Jane addams by mam shie

PHILOSOPHYOF EDUCATION
By:Ms. Shirley C.Veniegas
MAT-FILIPINO

Personal
Biography
“On September 6, 1860 Laura Jane Addams was born to
Sarah Weber Addams and John Addams, the same year in
which Abraham Lincoln ran for president” (Bettis, 2006).
“ Jenny was born in Cedarville, Illinois
“’Jenny’ as they called her as a baby was strongly influenced
by her father who lead a very active life. He was in the
State Legislature for sixteen years and directed a bank as
well as a railroad” (Bettis, 2006).

“Her mother Sarah Weber Addams was a strong
woman and ‘stern disciplinarian’ of her eight
children (Bettis, 2006).
Jane Addams grew very close to her father until he
remarried Ana Halderman the former piano teacher.
Three of her siblings died in infancy, and another
died at age 16, leaving only four by the time
Addams was age 8. Her mother, Sarah Addams
( Weber), died when Jane was two years old.

Jane attended college at Rockford College for women.
“Suggesting that Jane succeeded in school is an
understatement. Her accumulative GPA out of 10 was
a 9.862; she was class president, head of the literary
society, editor of the school magazine and
valedictorian of her class. She received her bachelor's
degree in 1910” (Bettis, 2006).

“Unexpectedly while on vacation with Jane,
John Addams (her father) died of acute
appendicitis. Without his strong personality,
the Addams family seemed to fall apart.
After entering into medical school Jane felt as if things were
not as she wanted. She could do the work but did not feel
the passion as before. As a result, her family suggested she
travel in Europe. Agreeing that this would be a good idea
she did so with an old classmate Ellen Starr (1971)” (Bettis,
2006).

Jane Addams was an activist for the poor,
and her name has become synonymous
with social reform, and her influence is
still felt today.

Addams was one of the most prominent
reformers of the Progressive Era. She helped
turn America to issues of concern to mothers,
such as the needs of children, local public
health, and world peace. She said that if women
were to be responsible for cleaning up their
communities and making them better places to
live, they needed to be able to vote to do so
effectively.

Addams became a role model for middle-class women
who volunteered to uplift their communities. She is
increasingly being recognized as a member of the
American pragmatist school of philosophy. In 1889
she co-founded Hull House, and in 1920 she was a
co-founder for the ACLU. In 1931 she became the first
American woman to be awarded the Nobel Peace
Prize and is recognized as the founder of the social
work profession in the United States.

•Idealistic
•Optimistic
•Pragmatic
JANE ADDAMS

Addams philosophy was influenced by some philosophers and
authors:

Addams was well read and could
claim numerous and varied
influences. However, she was no
one's protégé(pró-tə-zhā.)
Addams picked and chose
intellectual resources that
resonated with her notion of
sympathetic knowledge in the
process of bringing about social
progress.

Thomas Carlyle’s
(1795–1881)
• He believed that the
universe was ultimately
good and moral and led
by a divine will that
worked through society's
heroes and leaders.
• To be moral is to be in
right relation with God
and others.
• A precursor to
Addams’ notion of
sympathetic
knowledge can be
found in Carlyle
relational ethics.
• Carlyle’s social
morality held a
particular appeal to
Addams.
ADDAMS

John Raskin (1819-1900)
He theorized that art and
culture reflected the
moral health of
society.Ruskin
maintained a certain
elitism in his view that
great people produced
great art, he also saw
such great cultural works
as manifestation of the
well-being of society as a
whole.
Addams’ valorization
of art and culture as
exhibited in the
appearance and
activities of Hull
House resonates
with Ruskin’s
aesthetics.

• “Social Life and art have always seemed to go
best at Hull House” (STY 354). Addams viewed
art and cultural activities as reinforcing essential
human bonds (DSE 29).
• For Addams, society grow and adapt to its
conditions even in regard to moral philosophy.

• Tolstoy was another type of
hero to Addams. Unlike Carlyle,
Tolstoy did not valorize
individuals standing out from the
crowd as exemplary moral
paragons who wield socially
ordained positions of power. He
valued solidarity with the
common laborer.
• He is moral idealist.
Leo Tolstoy 1828-1910

• Addams saw the value of intelligent leadership
of Tolstoy.
• Addams’ own philosophy of civic activism
valued engagement through ongoing presence
and listening.

