"Dead Poets Society" in our Book Corner

Our Book Corner meeting on Sunday, December 1st, brought a refreshing blend of discussions, personal insights, and engaging debates centered around Dead Poets Society.

Sumar opened the session with an intriguing note about the book’s origin: written in 2006, it’s a unique case where the story was adapted from the 1989 film, rather than the usual book-to-movie route.

We moved into the setting of the story—a prestigious boarding school—and its profound influence on the characters. Questions arose: Is boarding school a good or bad thing? Marina shared a compelling perspective, emphasizing that parenting should not be outsourced entirely to schools. She argued that when parents choose boarding schools, they should be prepared for unforeseen consequences, much like those depicted in this story.

After that, the school's “Four Pillars” became a central focus, and we examined each one in depth. After reading the definition of Excellency, Honor, Tradition and Discipline, the speaker raised an important question from the book: “Discipline comes from within.” Is this truly the case? She argued that discipline often needs to be taught, even enforced, before it can become internalized.

Father Miled shared his opinion about tradition. “Tradition is a very important thing”, he declared. But this matter should be treated with wisdom, “We need to adapt the form of tradition, not the essence of it, in order for it to help new generations.”

Then we discussed the pressure of career choices and how parents often impose their expectations on their children, just like in the story, where parents oblige their children to study and have noble jobs, forgetting their kids’ passions and talents. So what should parents and educators do? Do they give total freedom to their kids to decide their future career? Sandy highlighted a powerful paradox: in Lebanon, we don’t trust an 18-year-old to drive, yet we expect them to decide their entire future well before that. The need for comprehensive career orientation in schools, to guide students toward informed decisions rather than coerced ones, is crucial. And for Chloe, it is very helpful for hesitant students to have a gap year, in which they discover what they love.

Georges brought energy to the discussion with the iconic line from the book: "Carpe Diem," or "Seize the Day." He pointed out how the boys in the story use this philosophy to break free from societal expectations, and how Mister Keeting encouraged them to write, play, sing … before it’s too late.

Finally, we discussed the purpose of education. Marina expressed a concern many shared: in Lebanon, education is often equated with earning money. She passionately reminded us that education’s true purpose is to understand the world, ask questions, and seek answers—not just to make money.

And in order for us to enhance our discussion, and enjoy more time together, we’ll watch Dead Poets Society together next Sunday—a perfect way to deepen our understanding of both the book and the film.

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