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John Dewey's Theory of Growth and Amy Allen's Feminist Theory of Power Applied to the Work of Domestic Violence Shelters

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John Dewey's Theory of Growth and Amy Allen's Feminist Theory of Power Applied to the Work of Domestic Violence Shelters JOHN DEWEY'S THEORY OF GROWTH AND AMY ALLEN'S FEMINIST THEORY OF POWER APPLIED TO THE WORK OF DOMESTIC VIOLENCE SHELTERS Robyn A. Peabody A Dissertation Submitted to the Graduate College of Bowling Green State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY August 2010 Committee: Michael Bradie, Advisor Lillian E. Ashcraft-Eason Graduate Faculty Representative Donald Callen James Campbell Kathleen Dixon ii ABSTRACT Michael Bradie, Advisor Over the last twenty-five years, there has been an increased interest in bringing together pragmatism and feminism. The dissertation advances this movement. It specifically examines the theory of growth offered by John Dewey and the feminist theory of power outlined by Amy Allen. The dissertation then examines the two theories in relation to the theory and practice of domestic violence emergency shelters. Dewey's theory of growth, which may apply to individual growth, and the work done with individual women in shelters provides a nice point of convergence from which to examine pragmatism and feminism. Before bringing representatives of pragmatism and feminism together, the dissertation addresses a criticism of Dewey's work that presents a potential obstacle to a productive merger. The dissertation alleviates the criticism that Dewey's theory of growth is cryptic and allusive by presenting the theory in light of his central pragmatic commitments. This presentation contextualizes his statements about growth and frames them within a comprehensive theory. In addition, the criticism that Dewey does not significantly address issues of power within his work is potentially problematic for application to the work of domestic violence shelters. To address this issue, the dissertation evaluates Dewey's work for whether it adequately theorizes the modes of power that Allen argues are necessary for a feminist theory of power, specifically, domination, resistance, and solidarity. The conclusion is made that while Dewey's theory embraces, or at least accommodates, each mode of power, his emphasis on problem-solving and cooperative inquiry masks the fact that problems may result from oppressive relations of power, making their resolution that much more difficult. To supplement Dewey's ability to diagnose relations of power, the dissertation explores the possibility of a joint theory between Dewey and Allen in application to the theory and practice of domestic violence iii emergency shelters. The dissertation concludes that the fruitfulness of this examination illustrates the potential benefits for the continued pursuit of collaboration between pragmatism and feminism. iv John and KT Hunter Frank and Margaret Peabody v ACKNOWLEDGMENTS I would like to thank members of the Bowling Green State University Philosophy Department, specifically my committee members, Michael Bradie, Donald Callen, and Kathleen Dixon, for helping me throughout my time in graduate school. James Campbell, Professor at the University of Toledo and President of the Society for the Advancement of American Philosophy, graciously offered his time and expertise by serving on my committee, offering valuable feedback, and encouraging me through the writing process. I am grateful to the Society for the Advancement of American Philosophy for providing an engaging and enthusiastic environment for pursuing the study of Pragmatism. I would also like to thank Randy Auxier for allowing me use of his vast library. Jennifer May's assistance was invaluable in the editing process. Lastly, I would like to thank Colin Koopman for his enthusiasm, reading various drafts, and providing valuable feedback; Nakasha Ahmad for all her help; and my family for their support. vi TABLE OF CONTENTS Page INTRODUCTION................................................................................................................. 1 1. Introduction........................................................................................................... 1 2. John Dewey........................................................................................................... 1 2.1. Influences............................................................................................... 2 2.2. Dewey as Classical American Pragmatist.............................................. 4 3. John Dewey's Theory of Growth.......................................................................... 11 4. Feminism and Feminist Movements..................................................................... 13 5. Literature on the Merger of Feminism and Pragmatism....................................... 15 6. Amy Allen's Feminist Theory of Power............................................................... 17 7. The Theory and Practice of Domestic Violence Shelters..................................... 20 8. An Enhanced Theory of Growth........................................................................... 22 CHAPTER I. JOHN DEWEY'S THEORY OF GROWTH IN LIGHT OF HIS PRAGMATIC THEORY............................................................................................... 25 1. Introduction........................................................................................................... 25 2. Dewey's Understanding of Human Psychology.................................................... 26 3. Components of Deweyan Theory Relevant to Considerations of Growth........... 31 3.1. Nature of Human Experience and the Limits of Reason....................... 33 3.2. Inquiry – Possibilities for Justification (in Light of the Nature of Human Experience and the Limits of Reason)..... 40 3.2.1. Processes of Inquiry................................................................ 42 3.2.2. Recommendations for Enhancing Inquiry.............................. 46 vii 3.2.2.1. Take Advantage of Disruptions................................ 46 3.2.2.2. Seek Disruptions through Interaction....................... 48 3.2.2.3. Develop Flexible Habits........................................... 51 3.2.2.4. Enrich Sociability..................................................... 52 3.3. Moral Considerations............................................................................. 55 3.3.1. The Good................................................................................ 57 3.3.2. The Right................................................................................ 62 3.3.3. The Virtuous........................................................................... 66 3.3.4. Conclusions Regarding Moral Traditions............................... 69 3.3.5. Hypothetical Conclusions Regarding Moral Responsibility... 71 4. Deweyan Theory Informs the Theory of Growth................................................. 80 5. Indicators of Growth............................................................................................. 84 5.1. The Structure of Groups as an Indicator of Growth.............................. 84 5.2. Interaction and Continuity as Indicators of Growth.............................. 86 6. Theory of Deweyan Growth Evident in Educational Writing.............................. 91 7. Conclusion – Growth as Moral Criterion.............................................................. 100 CHAPTER II. JOHN DEWEY'S THEORY OF GROWTH IN CONJUNCTION WITH AMY ALLEN'S FEMINIST THEORY OF POWER........................................................... 103 1. Introduction........................................................................................................... 103 2. Dewey Lacks an Account of Power...................................................................... 104 3. Dewey's Theory of Growth Accommodates and Supports Amy Allen's Theory of Power........................................................................................................ 107 viii 3.1. The Limits of Conceptualizing Power as Resource, Domination, and . Empowerment................................................................................................ 108 3.2. Michel Foucault – A Repressive and Productive Mode of Power......... 113 3.3. Dewey in Relation to Foucault.............................................................. 118 3.4. Concerns with Foucault's Theory of Power........................................... 122 3.5. Judith Butler – Agency and Resistance as Modes of Power.................. 126 3.6. Dewey in Relation to Butler.................................................................. 138 3.7. Hannah Arendt – A Collaborative Mode of Power............................... 146 3.8. Dewey in Relation to Arendt................................................................. 151 4. Methodological and Normative Components of Allen's Theory and Dewey's Alternative................................................................................................... 159 4.1. Allen's Methodological Framework....................................................... 159 4.2. Dewey in Relation to Allen's Methodological Framework................... 162 4.3. Allen's Normative Framework............................................................... 165 4.4. Concerns with Allen's Normative Framework....................................... 169 4.5. Dewey Offers an Alternative Normative Framework............................ 172 5. Conclusion ............................................................................................................ 182 CHAPTER III. DOMESTIC VIOLENCE EMERGENCY SHELTER THEORY AND PRACTICE..................................................................................................................
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