A Study On Babbitt's New Humanism Educational Thoughts

Irving Babbitt, the professor of French Literature and comparative literature in Harvard University, as well as a literary critic, is recognized as the representative of the New Humanist movement in the early 20th century. Although he didn't have any systematic theory or books about education, his view of education was a most manifestation of his whole ideal about new humanism, and was included through all his works. He mainly criticized the over-utilitarian education at that time in America, aiming at rebuilding humanistic standards and realizing the final goal of education--creating a truly integral man. Babbitt's view in education has played an important role both back then and in nowadays.This study has three parts:The first part introduces the historical background and theoretical source of Babbitt's thoughts. Based on the assumption of human moral duality, and the epistemology of "Oneness" and "Many", Babbitt criticized two main streams prevailing in the west ever since the Renaissance: the Baconian and the Rousseauist, which he blamed for the moral degeneration of the west world. Succeeding to Burke and Arnold, Babbitt appealed to rebuilt the humanistic standard, under the circumstance where the spiritual development was far out of phase with the material development, where social Darwinism and utilitarianism was getting their way, and where education was running out of control.The second part discusses the main idea of Babbitt's educational thoughts. It includes: aim of college, democracy and college, methods of realizing humanity education, and role of the teacher. Babbitt's educational thoughts, in the first place reflects the ideal of college education, which is to cultivate a freely developed self based on humanistic criteria, and is characterized by finding the integral man from himself. Faced by the democratization in educational field, which was leading to the unrestrained freedom, Babbitt put forward the idea that the real democracy that a college needed was the kind of selective one. The college should stick to humanistic criteria and the ideal of quality, guarding against the tendency of extreme democracy. Babbitt advocated the tradition and classics, and emphasized the importance of model in humanity education. Unlike the classicist, he suggested imitation, imagination and creativity as very important ways to the realization of humanity education. In the meantime, Babbitt valued highly of teachers' role in passing on the tradition.The third part discusses the features, influence and limitations of Babbitt's educational thoughts. Consciousness of elite, general education, harmony and moderation, and activity in repose are the major features of Babbitt's educational thoughts. Although Babbitt's influence spreads worldwide, his idea has its limitations. However, under the circumstance of today's moral crisis, his criticism is with no doubt profound and enlightening.