The movie Dead Poets Society explores the concept of individualism in great depth.

The numerous conflicts that the characters face throughout the movie demonstrate the fundamental principles of existentialism and transcendentalism. Neil Perrys suicide, for instance, illustrates the disturbing existential consequences that can transpire when an individuals authority is allowed to prevail against tradition. On the other hand, however, the triumph of the individual spirit may sometimes have a positive outcomeas in the case of Knox Overstreet, an example of transcendentalism. When Knox becomes obsessed with a certain girl named Chriswithout actually meeting herhe ends up risking his life to win her heart. In both cases, characters assume individual authority for their choices and stop obeying traditional authority figures; they embark on a trip of self-discovery and individual growth that will have a lasting impact on their futures. One obvious example of existentialism is Neil Perrys unfortunate suicide. When Neil Perry decides to pursue a career in the performing arts, rather than in medicine, his father, Mr. Perry, is furious. Unmoved by Neils extraordinary performance in the play A Midsummer Nights Dream, Mr. Perry continues to insist on controlling his sons life and dictating his every move. But Mr. Perrys efforts were in vain; Neil had already experienced freedoma privilege not easily relinquished. Neil eventually stands up to his father, but is unable to communicate his opinions to the increasing tyrannical traditionalist figure that his father has become. Rather than continuing to live a dreary half-life, Neil decides that the only way to gain control is by taking his own life. Though he lost everything in the process, suicide was the only way for Neil to stand up to his father and live life to the fullest (ala Carpe Diem). Through the act of suicide, Neil is taking control of his life decisionsand must, as a result, accept the consequences. Neils clearly existential actions were a necessary step in his process of self-discovery and individual growth. On the complete other side of the spectrum is Knox Overstreet, the poster child of transcendentalismand romanticism, in general. Knox recognizes the vital importance of individualism when he becomes infatuated with Chrisa girl that he has never actually met before. Knox, like Neil, recognizes the importance of individual intuition in guiding him through life and helping him make decisions. Knox decides to risk his life by standing up to Chet, Chriss boyfriend, in a romantic attempt to win Chris heart. His numerous attempts do prove to be somewhat effective; Chris does goes to the play with Knox and even holds his hand. In a sense, Knox has succeeded, he has triumphed, and he has prevailed over the authority figure, Chet. This event serves as a reminder that authority should always act as a guidenever as an absolute power, as in Neils unfortunate situation. The only place where one can find out his true identitytheir true characteris within himself. Throughout the movie, there are several situations in which characters acted individually, deliberately disobeying conventional authority, in order to follow their dreams. In some cases, such conflicts had positive outcomes (transcendentalism); in other cases such outbursts of individualism had deadly consequences for reckless individuals, like Neil (existentialism). In either case, however, the process of self-discovery and free thinking was inevitable; after being granted freedom for the first time, both Neil and Knox were reluctant to surrender their new independence without a fight. Neil and Knoxs fearless nonconformity will forever demonstrate the importance and necessity of self-discovery and individual growth to new generations of teenagers to come. The main message of the text is to maintain your individual identity and follow your dreams. Mr Keating is there new English teacher helping them achieve this and teaches them to "suck the marrow out of life". This story takes place at Welton School, a very traditional preparatory school for boys in the United States. After the summer holidays of 1959, John Keating, former student at the institution, enters the school as the new English teacher. With his unconventional teaching methods, he inspires his students to act as individuals. He encourages them to think for themselves, to find new points of view, to discover their own ways and feelings and to "seize the day". Given this whole new perspective on life, a group of boys start to follow their own ideas, which are in some way at odds with the conservative policies of the institution and with their parents' expectations. They form a new Dead Poets Society, a kind of literary club that holds secret meetings in a cave. Neil decides to take part in a play in spite of his father's opposition to his many extracurricular activities. Knox decides to do whatever he has to do in order to conquer the girl he has fallen in love with. Todd overcomes his shyness and throws away his parent's present. Mr. Keating's classes call the attention of the other teachers of the school and of the principal, Mr. Nolan.

The conflict arises when one of the boys, Charlie Dalton, who has changed his name to "Nuwanda" arrives to a meeting of the Dead Poets Society with two girls, and tells the boys that he published in the school magazine a very daring article signed by the Dead Poets Society. Dalton is punished severely, but he does not reveal the names of the members of the group. Mr. Keating is warned by Mr. Nolan to drop his unorthodox teaching methods. After the play, Neil confronts his father but he is unable to tell him about his ambitions and he finally commits suicide. His parents ask the school to investigate the case and the boys are intimidated to accuse Mr. Keating of being a bad influence on them and of causing Neil's death. Mr. Keating is forced to leave the school but his students have a chance to show their loyalty to him and to what he has taught them. Mischief, horror, decadence, laziness.<< "tradition, honor, discipline and excellence">> Summerhill Philosophy Summerhill is noted for its philosophy that children learn best with freedom from coercion. All lessons are optional, and pupils are free to choose what to do with their time. Neill founded Summerhill with the belief that "the function of a child is to live his own life not the life that his anxious parents think he should live, not a life according to the purpose of an educator who thinks he knows best." [4][5] In addition to taking control of their own time, pupils can participate in the self-governing community of the school. School meetings are held three times a week, where pupils and staff alike have an equal voice in the decisions that affect their day-to-day lives, discussing issues and creating or changing school laws. The rules agreed at these meetings are wide ranging - from agreeing on acceptable bed times to making nudity allowed around the pool and within the classroom. Meetings are also an opportunity for the community to vote on a course of action for unresolved conflicts, such as a fine for a theft (usually the fine consists of having to pay back the amount stolen). In creating its laws and dealing out sanctions, the school meeting generally applies A.S. Neill's maxim "Freedom not Licence" (he wrote a book of the same name); the principle that you can do as you please, so long as it doesn't cause harm to others. Hence, you are free to swear as much as you like, within the school grounds, but calling someone else an offensive name is licence. It is upon these major principles, namely, democracy, equality and freedom that Summerhill School operates. Educational structure Although Neill was more concerned with the social development of children than their academic development, Summerhill nevertheless has some important differences in its approach to teaching. There is no concept of a "year" or "form" at Summerhill. Instead, children are placed according to their ability in a given subject. It is not uncommon for a single class to have pupils of widely varying ages, or for pupils as young as 13 or 14 to take GCSE examinations. This structure reflects a belief that children should progress at their own pace, rather than having to meet a set standard by a certain age. There are also two classrooms which operate on a "drop-in" basis for all or part of the day, the workshop and the art room. Anyone can come to these classrooms and, with supervision, make just about anything. Children commonly play with wooden toys (usually swords or guns) they have made themselves, and much of the furniture and dcor in the school has been likewise constructed by students.