DuBois, the black north: a social studyWants to prove the "race problem" in the north9/10 of northern blacks live in cities and towns; 3/4 of souther live in countryGoes into history of black life in North.used demographics for manhattanexcess of womenuses social science to show how laws have restricted black's abilities to work, to vote, and that blacks' "economic position in New York has not been determined simply by efficiency in open competition...Probably in free competition ex-slaves would have suffered some disadvantages...When race feeling was added to this they were almost totally excluded."

Walter Rauschenbusch, "The Social Gospel"Cites how statistics of wages from census came as shockindustrial system does not produce in the common man the pride and joy of good work [Dubois connection]talks about how miserable work life is now; then how desperate people get during hard times, and how during the depression of 1893 there was a boom in immoral behavior; then he says this should amount to a critique of capitalism: "industrial crises are not inevitable in nature; they are merely inevitable in capitalism." discontent breeds strikes, which cause a loss in fellowship and kindness. This is the biggest loss for a community.people being killed by environmental pollutants and poor sanitation; this "preventable decimation of the people is social murder."democracy needs approximate equality; "sense of equality" essential for christian moralitysocial equality can exist with natural differencesUS is losing its "fundamental democracy of social intercourse"

October 28Randolph Bourne, "Trans-National America"Main question to ask: What is American culture? He later says that the greatest danger isn't the devout Jew, but the "Jew who has lost the Jewish life," and gives other examples--point being that those who disintegrate their customs and heritages are just turned over to the 'rudimentary planes' of American life. --so Bourne is saying that foreign-born people who cling to their customs are better able to express themselves, and thus can be better citizens. These are 'centripetal' forces. Those 'lost Jews' above are disintegrating forces.

Who makes up the 'melting pot'? Maybe we should assert a higher ideal than this one. What is Americanization?Old customs persisted. "So that, in spite of the 'Revolution,' our whole legal and political system remained more English than the English, petrified and unchanging, while in England law developed to meet the needs of the changing times."--he's saying it's the English-American conservatism that has hindered social advance, that have made the US stagnate. New populations save us from this. Catch. These people are "raw material" to be Americanized. Uplift and education controlled by the "ruling classes who are responsible for the public schools, the settlements, all the organization for amelioration in the cities..."Does freedom mean the right to do as one pleases (which immigrants have), or "democratic cooperation in determining the ideals and purposes and industrial and social institutions of a country"? Immigrants don't have this--anglo-saxons instead impose culture. Note that he compares Anglo-saxonizing of American to Europe. One point of American modernism is that it develops in contradistinction to Europe. Our lot is to be "federation of cultures." What about "American art"? Bourne says that American materialism inhibits artistic form.America is the first "international nation," a "cosmopolitan federation of national colonies."The diverse modern university has in it the seeds of intellectual world of the future.World citizenship: "Only the American...has the chance to become that citizen of the world. America is coming to be, not a nationality but a transnationality."

Randolph Bourne, "Twilight of Idols"the acceptance of the war by people like John Spargo [look up] and Gompers implicates Dewey because it shows them "living out that American 'instrumental' philosophy which Professor Dewey has formulated in such convincing and fascinating terms." Poetry: "Van Wyck Brooks has pointed out searchingly the lack of poetic vision in our pragmatist 'awakeners.' Is there something in these realistic attitudes that works actually against poetic vision, against concern for the quality as above the machinery of life? Apparently there is." The war has exposed that pragmatists are unprepared for interpretation or focussing of ends."The younger, pragmatist-educated generation has "no feeling for democratic goals.""It is now bumming plain that unless you start with the vividest kind of poetic vision, your instrumentalism is likely to land you just where it has landed this younger intelligentsia which is so happily and busily engaged in the national enterprise of war."Bourne saying you need a vision to go along with technique,you need to meet events with that vision,not merely react or "merely 'meet' situations."Who can bring this artistic/spiritual reorientation? Those "malcontents" who are irritated and disgusted with things as they are.

Randolph Bourne, "War is the Health of the State"War means a handing of power over to executive. Patriotism prevails--loss of distinction between state, nation, government.Government = machinery by which nation, organized as state, carries out state functions.Again talks about criticism of state as suppressed during war. War unleashes forces in the state that lead to uniformity. There is a "tyrannical herd instinct" that results from our "gregarious impulse" that human progress and novelty must revolt against. War = upper-class sport. Uncle Sam = father figure, during war time we all revert to children

Dewey, Democracy and Education, chapter 4. Plasticity: capacity to retain and carry over from prior experience factors which modify subsequent activitiesHabit: a form of executive skill, of efficiency in doing, an ability to use natural conditions as means to ends. Instrumentality: Education often defined as acquisition of habits that effect an adjustment of an individual and his environment = an essential phase of growth. "But it is essential that adjustment be understood in its active sense of control of means for achieving ends. If we think of a habit simply as a change wrought in the organism, ignoring the fact that this change consists in ability to effect subsequent changes in the environment, we shall be led to think of 'adjustment' as a conformity to environment as wax conforms to the seal which impresses it."The savage is "merely habituated; the civilized man has habits which transform the environment." Habits are so severed from reason that they are opposed to the conclusions of conscious deliberation and decision. Life = development, development/growing = lifeManhood = development of powers devoted to coping with specific scientific and economic problems.Childlikeness = sympathetic curiosity, unbiased responsiveness, openness of mind.

Dewey as anti-instrumental, his real ideas: What's incorrect is when growth is seen as movement toward a fixed goal. "Growth is regarded as having an end, instead of being an end. The educational counterparts of the three fallacious ideas are first, failure to take account of the instinctive or native powers of the young; secondly, failure to develop initiative in coping with novel situations; thirdly, an undue emphasis upon drill and other devices which secure automatic skill at the expense of personal perception."-Here, where the end of growth is beyond the process of growing, conformity is the aim."We first look with impatience upon immaturity, regarding it as something to be got over as rapidly as possible. Then the adult formed by such educative methods looks back with impatient regret upon childhood and youth as a scene of lost opportunities and wasted powers. This ironical situation will endure till it is recognized that living has its own intrinsic quality and that the business of education is with that quality."

What if growth can only be achieved through the confronting of new problems?