CANON BARNETT
• He is the inspiration of Addams on her writings.
• “ THE FUNCTION OF THE SOCIAL SETTLEMENT” Barnett’s
philosophy played a prominent role. She agrees with him that
settlements should not be missions because if they become too
ideological, they will fail to be responsive to their neighbours
(FSS 344-345). However, despite acknowledging that the term
“settlement” was borrowed from London, she finds subtle
differences between the philosophies of Toynbee Hall and Hull
House:

• Addams is very sensitive about a sense of
superiority in settlement work. She always
eschewed the notion that she was a
charitable “lady bountiful.” She wanted to
learn about others so that she could
develop the proper sympathies and
strategies for assisting—sympathetic
knowledge. For Addams, Hull House always
combined epistemological concerns with
moral ones.

• Addams work is usually
associated with the work of
John Dewey.
• This association is
appropriate given their
friendship and mutual
interests; however her
intellectual deference to
Dewey is often overstated.JOHN DEWEY
(1859–1952)

• His work appealed to Addams because they
shared many of the same commitments
including the value of a robust democracy as
well as the importance of education that
engaged the student’s experience
• Dewey became one of board members of Hull
House

• Dewey was the great intellectual—a thinker—and
Addams was the activist—a doer. As
contemporaries, they represent classic archetypes
of gender: the male as mind generating theory
and the woman as body experiencing and caring.
However, there is much evidence that such a
characterization is inaccurate. .

George Herbert Mead (1863-1931)
• who is considered the father of “symbolic
interactionism,” an approach to social inquiry that
emphasizes how symbols create meaning in
society. Mead’s work on development through
play and education influenced Addams but, as
with Dewey, the influence was mutual. Addams
maintained a long-term close personal relationship
with Mead and his wife, Helen Castle Mead.
• His works have been recognized as significant by
sociologists but many philosophers have
overlooked him.

William James (1842-1910)
whose work she cites on many occasions. James
was a pragmatist whose vision of urban
improvement would have been shared by Addams.
James and Addams both valued experience and
among the “professional” pragmatists his style of
writing is closest to Addams’ in terms of its
readability and use of tangible examples.

"Addams’ philosophy combined feminist sensibilities
with an unwavering commitment to social
improvement through cooperative efforts. Although
she sympathized with feminists, socialists, and
pacifists, Addams refused to be labeled. This refusal
was pragmatic rather than ideological.”

Contributions of Jane Addams
“In Twenty Years at Hull House, Jane describes her first
experience in East London and the overwhelming poverty
which was inflicted upon this city. This city seemed to make
more of an impact on her than any other she had visited in
Europe. She mentions the attraction she had to poverty-
stricken cities. She seems to condemn herself for referring
back to literature to explain the extreme poverty to which
she had been exposed” (Bettis, 2006).
As a result of these experiences Jane opened the Hull
house in Chicago.

• In 1889 Addams and her college friend and
intimate partner Ellen Gates Starr co-founded
Hull House, a settlement house in Chicago,
Illinois. The run-down mansion had been built
by Charles Hull in 1856 and needed repairs
and upgrading.

• Hull-House was the first co-educational settlement.
• A number of wealthy women became important long-
term donors to the House, including Helen Culver,
who managed her first cousin Charles Hull's estate,
and who eventually allowed the contributors to use
the house rent-free. Other contributors were Louise
DeKoven Bowen , Mary Rozet Smith, Mary Wilmarth,
and others.

The Hull House was a center for research, empirical
analysis, study, and debate, as well as a pragmatic
center for living in and establishing good relations
with the neighbourhood.
Residents of Hull-house conducted investigations on
housing, midwifery, fatigue, tuberculosis, typhoid,
garbage collection, cocaine, and truancy.

 Its facilities included a night school for adults, clubs
for older children, a public kitchen, an art gallery, a
gym, a girls' club, a bathhouse, a book bindery, a
music school, a drama group and a theatre,
apartments, a library, meeting rooms for discussion,
clubs, an employment bureau, and a lunchroom.

 Her adult night school was a forerunner of the
continuing education classes offered by many
universities today. In addition to making available
social services and cultural events for the largely
immigrant population of the neighbourhood, Hull
House afforded an opportunity for young social
workers to acquire training. Eventually, Hull House
became a 13-building settlement complex, which
included a playground and a summer camp (known as
Bowen Country Club).

