The Educational Value of Habits and Familiarity in Addams's and Dewey's Pragmatism *

Abstract This article discusses the educational value of habits and familiarity in the works of Jane Addams and John Dewey. Through this analysis, I aim to shed new light on the intellectual relationship between the two philosophers, demonstrating the enduring relevance of their legacy. Starting from a general description of habits and familiarity in Dewey and Addams, the discourse moves to defamiliarization and dishabituation as noteworthy elements in their philosophies of education. Finally, it shows how the twist of familiarity and habits is at work at both Hull House and the Laboratory School.