Wait a second!
More handpicked essays just for you.
More handpicked essays just for you.
Good will hunting summary and analysis
Socio economic status and academic achievement
Negative effects of low socioeconomic status
Don’t take our word for it - see why 10 million students trust us with their essay needs.
Recommended: Good will hunting summary and analysis
Going off to college is probably one of the best things a person can do to further their education. The promise of a degree from a university seems achievable but is shadowed with the many challenges that come with a higher edification. Often many college students find themselves bothered by these obstacles which can determine whether the college student succeeds or not. There are many endeavors in college but it depends on how the student reacts to these situations.
This synthesis will examine the motion picture Good Will Hunting and an essay by an author Bell Hooks entitled Keeping Close to Home: Class and Education. Both of these accounts tell of a struggle that the protagonist character in the story had to deal with. Each of these charters comes from similar backgrounds but one deals with emotional conflict while the other character deals with the problem of economic classification. In either way each of these selections both deal with the struggles of an higher education.
In Good Will Hunting the main character Will Hunting is a janitor at Boston’s prestigious M.I.T. His ability to solve complex mathematical equations has earned him notoriety through out the mathematical department. Will Hunting is not a student, he is merely a bright young 20 year old kid with a troubled past. Will Hunting is exposed by Professor Gerald Lambeau when he is caught working on another mathematical equation. Professor Lambeau discovers his troubled past when he attends Will Hunting’s court hearing. Lambeau Finds out that Will Hunting has had many run-ins with the law and offers to give Will Hunting direction instead of being sent to jail. Will Hunting is ordered by the court to attend psychiatric sessions to he...
... middle of paper ...
...n Boston. Hooks had to deal with on going internal struggle that classism played on the attitudes of people who were not low class. She talked about needing money to survive at Stanford but also since her family back in the south was low class the money that she made was sent back home to her family to help out. Both of these characters over came tremendous odds; but Good Will Hunting was just a movie and Bell Hooks Keeping Close to Home was an actual account of the endeavors that she faced during the career at Stanford University.
Work Cited
Van Sant, G. (Director). (1997). Good Will Hunting [Motion Picture]. United States: Miramax Films
Hooks, B. (1989). Keeping Close to Home: Class and Education. Boston: South End Press
Fiske, R., & Cyrus, V. (2005). Experiencing Race, Class, and Gender in the United States: Fourth Edition. Boston: McGrawHill
In 1943, most women worked as teachers, nurses, or done some sort of domestic labor. Their opportunities were nowhere near as vast as the men’s. This caused the women to feel left out or unequal. Women fought for more equal opportunities as well as equal treatment. This along with their sense of patriotism is what led them to work in these factories. They wanted to be viewed as equal counterparts and have the same opportunities as men during this time. Not as many opportunities were open to the women so they jumped at the chance to widen them when the idea of working in the factories came up. This also paired with their sense of patriotism, making their determination to work stronger. The women knew the men were off fighting for their freedom so this would give them a chance to contribute to the cause as well as help war production. This challenged the views of the workplace as well as the beliefs of where women belonged in the workplace. Numerous men...
bell hooks reveals that she can only characterize the world as a place where you either have money to spend or you don’t (433). In college, she recollects how her professors and peers reinforced through countless
Women proved their strengths to Australian society as they replaced the shortage of men in the work force. The government was reluctant to let women work. It was initially thought that women were incapable of manual labour but as the war went on, women took on roles such as factory workers, train conductors, bus drivers, taxi drivers and mail deliverers. The government continuously encouraged women to join the work force by displaying recruitment posters. They were used to great effect in Australia just like ‘Rosie the Riveter’, a character used in America to entice women to work in factories. Women were keen to experience a change and as a result, historians have stated that women made up forty per cent of the work force in war-related industries which required heavy-lifting and long hours of work. The most momentous involvement by women during the World War II era was the production of binoculars, bombs and ammunition. The reluctance of the government vanished; therefore, it cannot be denied that Australian women were viewe...
The sociological perspective examines the hidden reasons for one’s actions and identities that people have. It stressed how they are influenced by their society and most of all their social location. Social location predetermines all aspects of one’s life and there are rules that come with social location, and with rules come social control mechanisms and social stratification that keep people in line. With social location also come institutions that provide roles which form one’s identity. In the movie, “Good Will Hunting,” the main character Will Hunting is a young deviant what grows up in a rough neighbourhood and has the intellect of a genius. Role theory and other concepts from the sociological perspective explain Will Hunting’s actions and identity.
Hawkes, Sarah. “Who was Rosie the Riveter?: The American Factory Women of World War II”. 2014. Web. 8 May 2014.
Rothenberg, P. 1998. Race, Class, and Gender in the United States. New York: St. Martin's Press.
The film “Good Will Hunting” follows the story of Will Hunting (Matt Damon) a self-taught genius who works at one of the most prestigious technology schools; MIT, as a janitor. Will is an orphan with a criminal record of Assault, grand theft auto, assaulting a police officer, etc. Will solves a complex math problem, which leads to him being discovered by professor Lambeau (Stellan Skarsgard) as a genius. Professor Lambeau makes a deal with the judge when Will is incarcerated to be on parole under Lambeau’s supervision and Will is ordered to see a therapist once a week. Will Outsmarts many of the therapists, which forces Lambeau to go to his last resort, college friend and psychology teacher Sean Macguire (Robin Williams).
