Thesis--Johns Hopkins University, 1965. / Bibliography: p. 217-261.

This project responds to the question: How do communication educators encourage students to enact the communicative practices necessary for a life of rhetorically engaged civic action? In responding to this question, the academic field of communication studies is recognized as a site for implementing the lessons of rhetoric, democracy, and civic engagement. This project contributes to the civic engagement scholarship from a communication studies perspective by foregrounding human communication as an essential component of the civic engagement process. As an interpretive inquiry, the philosophical thought and the pragmatic action of twentieth-century rhetorician and social activist Jane Addams (1860-1935) provides a hermeneutic entrance point for identifying and understanding the ways in which faculty members in higher education might conduct service-learning in a more responsive and engaged manner. <br> Practicing situated communicative service-learning, a pedagogical approach that embraces the historical moment and the challenges facing service-learning on today's college campus, provides one possibility. Addams's philosophical thought and communicative practices inform the integration of situated communicative service-learning into the communication studies field and college campus through the understanding of commonplace stemming from the Greek understanding of topoi (Aristotle). This praxis-centered approach to service-learning provides ground for students to understand the rhetorical and communicative practices necessary for a life of engaged civic action. By grounding individual communicative practices in a communication classroom setting, communicative habits can grow and flourish in communities. / McAnulty College and Graduate School of Liberal Arts; / Communication and Rhetorical Studies / PhD; / Dissertation;

Jane Addams influenced the lives of many immigrant Chicagoans through offering a variety of community oriented services including art education programs at the Hull-House. This study examines the origins and philosophy of both the Butler Art Gallery and Labor Museum, and discusses each program’s role for residents, visitors, and guests of Hull-House. In addition to providing a historical basis for Jane Addams as an art educator, this study discusses the techniques for community organization that were utilized by Hull-House residents, including Jane Addams and Ellen Gates Starr. / text

Jane Addams and Ellen Gates Starr opened Hull House, Chicago’s first settlement house, in 1889 as a means of confronting poverty, poor housing conditions, disease, discouragement, and other ills that flourished in the predominately immigrant Halstead neighborhood. Because Hull House volunteers lived at the House, in the center of the community, they were well-equipped to respond knowledgeably to the neighborhood conditions. Hull House residents worked for reform in areas such as education, labor, juvenile protection, immigration, welfare, housing, and suffrage and they provided the community with a plethora of activities and services during the Progressive Era. As the community expressed their needs, Hull House volunteers responded to them. This dissertation provides evidence that social activism did not just take the form of political engagement and occupational health efforts but that it also included disease and illness prevention efforts. An examination of activist work of the Hull House Woman’s Club helps create an understanding of the intersection of activism and disease and illness prevention, and how activists used strategies to improve the health and wellbeing of people at the turn of the century. Specifically, three groups of women—the neighborhood women, the club women, and public health knowledge-holders—came together to address public health issues in the Nineteenth Ward. Each of these three groups played an integral role in the success of Hull House public health activism; it was their coming together that enabled them to create such powerful change. This dissertation specifically examines the women’s efforts in 1894 to improve garbage collection and sanitation and their 1902 efforts to eliminate typhoid in their neighborhood. This dissertation argues that, despite a lack of formal public health education or training, Woman’s Club members utilized local knowledge to improve health conditions in the Nineteenth Ward in Chicago. Woman’s Club activists acquired public health knowledge and developed activist strategies and techniques inductively, through trial and error, as they were carrying out their activist work. This dissertation helps fill in the historical gaps by exploring the strategies Hull House volunteers used to prevent disease and illness prevention.

Thesis advisor: Cynthia L. Lyerly / This study is based on the premise that navigating boundaries of the self is a historical, ideological process. Up until the turn of the century, categories of race, class, and gender were seen as fixed constructions that grounded individual selves within non-negotiable spheres. The advent of modernity, however, witnessed a number of political, economic, and social changes. Reformers in the early 1900s were thus able to renegotiate the structures of American public life, using education as their primary means. By combining accepted, unifying, pragmatic principles with more radical ideas of social revolution, John Dewey, Jane Addams, and W.E.B. Du Bois were able to rethink class, gender, and race and thereby attempt to mold anew the identity of the American public. / Thesis (BA) — Boston College, 2004. / Submitted to: Boston College. College of Arts and Sciences. / Discipline: History. / Discipline: College Honors Program.

Searching for materials addressing the social issue concerns of a specific era, including our own? Need materials which promote social justice, equality, and personal responsibility? Ease the search via Jane Addams Children’s Book winning titles, receiving associated database instruction, collaborative lesson plans and discussion guides.

This study examines the functions of the term “community” in American social and political rhetoric. I contend that community serves as a god-term, or expression of value and order, which rhetors use to motivate actions, endorse values, include/exclude persons, and compensate for modern losses. Informed by the philosophy of Kenneth Burke, I explore the general features of “rhetorics of community,” including community’s ambiguity and status as an automatic good, the relationship between community and modernity, the myth of communal loss, and the uses of community as a site of political unity and contest. I analyze the writings of John Humphrey Noyes, Jane Addams, and the Southern Agrarians as paradigm cases of utopian, progressive, and traditionalist rhetorics respectively, and I discuss how community is constructed in order to navigate the tension between self and society, correct for the failures of modern individualism, and propose competing visions of the social order.

<p>This dissertation examines whether democratic citizens are responsible for the behavior of their governments. Through careful analysis of the political theory and practice of Henry David Thoreau and Jane Addams, I demonstrate that notions of democracy that are distinctly modern in their emphasis upon plurality and individuality can instill in citizens a sense of responsibility for public life. My analysis also calls attention to several challenges that make ethical democratic citizenship a demanding undertaking. In the final chapters, I construct an account of responsible democratic citizenship that addresses these challenges, drawing upon lessons learned from my discussion of Thoreau and Addams, as well as from more contemporary thinkers. Democratic citizens, I argue, do not fully control the circumstances in which they act, and thus they often become implicated in outcomes to which they have not explicitly consented. If they aspire to be self-ruling, however, they must accept some responsibility for political outcomes that affect their own wellbeing and are affected by their behavior. Furthermore, I argue that citizens are unlikely to recognize and discharge their shared responsibilities unless they cultivate particular attitudes, including curiosity, flexibility, sympathy, humility and courage. These attitudes enable citizens to learn about the problems for which they are responsible and cooperate with others to solve shared problems.</p> / Dissertation

Thesis (doctoral)--Universität, Frankfurt am Main. / Includes bibliographical references.

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