Experiential Learning Reflected in Dead Poets Society by Peter Weir

Abstract

Traditional teacher-centered instruction is widely criticized for restricting students' critical thinking and meaningful learning. This study aims to identify how Experiential Learning Cycle is reflected in Keating's teaching, while also examining the extent to which these experiential learning moments reflect the qualities of transformative learning. This qualitative study used a directed qualitative content analysis design and twenty scenes were purposively selected as the primary data. Data were collected by repeatedly watching the film and recording relevant scenes on a documentation sheet, then deductively coded using a fifteen-code codebook built from Kolb's Experiential Learning Cycle and Mezirow's Transformative Learning theory. The coded data were analyzed thematically by interpreting the dialogue and script against both theories, then organized into a thematic matrix to trace patterns within and across categories. The trustworthiness was ensured through repeated viewing, an audit-trailed coding matrix, peer debriefing, and negative case checking. The findings show that thirteen scenes reflect Kolb's four experiential learning stages with Concrete Experience appear frequently. The remaining seven scenes reflect Mezirow's transformative process, comprising one Disorienting Dilemma and three scenes each of Critical Self-Reflection and Perspective Transformation These results show that experiential learning can lead to transformative learning and highlight the value of integrating authentic learning experiences with structured reflection to foster critical thinking, active participation, and meaningful learning.