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The American Hope-Dream: Implications for Democracy and Public Education by John Anglin Horton a Thesis Submitted in Conformity

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The American Hope-Dream: Implications for Democracy and Public Education by John Anglin Horton a Thesis Submitted in Conformity The American Hope-Dream: Implications for Democracy and Public Education by John Anglin Horton A thesis submitted in conformity with the requirements for the degree of Doctor of Education Ontario Institute for Studies in Education University of Toronto ©by John Anglin Horton 2018 i The American Hope-Dream: Implications for Democracy and Public Education John Anglin Horton Doctor of Education Ontario Institute for Studies in Education University of Toronto 2018 Abstract Current crisis and pessimism enshroud the state of democracy and public education. This dissertation interrogates how representative philosophers, beginning with Plato, have conceptualized hope. The early philosophers considered also include Spinoza, Hume, Descartes and Kant. From the more recent past, I investigate Hannah Arendt, Ernst Bloch, John Dewey, and Jane Addams. Contemporary philosophers with the hope canon are also canvassed for insights on democratic hope and education relevant to democracy and public education, including Bernstein, Boler, Bredo, Calhoun, Freire, Garrison, Green, Kompridis, Koopman, Seigfried and Westbrook. The philosophical history is rooted in what is termed in this dissertation “The American hope- dream,” referring to the historic American Dream as a national aspiration of exemplary ethico- moral leadership to the world, especially with reference to its distinctive form of governance. The thesis investigates the dynamics of hope that accompanied the settlement, evolution of the new nation, and the emergent interlinking spirit of independence, democracy, and education of the new nation. It analyses key values germane to hope, such as freedom and equality, which surfaced within the context of governance, education and social justice. ii There is special attention to the work of American Pragmatism, and the work of John Dewey and Jane Addams. Their orientation to the need for philosophically relating democracy and education to one another is addressed. My project probes their ethical and epistemological insights with a view to appropriating relevancies for the 21st Century Arguments are advanced for important epistemic connections of hope in promoting imagination and creative thinking, and investigate the role of hope in the radical social reforms of Addams with special attention to inclusivity, care and equality. The thesis references tragic hope, and the failures of leaders, past and present, to realize many of the promising ideals of the American Dream. In sum, the dissertation interrogates the American Dream, with focus on democracy and public education, with shards of past, present and prospects undergoing philosophical analysis to justify hope as an initiating, nurturing force for political and educational renewal. iii Acknowledgements My very deep gratitude to my Supervisor, Megan Boler, for her nurturing support of the ideas behind this thesis, her constant encouragement and never-ending resourcefulness in helping me find pathways through which, for me, was a complex and often bewildering project. From the courses I took from her and the reading she recommended, to her structuring advice on thick topics, I feel my adventure in learning has been wonderfully inspired and guided. Her own multidisciplinary scholarship was a constant source of inspiration. Much appreciation goes forth to the members of my Thesis Supervising Committee, Professor Lauren Bialystok and Professor Eric Bredo for their generous assistance in guiding me in ways that have improved this thesis. I am most grateful for Professor Eric Bredo’s involvement in this thesis, before and during its writing, during which time he responded most generously to my queries and philosophic tangles. He brought the hopes of the early Pragmatist, John Dewey, and his colleagues vividly to life for me. I was also honoured and grateful to have as External Examiner Dr. James Garrison, whose prolific scholarship I have long admired. On the home front, I will be forever grateful to my wife, Carolyn, who has shown incredible forbearance during what turned out to be a much longer academic odyssey than anticipated. The fact that she is non-pareil as a life partner was not lost on me for a moment and I marvelled at the endurance of her patience. The project could never have survived without her wide-ranging, selfless support in countless ways. My gratitude knows no bounds. My two sons, Sean and Kevin, were called upon to support a semi-literate computer operator in ways that most generously allowed me to draw upon their cyber-savvy and other talents time and again. My very great gratitude to them. Special thanks to long-time friend, John Plumpton, whose renowned expertise in matters historical was generously shared with me. Friends too numerous to name have expressed interest in my topic, and offered ideas and encouragement that nourished and extended the frontiers of my quest for understanding hope. They, too, are the subjects of my gratitude. iv Table of Contents Acknowledgements .................................................................................................................. iv Introduction: Hope, Dream and Social Transformation: the Audacity of Hope ................ 1 Dream, Hope, and the Sunlit Path ................................................................................... 1 The American Hope Dream .............................................................................................. 2 How I Define Hope in My Dissertation ............................................................................ 3 The Significance of Exodus and Promethean Myth to My Thesis ................................ 3 What are the Limitations of Invoking the American Hope Dream? ............................ 5 Education, Another Central Ideal of the American Hope Dream ................................ 7 Hope in an Age of Pessimism: The Future of Democracy ............................................. 8 Conceptualizing Hope: The American Hope Dream and Bright-Lines of Hope ....... 11 Hope and the American Hope Dream: Visions for Democracy and Education ........ 13 The Ongoing Resonance of Exodus and Prometheus: Early Narratives of Hope and New Beginnings ............................................................................................ 17 Narratives of Despair ...................................................................................................... 20 Making a Case for the Emancipative Potential of Partial Hope ................................. 22 What This Thesis is Not: Samuel Huntington’s Ideology of Retrieving a Partisan Past ........................................................................................................................ 25 Hope: Inherent Commonality of Democracy and Education ...................................... 26 Hope, Progressive Pedagogy and the Ethic of Meliorism ............................................ 27 Outline of Chapters ......................................................................................................... 32 Chapter 1: Notable Narratives and Episodes of Bright-Line Hope in Greek and Judeo-Antiquity ............................................................................................................... 41 Introduction ..................................................................................................................... 41 Section A: Hope and the Long Arc of History .............................................................. 43 Section B: Hope as Suspect in Antiquity ....................................................................... 46 v Section C: Platonic Hope: The Illumining Thesis of Katja Maria Vogt ..................... 47 Conclusion ........................................................................................................................ 56 Chapter 2: The Many Shades of Hope Ontology in the Work of Arendt .......................... 59 Section A: Natality of Hope ............................................................................................ 61 Section B: The Janus Face of Hope ................................................................................ 63 Genealogical Perspectives on Hope .................................................................... 66 Section C: The Practicality of Hope ............................................................................... 68 Arendt’s Emancipative Agenda ......................................................................... 69 Section D: The Revolutionary Spirit of Hope ............................................................... 72 Section E: The Audacity of Hope ................................................................................... 75 Chapter 3: Founders and Heirs of the Revolutionary Spirit: Hope, Democracy, and Education .......................................................................................................................... 84 Section A: Franklin and the Quintessential Hopes of the American Dream ............. 84 Section B: The Proto-pragmatic Hope of Franklin ...................................................... 87 Franklin’s Utopian Hope for Education ............................................................ 89 Franklin’s Utopian Dream for Education ......................................................... 95 Section C: Thomas Jefferson: The Inspiriting American Founder of Hope for Democracy ............................................................................................................ 97 The Role of the Public(s)
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