Irving Babbitt and the Service-Learning Ethic: An Early Critique of Deweyan Progressivism

Autor/in	Smilie, Kipton D.
Titel	Irving Babbitt and the Service-Learning Ethic: An Early Critique of Deweyan Progressivism
Quelle	In: Michigan Journal of Community Service Learning, 25 (2019) 1, S.55-61 (7 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1076-0180
DOI	10.3998/mjcsloa.3239521.0025.105
Schlagwörter	Service Learning; Educational History; Progressive Education; Criticism; Humanism; Humanistic Education; Educational Philosophy + Suchen Sie Ihr Suchwort? Service-Learning; History of education; Bildungsgeschichte; Reformpädagogik; Progressive Erziehung; Kritik; Humanismus; Humanistische Bildung; Bildungsphilosophie; Erziehungsphilosophie
Abstract	Service-learning has become an integral component of American education, and scholars continue to debate its definition, purposes, and outcomes. Service-learning in the classroom is not without critics at present, however. This article provides an introductory examination of Irving Babbitt's critiques of the service-learning ethic at its inception in the beginning of the 20th century, particularly of the ideas espoused by John Dewey. This consideration offers an incisive perspective on the service-learning ethic (and its critiques) in our own time. (As Provided).
Anmerkungen	Edward Ginsberg Center for Community Service and Learning, University of Michigan. 1024 Hill Street, Ann Arbor, MI 48109-3310. Tel: 734-647-7402; Fax: 734-647-7464; Web site: http://quod.lib.umich.edu/m/mjcsl
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2021/2/06