Film Paper: Analysis of Traditions in Film and Depictions Educational Issues

 Cultural practices in the educational system remain auspicious in contemporary society despite institutional and national reforms (Bowles & Gintis, 1976, pg. 95). Even though theories, philosophy, and quality ethical norms outlined by critics exist in the education sector, minimal practical follow-ups ensue. Through conservative, progressive, and critical policy perspectives, the behaviour of learners within public schools composed of different classes develops. Notably, several traditions such as privilege, class or race biasness, inequality, and struggles of identity dominate the sector from the previous centuries. However, education remains one of the ‘cornerstones’ of moral integrity in the society of adults. My essay outlines a critical analysis of the film “The Karate Kid (1984)” by John Avildsen using the course concepts and readings.

Theorist John Dewey’s view on the teaching and learning depicted in the movie

As stated in Bowles and Gintis (1976), Dewey classifies the moral teaching and learning portrayed in the film as of democratic school of character shaping. Since the education system functions to streamline societal policies, a multiracial school environment provides the best experience for the upcoming generation. According to Dewey, learning centers play a critical role in teaching social relations at a young age within an environment of different socioeconomic and ethnic classes. Through the education’s ‘integrative’ responsibility, ethical, moral values of association introduces in schooling children as a preparation for the future life. Therefore, a school acts as a preparatory system for the continuity of social life in a community of different people.

Writer Finn’s view on the teaching and learning depicted in the film

            A discontent shapes the reasoning of Finn on the reasons that degenerates the American education sector (Finn, 1982, pg. 31). However, based on the scene demonstrated by Avildsen’s film, Finn classifies the teaching and learning as a collective responsibility of the educators and the society at large. Apart from the role of schools in shaping the character of children, community, and friends contribute behaviour of the young generation. Through the social relations within the playground and the recreational facilities like the karate centers undergone by Johnny, he gains unbecoming characters. As a result, moral and immoral aspects emanates from the social cycle that surrounds a student.

Nevertheless, the education system remains fundamental in eliminating unbecoming behaviour while instilling accepted societal norms (Finn, 1982, pg. 31). With diversity in the social and color differences within an academic set-up, the children and youths learn to contain themselves. Through a continuous learning experience and social interactions, students acquire new friends in preparation for adulthood. For instance, in the film, when Daniel moves to interact with his friend at the beach, he befriends Ali Mills, Johnny’s ex-girlfriend that lands him in problems. Consequently, Daniel learns the best way to prepare for his immediate society through physical fitness. However, Finn posits that parents should take an active part in imparting anticipated social characters in their children.

Critiques from the theorist and writer on the learning and teaching depictions

According to Dewey, the school must bridge the inequality gap in a society based on gender, race, and social class (Bowles & Gintis, 1976, pg. 97). However, based on the movie, the role of the school mentor in culminating disparity that ensues in the playing field underscores.  An understanding of the need for togetherness in society should remain the topic of discussion in the school. Seemingly, the referee in the pitch should bring the two boys on board for moral teachings and advice.  Moreover, parents, guardians, and adults should enhance brotherhood in the young generation, a situation that lacks in the video. Instead of the karate instructor and Mr. Miyani to instill the correct behaviour in the boys, they continue to engage them in a fight.

Similarly, Finn expects moral characters in the adults to guide them in imparting and correcting the upcoming generation (Finn, 1982, pg. 32). However, the parents demand more from the teachers concerning students’ performance while aiding in the behaviour deterioration. Parents must expect changes in children and young adults yet, he or she provides immoral avenues for the kids. Surprisingly, the corrupt values of inequality, racism, and class identification remain a progressive vice from generation-to-generation. Therefore, Mr. Miyani and the karate mentor must own their parenting responsibility in correcting the unethical characters in Johnny and his group. Through non-conservative government policies and principles within the American society, the disparities reduce to extinction.

Missing education traditions in the film

Even though the film represents the traditional American education system, culture, religion, classification according to meritocracy and race do not suffice. The scenes portrayed at the beach sporting session, playground, and at the karate hall outline no segregation based on color and class differences. Since the movie exempts the African Americans and the irrational experiences in the education system, it is devoid of the discriminative aspects of academic traditions. Besides, Social classification and class categorization based on student capability, do not suffice in the movie since all students, including Daniel, belong to the same class.

The most dominant tradition

The theme of violence dominates the actions of Daniel, and Johnny, in the entire film. Initially, Daniel spots the Karate group of boys scold one of their classmates, a condition that creates a lifelong enmity in the student population. The instances of violence between Daniel and the boys appear more than any other theme in the film. However, the actions do not clash with different ideas in the movie. Notably, the enmity between the boys progresses to the entirety of the film. The fight continues even after the involvement of the adults amid the young generation at the tournament.

Broad social issues in the film

Based on the movie, character-shaping in the young generation emerges from the role of the society at large. Ogbu (1978), outlines that the parents need to pass moral values to their children. Through the motives and beliefs portrayed in the society of adults, the children adopted in the community. Even though school remains effective in social policies, external forces contribute immensely towards the overall behaviour. Parents, guardians, and friends provide avenues of character acquisition outside the school environment. Therefore, collective responsibility should take the lead to ensure moral attitudes instill in the upcoming generation. Violence continues to exist in the activities of the students in the movie because of a lack of parent, guardian, and friends’ involvement in behaviour shaping.

Other concepts present in the film

On realizing that Daniel befriends Mills, Johnny and the group starts bullying and frustrating him in public. Through unfriendly motives, isolation occurs in the students’ fraternity with different group formations witnessed. Members entitled to a particular social behaviour that is outlawed by the opponent group. As a result, the weaker and minority category of students undergoes the painful actions administered by the powerful troop. According to studies, bullying courses psychological discomfort in the less privileged children. Besides, students undergoing cruel punishments from fellow learners underperform in society. Surprisingly, the vice is progressive from the previous era of educational reforms to the current culture.

Overall evaluation of the film

The film vividly portrays the traditions of education in previous and contemporary society. Through the rivalry and hatred between Daniel and Johnny, the theme of violation dominates the classroom and outside-classroom events of students. The movie clearly outlines the broad social issues, tensions, and goals of education. Social inclusion in society brings together children from different regions and classes. However, characters in the population of the young generation build and divide social relations among teenagers. Besides, the notion of the role of school in character-shaping proves detrimental without the involvement of society at large. Therefore, the movie appropriately portrays the role of school in society.

In conclusion, education traditions remain pervasive in the contemporary world despite the core role of the sector in character shaping. The film ‘The karate kids (1984)’ portrays the education traditions witnessed in American society. Through theorists and writers’ views on learning and teaching, the responsibility and underperformance of school suffice. Seemingly, violence emerges the dominant theme in the movie, with some traditions missing in the play. However, the film demonstrates character molding within and outside the school environment. Besides, though not auspicious bullying prevails between Daniel and the karate group of children allied to Johnny.

References

Bowles, S. & Gintis, H..  (1976). Broken Promises: School Reform in Retrospect. From Schooling in Capitalist America: New York, Basic Books. In Sadovinick et al. (1994). Exploring Education: An Introduction to the Foundations of Education. (pp. 95-121). Boston: Allyn and Bacon.

Finn, C. (Jan.-Feb, 1982). A Call for Quality Education. American Education, 31-36.

Ogbu, J. (1978). Caste and Education and How They Function in the United States. In Minority Education and Caste: The American System in Cross-Cultural Perspectives (pp. 342-358). New York: Academic Press.