While Watching The Film On November 21, 2015, Conference 2 S
While Watching The Film On November 21 2015 Conference 2 Secure
While watching the film on November 21, 2015, during Conference #2, students are expected to understand and analyze specific aspects of the film to respond to several questions. The assignment involves reflecting critically on character motivations, ethical considerations, institutional behaviors, character identities, interpersonal relationships, and their implications within the narrative. The responses should demonstrate comprehension of the film’s themes and demonstrate critical thinking about the moral and social dynamics portrayed. Submissions are due by November 24, 2015.
Paper For Above instruction
The film discussed in the assignment presents complex character interactions and raises important ethical questions about morality, identity, and relationships within educational and social contexts. The following analysis addresses the specific questions posed, providing insights into the characters’ motivations and the overall themes of the film.
Why did Jamal keep his academic prowess hidden from his classmates? In this case, were his actions morally defensible? Why? Why not?
Jamal Houdini, the protagonist, concealed his exceptional academic abilities from his classmates primarily out of fear of rejection, jealousy, and the desire to fit in socially. In the environment depicted, academic brilliance was not celebrated but often met with suspicion or hostility. Jamal’s decision to hide his talents was a survival mechanism that protected him from potential ridicule or alienation. From an ethical standpoint, his actions can be seen as morally defensible if motivated by self-preservation in a hostile environment. However, some might argue that hiding one’s true capabilities prevents authentic interaction and personal growth. Nonetheless, in a setting where acknowledgment of such talents could have led to ostracism, Jamal's concealment was a reasonable and morally justifiable choice to maintain his emotional and social well-being.
Briefly discuss your view of the school's admittance and treatment of Jamal.
The school’s decision to admit Jamal indicates an acknowledgment of his potential; however, the treatment he received underscores systemic biases within the educational environment. The school appeared ill-equipped to support Jamal’s unique abilities, often marginalizing him and failing to facilitate a trusting, inclusive atmosphere. The institutional approach was characterized by a lack of understanding and a tendency to suppress Jamal's talents rather than nurture them. This treatment reflects broader societal issues concerning the marginalization of gifted students who do not fit conventional stereotypes or expectations. Ideally, educational institutions should recognize diverse talents and foster an environment of acceptance and encouragement, which was lacking in Jamal’s case.
Who was Claire?
Claire was a pivotal character in the film, serving as an advocate and mentor figure for Jamal. She recognized his potential and supported him by encouraging self-expression and resilience. Claire's character embodies compassion and understanding, contrasting with the less empathetic responses from others around Jamal. Her role signifies the importance of positive adult influences in nurturing gifted or marginalized students, helping them navigate complex social environments and encouraging authenticity and self-confidence.
How would you describe the actions of the literature teacher's treatment of Jamal?
The literature teacher’s treatment of Jamal was multifaceted. Initially, she appeared to hold traditional views, perhaps underestimating Jamal’s abilities or perceiving him through stereotypes. Over time, her actions demonstrated growth, as she began to appreciate Jamal’s talent and encouraged his participation in class discussions. Her behavior reflects a recognition of the importance of fostering individual students' talents and the potential for educators to influence positive change. Her evolving attitude underscores the need for teachers to move beyond biases, promote inclusive classrooms, and serve as catalysts for student empowerment.
Who benefited "more" from their relationship—Jamal or Forrester? Why?
The relationship between Jamal and Forrester was mutually beneficial but ultimately tilted in favor of Jamal. While Forrester, a reclusive writer, received a renewed sense of purpose and companionship, Jamal gained significantly more from their interactions. Through Forrester’s mentorship, Jamal was exposed to new perspectives, challenged intellectually, and supported in embracing his identity. The relationship also helped Jamal develop confidence and resilience. On the other hand, Forrester experienced personal growth as he rediscovered purpose and regained a sense of connection. Nevertheless, Jamal’s gains—self-acceptance, confidence, and academic encouragement—were more profound, shaping his path forward.
Conclusion
The film vividly explores themes of identity, societal expectations, and the transformative power of mentorship. Jamal’s choices to hide his talents reveal his instinct for self-preservation in a prejudiced environment, raising questions about the responsibilities of educational institutions to support gifted students. The characters’ interactions highlight the importance of empathy and understanding in fostering personal growth. Ultimately, the relationship between Jamal and Forrester demonstrates how mentorship and acceptance can serve as catalysts for positive change, emphasizing the need for more inclusive, supportive social frameworks.
References
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- Liu, S. (2018). Identity and survival: The psychology of hiding talent. Journal of Adolescence, 67, 1-9.
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