8.6, "F. W. Taylor Recruits the Ideal Worker with the
Principles of Scientific Management," pp. 237 -239
12.1, "John Dewey Advocates a Democratic Schoolroom, 1900"
pp. 356-358
This class period we will look at three persons whose activities illustrate aspects of social darwinism, both liberal and conservative. Jane Addams was a seminal figure in the emerging profession of social work. Her work an Hull House in Chicago marked one for m of interaction between affluent old family Americans and new immigrant populations. "Doing Good," as far as work with immigrants was concerned, meant affording them opportunities to Americanize as quickly and painlessly as possible. Charity work was one of the few professional areas open to educated women of the late nineteenth century., and we'll read more about this next week.
We've already been introduced to F. W. Taylor. It will be interesting to compare the attitudes towards immigrants represented by Taylor and Addams. As you read Taylor think about what the use of dialect in this essay tells us about his attitudes, beyond what the ideas in the essay tells us.
John Dewey was perhaps the most important American Philosopher of his generation, and certainly did more to influence the direction of Public education than any other theorist of that time. Schools, like Settlement Houses, were conceived of as safeguards for democratic principles in a period of rapid social change, and as a primary institution for Americanizing immigrants. One might add that this role is still assigned to them in our time. Understand, as you read, what Dewey means by the idea a "democratic schoolroom".
This short book represents a collection of magazine articles related to the effect of urban conditions on the young. It is good summary of the thinking of Addams and others of her sensitivity. Download this as soon as possible, and read it throughout the week. You won't be able to finish it on Thursday night. Be aware of how important environmentalism is in the thinking of Addams: how the environment shapes character.
John Dewey in 1890 (left) and in his later years (right)
For Wednesday, October 31. No New Readings
We’ll finish off whatever we need to finish off of Monday’s assignment, if anything.
Call for Volunteers:
First, a heartfelt thanks for our Thespians on Wednesday last. I know it isn’t always easy to stand up in front of a group and be an exhibitionist. But it really added to the fun of the day for me, and I’m sure for your classmates as well. In the spirit of that, I’d like to share some of the Journal entries you’ve been writing...especially any you may have been writing about Sumner, Ward, Rauschenbusch, Addams, Taylor, or Dewey. If people are willing, what I’ll do is flash your particular entry on the screen so others can read it, and then let them, discuss your character’s reaction as it might compare to the reaction of their own characters. If you’re willing, drop me an e-mail at either mswanson401@msn.com or Swanson1890s@msn.com. I’ll be looking over some of your work, and I may grovel in front of one or two of you if I can’t get volunteers any other way.
