerned; Neil must cater to Mr. Perry’s whims in order to avoid humiliation and harassment. Scene to Watch:
 Neil gets the acting bug (Elapsed time: 00:45:22 – 00:47:15) In this scene, Neil returns to his dorm with a flyer that advertises open auditions for parts in Shakespeare’s “A Midsummer Night’s Dream.” Neil is ecstatic. He says to his roommate, Todd, “Yes! Yes! I’m going to be an actor! Ever since I can remember, I’ve wanted to try this! For the first time in my whole life, I know what I want to do.”

[Q] Neil’s passion for acting is evident. Why does Todd respond to Neil’s idealism in such a realistic manner? What is Todd trying to do?

[Q] When Neil responds to Todd’s caution with, “I mean, I haven’t even gotten the part yet. Can’t I even enjoy the idea for a little while?” What do you think of Neil at this point in the movie? What do you think of the situation between Neil and his father?

[Q] In what way did Neil fail to practice carpe diem concerning his future dreams in light of his father’s wishes? What could he have done in response to his father’s inflexibility?

[Q] Has someone ever dashed your hopes and dreams? How did you respond? As a believer, what can we do to recover from such disappointment?

[Q] Read Ephesians 6:1–4. Does Neil uphold the children’s side of the

“biblical bargain” (vv. 1–3)? Does Mr. Perry keep the parents’ end of the deal (verse 4)? As you answer these two questions, discuss specific examples from the movie.

Mr. Perry wants Neil to be a doctor, but it is clear that Neil is not interested in the medical profession. At several points in the movie, Mr. Perry visits Welton to demand that Neil drop one extracurricular or another in an effort to keep Neil’s mind focused on Harvard and medical school.

[Q] As Neil’s father, Mr. Perry exercised great power over Neil. Do you feel that Mr. Perry abused his rights as a father? Why or why not?

[Q] Do you think that Mr. Perry wanted what was best for Neil? Do you think that Mr. Perry thought that he was doing what was best for Neil? If so, how?

[Q] The Bible instructs us to “Obey [our] leaders and submit to their authority” (Hebrews 13:17). As Christians, in what ways is it appropriate to question authority? Consider the implications of following leaders without regard to their credibility.

[Q] Read Proverbs 22:6. What does it mean to train a child in the way he or she should go? What way should a child go? How can parents know what is best for their children?

[Q] Technically, Neil followed the fifth commandment (Exodus 20:12)

diligently. However, Neil’s heart resisted his father’s wishes to a devastating degree. Do you think that Neil kept the fifth commandment? If you were Neil’s parent, how would you feel about Neil’s seemingly lifeless obedience?

After Neil commits suicide, the other members of the Dead Poets Society wake Todd to tell him what happened. In the next scene, the boys are standing outside looking over a beautiful blanket of snow. Todd says, “It was [Neil’s] father. His father killed him.”

[Q] Why does Todd blame Mr. Perry for Neil’s death? [Q] Who is responsible for Neil’s death? [Q] The film does not comment on Neil’s faith. However, if Neil were a Christian, might his actions have been different?

[Q] How might faith in Christ have minimized Neil’s coming-of-age struggle? Are Christians better equipped to handle stress or adversity?

Leader’s Note: Suicide can be a controversial topic, especially for Christians. The responses to these questions may be quite varied, but that should not undermine the group’s chances of a meaningful discussion. In addition to the movie’s conversation fodder, consider both sides of the argument with biblical elements such as God’s infinite grace and mercy or the idea that the body is a temple and should be treated accordingly.

As the Credits Roll [Q] Keating devotes a lot of time to the idea of developing freethinkers.

Yet, many of his colleagues do not believe that 17-year-old boys are capable of such a responsibility. In your opinion, what determines a person’s intellectual maturity? Is it age, experience, or a combination of both? Why?

[Q] What is the purpose of education? [Q] At one point, Keating says, “We must constantly look at things in a different way.” What does he mean? Do you agree or disagree?

[Q] How does the movie influence your opinion, if at all, of preparatory schools?

[Q] There are many different characters in this movie. Is there one that

you can relate to more than the others? Who is it? Why do you relate to him or her? —Study by Mary Lasse, freelance writer from the Chicagoland area