Describe The Specific Theories, Assumptions, Or Schools Of T

Describe The Specific Theories Assumptions Or Schools Of Thought T

Describe the specific theories, assumptions, or “schools of thought” that the characters in the film have. How do their schools of thought differ? The movie “Gran Torino” revolves around the ageist assumptions. Many people would also view this movie as having a theme of racism due to Walt, played by Clint Eastwood, making slur remarks regarding the Asian neighbors. I recall Walt walking outside and seeing the neighbor, questioning why they chose this neighborhood. In my view, the school of thought displayed is the feedback loop, as it analyzes reflection and actions. Walt's reflections include his memories from the Korean War and fears of being killed in public. The corresponding actions include his desire for gang members to be publicly punished to serve as a warning, removing them from the community and restoring peace.

How do the main characters change over the course of a film? How do their goals or desires change? Do they see themselves differently by the end of the film? The main characters evolve throughout the movie. The neighbors come to realize that Walt is a reserved individual who will defend anyone who invades his space. His goals shift from a detached and confrontational attitude to one of protective guardianship. For example, when Thao is harassed and attacked, Walt intervenes physically, beating the gang members and even drawing his gun to hold them at bay. By the conclusion, it's apparent that Walt’s initial image as a stern, unkind veteran transforms into someone who deeply cares about his community, illustrating a change in how he perceives himself and his responsibilities.

The reflective theory from the course that best illustrates the characters’ transformation is the one proposed by Korthagen and Vasalos. The film begins by establishing Walt’s isolation and tough exterior, reflecting his experiences from military service and personal loss. The narrative progresses as Walt’s reflections influence his actions, such as warning the gang members and eventually confronting them directly. These reflections deepen his understanding of loyalty, protection, and community. His final act, sacrificing himself to eliminate the gang threat, exemplifies how reflection and action intertwine to facilitate personal growth and community protection.

Do the characters grow or learn in new approaches or understandings of their place in the world? Walt’s evolution signifies this growth. Initially, he displays prejudice and a detached attitude but ultimately understands the importance of community and stepping outside his comfort zone to protect others. The attack on Thao and others prompts Walt to re-evaluate his approach, demonstrating that he learns that protecting his community requires confronting his prejudices and fears. His death underscores his acceptance of a new understanding—caring for others and risking his life for their safety, thereby redefining his identity from a bitter loner to a self-sacrificing protector.

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The film "Gran Torino" offers a compelling exploration of various psychological and social theories through its characters' development and interactions. Central to the narrative is the manifestation of the feedback loop theory, which highlights how reflection influences subsequent actions. Walt's reflections on his past military service and his fears shape his behaviors, leading to retaliatory and protective acts that ultimately serve to restore order in his community. This theory aligns with the notion that individuals' past experiences inform their current decisions, creating a cycle of reflection and action that guides their behavior (Kolb, 1984).

Furthermore, the character evolution demonstrates the transformative power of self-awareness and reflection. Initially depicted as a prejudiced, isolated man, Walt’s experiences and reflections—especially after the assault on Thao—prompt a significant shift in his worldview. This aligns with the adult learning theories emphasizing experiential learning, where personal experiences become catalysts for change (Mezirow, 1991). Walt's journey reflects how reflection on personal values and societal prejudices leads to self-growth, acceptance, and redefined goals—moving from prejudice to protection and sacrifice.

The film also illustrates the influence of school-of-thought theories such as social identity and community psychology. Walt’s initial identity is rooted in his military background and racial prejudices, which segregate him from the community around him. However, through reflective practice and direct engagement, he begins to see himself as part of a larger community deserving of care and protection. This transition is indicative of the theory that social roles and identities are fluid and susceptible to change through reflection and intentional action (Tajfel & Turner, 1979).

In addition, the character transformation evidence aligns with Erik Erikson's psychosocial stages, particularly the stage of ego integrity versus despair in later life. Walt’s reflection on his past experiences and his eventual sacrifice exemplify the culmination of this stage, where individuals find meaning through their actions and understanding of life’s purpose (Erikson, 1982). His final act signifies a resolution of internal conflicts and an affirmation of his new identity as a protector rather than an outsider or prejudiced veteran.

The movie also demonstrates how learned behaviors and reflections can influence broader social interactions. In particular, Walt’s change from holding prejudiced views to empathizing with his neighbors shows how reflective practice can foster tolerance and social cohesion. His initial bias against Asians mirrors societal stereotypes, but through personal reflection, he challenges and ultimately overcomes these prejudices, which is indicative of social learning theories (Bandura, 1977).

In conclusion, "Gran Torino" encapsulates the dynamic interplay of reflection, identity, and social learning theories, demonstrating how characters’ internal reflections lead to profound external changes. Walt’s evolution from a prejudiced, isolated man to a self-sacrificing community protector underscores the transformative power of reflection and experiential learning. The film offers an insightful case for understanding how individuals can change their perceptions and behaviors by reevaluating their beliefs, past experiences, and roles within their communities.

References

• Bandura, A. (1977). Social Learning Theory. Prentice-Hall.
• Erikson, E. H. (1982). The Life Cycle Completed. W. W. Norton & Company.
• Kolb, D. A. (1984). Experiential Learning: Experience as the Source of Learning and Development. Prentice Hall.
• Mezirow, J. (1991). Transformative Dimensions of Adult Learning. Jossey-Bass.
• Tajfel, H., & Turner, J. C. (1979). An integrative theory of intergroup conflict. In W. G. Austin & S. Worchel (Eds.), The social psychology of intergroup relations (pp. 33-47). Brooks/Cole.