Good Will Hunting is the graceful tale of a young gentleman’s struggle to find out where he belongs in the world, by first finding out who he himself is. In this film, Matt Damon takes on the role of a disturbed genius that has a keen understanding of the deepness of human character. The film is a voyage through the mind of Will Hunting as he is required to undergo psychotherapy as an alternative to serving jail time. With the assistance of a psychologist, played by Robin Williams, Will learns about himself and recognizes his individual worth in the world by comprehending what is most important to him in his own life. This motion picture serves as a source of superb example for film technique. Gus Van Sant’s directing ability joined with the writing skills of Matt Damon and Ben Affleck, who also plays Will’s best buddy, Chuckie, is a vibrant mixture of technical features used to induce sentiment and compassion amongst the viewers of this heart-warming film. Characteristics of the color, angles, shots, camera movement, editing, and distortions are all each particularly noteworthy to the general composition of Van Sant’s Good Will Hunting.
The intersection of dominant ideologies of race, class, and gender are important in shaping my social location and experiences. By exercising my sociological imagination (Mills, 1959), I will argue how my social location as an Asian American woman with a working class background has worked separately and together to influence how I behave, how others treat and view me, and how I understand the world. The sociological imagination has allowed me to understand my own “biography”, or life experiences by understanding the “history”, or larger social structures in which I grew up in (Mills, 1959). First, I will describe my family’s demographic characteristics in relation to California and the United States to put my analysis into context. I will then talk about how my perceptions of life opportunities have been shaped by the Asian-American model minority myth. Then, I will argue how my working class location has impacted my interactions in institutional settings and my middle/upper class peers. Third, I will discuss how gender inequalities in the workplace and the ideological intersection of my race and gender as an Asian-American woman have shaped my experiences with men. I will use Takaki’s (1999) concepts of model minority myth and American identity, Race; The Power of an Illusion (2003), Espiritu’s (2001) ideological racism, People Like Us: Social Class in America (1999) and Langston’s (2001) definition of class to support my argument.
Will Hunting epitomises a punk prodigy. The 20-year-old delinquent works as a janitor at MIT, solving impossible equations, meant for students, in his spare time. He is soon recruited by one of MIT’s professors and made to participate in a rehabilitation programme with the hope of being employed by the university. Rehabilitation is made challenging as Will is a troubled individual; having grown up in abusive environments and jumping from different foster homes.
Women showed their skill and ability to work, changing their role in society. “Women were hired for traditionally male occupations” (“Women in business”). After being hired for male jobs, women were portrayed differently and not as the average housewife. In 1944 women addressed the fact they do not get equal pay for equal work and to have working conditions improved (“Women in Society”). That included having childcare for working mothers. This prepared women to be more aggressive and be more demanding so society would accept them and so they could continue taking on these nontraditional roles after war (“Women in Society”). Working made women more demanding and they stood up themselves. It did take some convincing to have women join the workforce. The concept of working women was encouraged and advertised during the war because employment was necessary. Rosie the Riveter was also a shaped image and type of role model for women to follow (“Women in Society”). Women were comfortable being housewives before the demand for workers, but things had to change. Women’s viewpoint changed from staying home and taking care of the household, to them not wanting to be known as a housewifes anymore. “They demanded participation in the public arena and refused to accept the restrictions of traditional gender roles”(“Women in Society”). Women wanted to participate more in the community and contribute more to the country. Not only did they want to participate more in society, but they wanted to be viewed as equal to men in society. In 1944, women addressed the fact they do not get equal pay for equal work and to have working conditions improved. That included having childcare for working mothers. This prepared women to be more aggressive and be more demanding so society would accept them and to continue taking on these nontraditional roles after the war (“Women in Society”). After witnessing how they were able
College terrifies the best of us with pricing of the college, atmosphere of it, and the total fear of not succeeding. In my mind, I have this dream that in college I will be the best I can be, achieve every goal I set, and go above and beyond of what I set myself to. I have always had that ambition when it came to my education. I knew I had support from family, friends, and teachers. There was just one big difference, at the end of the day I was in charge of my future. The only way I see myself achieving all this is to set my mind and get the degree I want, be confident in who I am, and grow from everything I learn.
The thing that marks perfect villainy is the willingness and ease to be undeniably evil and having no qualms about being diabolical or having no regard for human morality. One of the most vile, manipulative, and malicious villains in classic literature is found in William Shakespeare’s infamous tragedy, “Othello.” Iago is the epitome of a perfect villain. He knows people’s weaknesses and manipulates it to his own advantage. Throughout the play, Shakespeare proves that everyone has a hamartia. Iago’s manipulative nature proves to be the perfect weapon in bringing the downfall of his enemies. Othello, the tragedy’s protagonist, falls prey to Iago’s malice and is targeted for a nasty and successful plot for revenge. The fatal flaw of the protagonist
Vineski, Patricia. "Puck in A Midsummer Night's Dream." Education Portal. N.p., 2014. Web. 26 Jan. 2014. . Third.
Beowulf’s first accomplishment as an epic hero was his battle with Grendel. Grendel was a huge beast, a descendent of Cain, who ruthlessly murdered innocent Danes because he felt pity for himself. Upon hearing of the Dane’s problem, Beowulf set off to help the Danish without having been called upon. Even though Beowulf had men backing him, He drew battle with Grendel alone and without armor or weapons. Yet, Beowulf emerged victorious with the arm of Grendel as his trophy. Beowulf then went on to kill Grendel’s vengeful mother and a huge fire-breathing dragon who thought it had been done wrong by the Geats. Alas, the killing of the dragon would be Beowulf’s last great battle for the dragon took Beowulf’s life in the struggle for his own.