One aspect of the Hull house that was very important to Jane
Addams was the Art Program. The art program at Hull house
allowed Addams to challenge the system of industrialized
education, which “fitted” the individual to a specific job or
position. She wanted the house to provide a space, time and
tools to encourage people to think independently. She saw art
as the key to unlocking the diversity of the city through
collective interaction, mutual self-discovery, recreation and the
imagination.
Art was integral to her vision of community, disrupting fixed
ideas and stimulating the diversity and interaction on which a
healthy society depends, based on a continual rewriting of
cultural identities through variation and interculturalism.

 “The Hull House charter read that it was ‘to
provide a center for a higher civic and social life;
to institute and maintain educational and
philanthropic enterprises, and to investigate and
improve the conditions in the industrial districts
of Chicago’1995.

• Hull-House featured multiple programs in art and
drama, kindergarten classes, boys' and girls' clubs,
language classes, reading groups, college extension
courses, along with public baths, a free-speech
atmosphere, a gymnasium, a labor museum and
playground.
• They were all designed to foster democratic
cooperation and collective action and downplay
individualism. She helped pass the first model
tenement code and the first factory laws.

Hull House became America's best known
settlement house. Addams used it to generate
system-directed change, on the principle that to
keep families safe, community and societal
conditions had to be improved. The neighbourhood
was controlled by local political bosses.

The development of Hull house was a cornerstone model of the
power of community involvement, and the impact it can have
on education.
In the experimental mode they vaunted--in tune with
the pragmatist ideas that Dewey and Addams liked to
discuss--the residents fashioned programs and
services in response to the needs that the neighbors
voiced. They learned, more or less, to hold their
middle-class certainties in check and, at least in
theory, to follow the neighbors' lead. Immigrants loved
societies, and there were clubs of many sorts: for
sports, self-improvement, study, and ethnic unity.

THE LEARNERS
Addams at Hull House stressed the role of children
in the Americanization process of new immigrants,
and fostered the play movement and the research
and service fields of leisure, youth, and human
services. Addams argued in The Spirit of Youth and
the City Streets (1909) that play and recreation
programs are needed because cities are destroying
the spirit of youth.

Learners(Human Person)
• The man who insist upon consent, who
moves with the people, is bound to consult
the feasible right as well as the absolute
right.
• The new humanism is comes from a secular,
and not a religious, pattern of belief.
• Imbue all human relations with spirit of
Christ’s self-renouncing love.

WHAT IS THE AIMS OF EDUCATION?
a. To provide the knowledge that would improve the
life of all of that participants in the community.
Means: Use knowledge for the improvement of
community life.

b. “The ultimate aim of education is to
modify the character and conduct of the
individual, and to harmonize and adjust
his activities.”
(Addams)
CHILD CENTERED
PROGRESSIVE EDUCATION

THE SCHOOL
 Hull House used to promote and maintain
educational and philanthropic enterprises as a
means of advancing social and civic life in the
industrial center of Chicago.
 The art program at Hull House allowed Addams
to challenge the system of industrialized
education, w/c “ fitted” the individual to a specific
job or position.
 To improve childhood education by working for
legislation to reduce child labour.
 Child centered education

What are to be taught or to be learned?
1. The value of a robust democracy as well as the
importance of education that engaged the
student’s experience.
2. Equality between people and educate them things
they had in common as well as the qualities that
made them unique; because she believed that the
‘things that make men like are finer and better
than the things that keep them apart.
3. Give children the very clear message that poverty
did not translate to pity.

4. High standard of social responsibility into his moral
approach.
5. Advocates a duty of awareness and engagement thus
creating the potential for care.
6. They learned, more or less, to hold their middle-class
certainties in check and, ay least in theory, to follow the
neighbors’ lead.
7. Two distinct trends are found in the curriculum. The
domestic training and trade teaching-which enable the poor
little milliner and dressmaker apprentices to shorter the
years of errand running w/c is supposed to teach them their
trade.

Addams viewed lifelong education as a critical component
of an engaged citizenry in a vibrant democracy. To that
end, Hull-House sponsored a myriad of educational
projects.
Addams strived to improve childhood education by
working for legislation to reduce child labour, she
sponsored a kindergarten at Hull-House and worked
with Dewey and education pioneer Ella Flagg Young on
pedagogical techniques centered upon making
education more relevant for students. Extant
descriptions by visitors to Hull-house describe it as
permeated by children furiously involved in a myriad of
activities.

