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The Educational Philosophy of Jane Addams

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The Educational Philosophy of Jane Addams Learning through Living Together: The Educational Philosophy of Jane Addams Kiersten Nieuwejaar Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy under the Executive Committee of the Graduate School of Arts and Sciences COLUMBIA UNIVERSITY 2015 ©2015 Kiersten Nieuwejaar All rights reserved ABSTRACT Learning through Living Together: The Educational Philosophy of Jane Addams Kiersten Nieuwejaar This dissertation examines the educational philosophy of Jane Addams, through her written work as well as her work in the Chicago settlement, Hull House. Addams’ critique of schools and universities will be discussed, as well as the ways in which she positions Hull House as an educational space outside of normative education. This dissertation will also focus on the importance that Addams places on the educational relationship as a means for learning, and the social knowledge that results from this relationship, as they help to shape and advance society. Finally, the dissertation will look at the ways Addams’ educational philosophy can inform technological communities in the 21st century in order to foster the kinds of educational relationships and social knowledge that we can use to improve our current society. TABLE OF CONTENTS ACKNOWLEDGMENTS.…………………………….…………………………............iii DEDICATION………………………………………………………………………........vi INTRODUCTION ...............................................................................................................1 CHAPTER ONE: Jane Addams: a Biography ..................................................................17 Section 1.1: Addams’ Early Years ............................................................................17 Section 1.2: Educational Influences ..........................................................................19 Section 1.3: The Years Before Hull House ...............................................................22 Section 1.4: Dream to Reality: the Formation of Hull House ...................................25 Section 1.5: Hull House Residents and Influential Figures .......................................30 Section 1.6: Writing As She Lived: Addams’ Essays and Books .............................37 Section 1.7: Fall From Grace: Addams’ Later Years ................................................40 CHAPTER TWO: The "Snare” of Education ...................................................................47 Section 2.1: The Problem With the University .........................................................50 Section 2.2: The Problem With Business Schools ....................................................59 Section 2.3: The Problem With the Public School ....................................................65 CHAPTER THREE: The Social Nature of Education ......................................................85 Section 3.1: A Brief History of Settlements ..............................................................87 Section 3.2: The Settlement As a Pragmatist Practice ..............................................88 Section 3.3: An Open and Experimental Practice ...................................................100 Section 3.4: Social Life As Teacher ........................................................................104 Section 3.5: Resident As Student, Resident As Researcher ....................................114 Section 3.6: Education in the Current Event ...........................................................118 i CHAPTER FOUR: The Educational Relationship .........................................................124 Section 4.1: The Educational Relationship As Reciprocal ......................................126 Section 4.2: The Educational Relationship As Objective and Subjective ...............130 Section 4.3: The Importance of Perplexity ..............................................................140 CHAPTER FIVE: The Textual Relationship ..................................................................151 Section 5.1: Narrative As Authority ........................................................................151 Section 5.2: Education Through Synthesis ..............................................................156 Section 5.3: Enacting Synthesis in A New Conscience and an Ancient Evil ...........158 CHAPTER SIX: Social Knowledge ...............................................................................178 Section 6.1: The Social Application of Knowledge ................................................179 Section 6.2: Sympathetic Knowledge and Sympathetic Understanding .................187 Section 6.3: Social Knowledge ................................................................................202 EPILOGUE: Addams’ Educational Philosophy in “The New City” ..............................212 NOTES .............................................................................................................................231 BIBLIOGRAPHY………………………………………………………………………265 ii ACKNOWLEDGMENTS This dissertation took many years to complete, and it would not have been finished without the help of many people. First and foremost, I owe the utmost gratitude to my advisor, Professor Megan Laverty, who had the patience of a saint throughout this long process. Professor Laverty’s scholarly insights and her keen eye helped me to develop my ideas and my voice, and her gentle (and necessary) prodding kept me on track when I faltered. I am also indebted to my program chair, Professor David Hansen, who helped to nurture me as a scholar throughout my years in the Philosophy and Education program. My work with Professor Hansen in his class on American Philosophies of Education, and our subsequent chapter in the Sage Handbook of Education, inspired me to think seriously about Jane Addams and set me on the course toward my dissertation. I am honored to have three other wonderful scholars on my committee. Professor Thomas James took time out from his busy schedule to offer his perspective as a philosopher and a historian, and I am thankful for his thoughtful insights into my work. Professor Jim Garrison also took time from his schedule at Virginia Tech to be on my committee. An enthusiastic reader and responder, Professor Garrison pointed me toward certain ideas in Dewey’s philosophy that enriched my dissertation. I am also exceedingly grateful to Professor Sandra Schmidt, who generously accepted a position on my committee even though I was never a student of hers. Her kindness in helping a needy student is something I think Jane Addams would offer as a worthy example of sympathetic action. iii While it may seem strange to thank internet friends, the people I have come to know through the internet forum, Groupthink, have been instrumental in helping me to develop the last chapter of my dissertation. In particular, I would like to thank Catherine Young, aka “NinjaCate,” and Linda Tirado, aka “KillerMartinis,” for allowing me to use certain posts of theirs and the resulting internet conversations in my dissertation. The Groupthink forum in general has been a source of emotional support and necessary levity; its members helped keep me sane as I worked through many long nights or dealt with setbacks and frustrations. I have a number of close friends and family members who helped make this dissertation possible. Rodino Anderson, my friend and colleague, has been a part of my dissertation from its earliest beginnings. Our discussions over the years helped me to develop my ideas about Addams' educational philosophy. He has been a shoulder to cry on and someone to laugh with. Amy Batchelor and Betsy Henritze also offered a lot of emotional support over the years, and their loving kindness laced with well-placed sarcasm kept my spirits up when I needed it most. I owe a lot as well to three important women - Stannalyn Fredericks, Lucy Thomas, and Sandra Rogers - who helped to take care of my children and my home while I worked. Their care allowed me to write, knowing that my children were safe and happy. My mother and father-in- law, Marilyn and Don Keat, also gave their love and their help whenever needed, be it physical, emotional, or intellectual. Marilyn, a fellow educational philosopher, was a great source of strength and of intellectual inspiration. My sister, Sonja Nieuwejaar, provided a willing ear throughout my graduate school experience; her ability to reassure me, while laughing good- naturedly at my obsessions, kept me grounded in reality. My mother, Nirvana Nieuwejaar, has been a rock throughout the years I have been in school. She has always been enthusiastic about iv my graduate studies and my dissertation, and our many conversations throughout this process allowed me to think more clearly and to explain myself more clearly, which is invaluable to any scholar. Finally, I want to thank my husband, Justin Keat, for being the wellspring of patience, love, and confidence that I needed to get through what was sometimes a thorny and frustrating process of research and writing. He has comforted me when I was at my most dismal, and cheered me when I was feeling triumphant. He supported me in every way throughout my degree and I could not have done it without him. My children, Solveig, Ansel, and Heath, have grown up with a student for a mother. Their good-natured acceptance of having a “work-at-home” mom, and their willingness to eat plenty of take-out during my busiest times, gave me the peace of mind I needed to finish. I am honored to have such a wonderful family and I am very grateful for their love. v DEDICATION
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