Educational Theory· 2026Q2
The Educational Value of Habits and Familiarity in Addams's and Dewey's Pragmatism *
- 0citations
- Q2SCImago
- 2026year
Short summary
Jane Addams and John Dewey's philosophies highlight the educational power of both habit/familiarity and their deliberate disruption (defamiliarization/dishabituation).
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Key points
- Habits and familiarity are central to the educational philosophies of Jane Addams and John Dewey.
- Defamiliarization and dishabituation are presented as key pedagogical tools within their work.
- The interplay between habit and its disruption is demonstrated through examples from Hull House and the Laboratory School.
AI-generated from the title and abstract; the full text is not read.
Abstract
Abstract This article discusses the educational value of habits and familiarity in the works of Jane Addams and John Dewey. Through this analysis, I aim to shed new light on the intellectual relationship between the two philosophers, demonstrating the enduring relevance of their legacy. Starting from a general description of habits and familiarity in Dewey and Addams, the discourse moves to defamiliarization and dishabituation as noteworthy elements in their philosophies of education. Finally, it shows how the twist of familiarity and habits is at work at both Hull House and the Laboratory School.
The authors' abstract, as published at the source. Educational Theory, 2026 · DOI ↗
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Field: Philosophy
PhilosophyArts and Humanities