THE TEACHER
The teacher is constantly put upon his mettle
to discover methods of instruction which shall
make knowledge quickly available to his
pupils.
Saw education as a foundation of
democracy.
To teach by example, to practice cooperation
and to practice social democracy.

Classical Feminist Theory
The contributions of female thinkers to classical sociological theory
have generally been overlooked throughout the years, even though
they systematically developed understandings of society similar to
those of their male counterparts. However, the theories of these
female thinkers are distinctive because they incorporate the
standpoint of gender, focus on the lives and work of women, critically
engage the problem of social inequality, and offer solutions to
ameliorate social problems.
This chapter discusses the work of several women theorists, activists,
and social reformers, and it presents the case for why it should be
included in the canon of classical sociological theory.

1. Harriet Martineau (1802-1876)-Martineau has come to
be known as the "founding mother" of sociology for both
her theoretical and empirical work.
2. Charlotte Perkins Gilman (1860-1935)-believed that
meaningful work is the essence of human self-realization.
3. Jane Addams (1860-1935) and the Chicago Women's
School-Addams and the other women of the Chicago
School viewed sociological theory and research as a
means to reform society, particularly in terms of
ameliorating social problems that were intensified by
immigration, urbanization, and industrialization. Addams'
concept of the social ethic, individual action based on the
welfare of the community, is characteristic of the work of all
of these women.

THEORY OF DEMOCRACY
• Addams maintained a robust definition of
democracy that moved far beyond
understanding it merely as a political structure.
For Addams, democracy represented both a
mode of living and a social morality. She
viewed democracy as an acknowledgement that
the lives of citizens are bound up with one
another and this relationship creates a duty to
understand the struggles and circumstances of
fellow citizens.

• Reciprocity of social relations is crucial for
providing citizens with the empathetic
foundation necessary to energize democracy.
• Social settlements were experiments in the kind
of democracy that Addams endeavoured to
promote: one of active social engagement.
Addams’ definition of democracy becomes
clearest in Democracy and Social Ethics where
she makes two equivalencies clear. One, moral
theory in the modern age must emphasize
social ethics. Two, for Addams, democracy is
social ethics.

Addams metaphorically described
democracy as a dynamic organism that
must grow with changing times in order
to remain vital. She advocate “ Social
Democracy”

Addams’ pragmatist philosophy integrated experience
with theory in an ongoing and dynamic dance that
makes it inappropriate to separate her theories from the
social issues in which she engaged. This is part of the
reason that Addams’ work appears alien to those
steeped in the Western tradition of philosophy, which
attempts to lay claim to universal truths.
Addams makes use of what feminist philosophers have
described as “standpoint epistemology,” acknowledging
that her philosophy is derived from a particular social,
political and historical position. Her theoretical work
flowed from working out tangible social issues of her
day, and yet many of her themes and conclusions
remain relevant for the present.

Jane Addams
of
Hull House
and the
Women’s International League
of
Peace and Freedom

Reactions:
Although Jane Addams made great contributions to
the field of sociology, she is rarely acknowledged.
Addams' where her influence has been buried over the
course of several decades.
Addams was not generally recognized as
Philosopher till 28th century because she was
not a systematic Philosopher either
stylistically or methodologically.

CONCLUSION:
An educator and reformer Jane Addams was a product
of the Progressive Era in American history. This was a
period when the forces of modernization, characterized
by industrialization, immigration, and urbanization,
presented untold challenges and calls for social and
economic change. She tied herself to the reform
movement of her times and the increasing professional
role women would undertake in the fields of education,
social work, and world peace.

A speaker, writer, organizer, and respected leader on behalf
of women’s rights and international peace, Addams
popularized her own reform ideas and generated an
awareness for change in urban-industrial American and on
the world stage. When she died in Chicago on May 21,
1935, she was a widely respected national and international
figure. During her adult career, she unswervingly devoted
herself to humanitarian causes and never deviated from her
duty to remind educators that with peace comes social
improvement. That is why she earned the title, “America’s
Beloved Lady.”

Jane Addams was the greatest
woman sociologist of her
times.

References:
http://www.infed.org/archives/e-
texts/addams6.htm
http://www.nobelprize.org/nobel_pri
http://infed.org/archieves/e-
texts/addams18.htm
http://education.stateuniversity.com/pages/1
734/Addams-Jane-1860-1935.html

Jane addams by mam shie

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