Juego, educación y pragmatismo en el settlement hull-house. Del playground de jane addams a los playworkers de neva boyd

Abstract

The research problem discussed in this doctoral thesis examines, on the one hand, the theoretical foundations of children's play and education in the works of the philosopher Jane Addams and, on the other hand, the continuities and discontinuities of her thought and action in the works and the playworker training schools of Neva Boyd in the context of the Hull-House settlement in the late nineteenth and early twentieth centuries. To this end, I have studied the ideas of these authors from a theoretical and historical perspective under the methodological lens of Quentin Skinner. In my doctoral dissertation I argue that Addams' philosophy of education was a practical and theoretical example of how aesthetic experiences - such as educationally organized and supervised theater, dance and folk music, museum or children's play -provided children and adolescents from different cultural, ethnic, religious and linguistic backgrounds with opportunities to socialize democracy. These aesthetic experiences allowed for the expression of the liberation of imagination and, ultimately, aesthetic sensitivity or love of beauty. The collective practice of aesthetic experiences made possible the cultivation of a cosmic pacifist patriotism...