Faculty by Jerrold Tarog

Summary

The conversation revolves around a group of individuals discussing personal differences, work frustrations, and their responsibilities toward students. One character resigns, expressing frustration with the administration and the lack of social awareness in the school. Another character, Joan, counters that their efforts to expose privileged students to social realities are misdirected, as these students are sheltered and uninterested in activism. The debate intensifies, touching on the role of teachers, the impact of social activism, and internal conflicts within the group. Emotions run high, with themes of frustration, responsibility, and personal growth emerging.

Takeaways

• 😡 Frustration: One character expresses frustration and resigns, referring to the school as cowardly.
• 😔 Disillusionment: A heated conversation about social activism and the school's lack of support for students' involvement in protests.
• 🧑‍🏫 Teaching Conflict: There’s a clash between a teacher who believes in teaching social awareness and another person who thinks their role is just to help students pass.
• 💸 Privilege Gap: The script highlights the divide between students from wealthy families (Class A) and their lack of exposure to real-world struggles.
• 🤔 Responsibility: The belief that students should be exposed to social issues and learn critical thinking versus the school’s more passive approach.
• 🤕 Hospital Scene: A student named Julia was injured by the police during a rally, causing tension among the characters about who is responsible.
• 😢 Guilt and Blame: Characters argue about who’s to blame for Julia's involvement in the protest and her subsequent injury.
• 💼 Moving On: One character plans to leave the school for a job teaching high school, suggesting a desire for change.
• 😤 Clashing Views: There’s an intense disagreement over whether the students should be guided toward activism or just protected from it.
• 💬 Friendship Strain: Personal relationships are strained by these disagreements, with one person feeling misunderstood and unsupported.

Q & A

What is the main conflict in the conversation?

The main conflict revolves around different perspectives on teaching methods and student responsibilities. One person believes in challenging students to think critically and engage in activism, while the other feels the students are privileged and only need basic academic success to satisfy their parents.

Why is there a disagreement about taking students to rallies?

One character believes students should be exposed to social issues and activism to develop critical thinking. The other character argues that these particular students are too privileged and that such activities are inappropriate for them, focusing instead on their academic survival.

What role does social class play in the conversation?

Social class is a significant theme, with one character pointing out that the students come from wealthy families and are therefore shielded from the realities that activism tries to address. This creates a divide in how the teachers perceive their responsibility towards these students.

What does the line 'upper class they belong to influential' imply about the students?

It implies that the students have the potential to influence society because of their privileged background, but there’s a concern that they may not use this influence responsibly if they are not taught to think critically.

Why does one character feel they should teach students social awareness?

One character believes that it is their responsibility to teach students social awareness and responsibilities because they are in a position to influence society when they graduate.

What does the line 'they need to think' suggest about the speaker's teaching philosophy?

The speaker emphasizes critical thinking over rote learning, believing that students should be exposed to real-world issues and challenges to develop independent thought and social consciousness.

What is the significance of the hospital and Julia’s situation in the script?

Julia’s situation represents the consequences of engaging in activism. The character who took students to the rally feels responsible for what happened, as Julia was hurt during a protest, raising questions about the safety and appropriateness of involving students in such activities.

Why does one character accuse the other of being 'out of line'?

One character accuses the other of being 'out of line' because they brought students to a protest, which they believe was reckless and inappropriate for their privileged background and school environment.

What is the tone of the final part of the conversation?

The tone becomes apologetic and resigned. One character expresses regret, while the other is ready to move on, suggesting a sense of closure or acceptance of their differences.

What does the character mean by 'I'll teach high school' in the end?

By saying 'I'll teach high school,' the character is indicating that they are leaving their current position and opting for a simpler teaching role, possibly because they are disillusioned with the current system and conflicts.