Balancing theoretical and practical considerations, the collection examines Addams's emphasis on listening to and learning from those around her and encourages contemporary educators to connect with students through innovative projects and teaching methods. In the first essays, Addams scholars lay out how her narratives drew on experience, history, and story to explicate theories she intended as guides to practice. Six teacher-scholars then establish Addams's ongoing relevance by connecting her principles to exciting events in their own classrooms. An examination of the Jane Addams Children's Book Award and a fictional essay on Addams's work and ideas round out the volume.

Accessible and wide-ranging, Jane Addams in the Classroom offers inspiration for educators while adding to the ongoing reconsideration of Addams's contributions to American thought.

Contributors include Todd DeStigter, Lanette Grate, Susan Griffith, Lisa Junkin, Jennifer Krikava, Lisa Lee, Petra Munro, Bridget O'Rourke, David Schaafsma, Beth Steffen, Darren Tuggle, Erin Vail, and Ruth Vinz.

Until 1860 John Ruskin's writings were primarily about art and architecture; but his belief that good art can flourish only in a society that is sound and healthy led him inevitably to a preoccupation with social and economic problems, the dominant concern of his later writings. James Clark Sherburne provides in this volume a detailed and long overdue re-examination of Ruskin's social and economic perceptions and, for the first time, systematically places these perceptions in their nineteenth-century intellectual context.

Ruskin's eloquence and the strength of his moral, aesthetic, and social convictions established him as one of the most influential of Victorian writers. His writings, however, are not easily categorized and many of his important insights occur as digressions in discussions of other topics. Mr. Sherburne succeeds in ordering and clarifying the rich chaos of Ruskin's social thought without denying that wholeness which is, paradoxically, its salient feature. He discovers the source of Ruskin's social criticism in his early writings. He then follows Ruskin's interest as it shifts from economic theory to the problems of exploitation, war, imperialism, the means of social reform, and the construction of the welfare state.

Ruskin's remarkably early vision of the possibility of economic abundance, his anticipation of its social and personal implications, his much disparaged critique of classical economics, his pioneering attention to the role of the consumer and the quality of consumption, his anxious portrayal of the effects of industrialism on the environment, his critique of English educational methods, and his farsighted proposals for public management of industry and transport are among the many aspects of Ruskin's thought examined by Mr. Sherburne. What emerges is an original and exhaustive study of a dimension of Ruskin's work which, though much neglected, is particularly relevant to contemporary concerns.

The fox knows many things, the Greeks said, but the hedgehog knows one big thing. In his most comprehensive work, Ronald Dworkin argues that value in all its forms is one big thing: that what truth is, life means, morality requires, and justice demands are different aspects of the same large question. He develops original theories on a great variety of issues very rarely considered in the same book: moral skepticism, literary, artistic, and historical interpretation, free will, ancient moral theory, being good and living well, liberty, equality, and law among many other topics. What we think about any one of these must stand up, eventually, to any argument we find compelling about the rest.

Skepticism in all its forms—philosophical, cynical, or post-modern—threatens that unity. The Galilean revolution once made the theological world of value safe for science. But the new republic gradually became a new empire: the modern philosophers inflated the methods of physics into a totalitarian theory of everything. They invaded and occupied all the honorifics—reality, truth, fact, ground, meaning, knowledge, and being—and dictated the terms on which other bodies of thought might aspire to them, and skepticism has been the inevitable result. We need a new revolution. We must make the world of science safe for value.