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1、Seminar: Intellectual History of Public AdministrationFall 2004Course Description:This seminar provides students with a deep understanding of the intellectual history of public administration in the United States as well as a comparison with China. It analyzes the intellectual currents that under-gi
2、rd the theories and concepts in public administration. There are four primary perspectives crosscutting the topics. There is, first, a historical perspective concerned not only with the chronology and currency of ideas but also the normative and pragmatic yardsticks demarcating the evolution of conc
3、epts over time and the events propelling the development of the field in its theoretical and practical manifestations. A second perspective is cultural. It serves to illuminate how concepts are reflections of a distinctive set of values, ideology and customs as well as preferred modes of reasoning.
4、Some historical and cultural pre-dispositions endure, while others changes with time. The third perspective accents an analytic approach to concepts with emphasis not only on the historical evolution and cultural context of ideas but also on their discriminating element, i.e., how they shaped our th
5、inking, both normatively and empirically and both intellectually and pragmatically. The fourth perspective, more importantly, is comparative. Within the study of public administration, one of the most important questions is how well ideas coming out of a particular culture and particular historical
6、context can be applied to other different settings. To what extent are there some universal laws governing the public administration? How applicable are these laws to Chinas attempts to rationalize government service as a field of study and practice? The discussion of Chinas public administration is
7、 also done in comparison with American experience and values. In this course, we will address the main questions in the study of public administration: How was U.S public administration founded as a field of study and practice? What have been the advantages and disadvantages of defining public admin
8、istration as apolitical management? What are the prospects for a scientific public administration? Whats missing from the Orthodox paradigm? How did the Orthodoxy collapse and what can we learn from its rise and fall? Can public administration reject the politics-administration dichotomy without its
9、 identity? Should the study of public organizations be the focus of public administration? What is the role of “social equity”, representation, participation, and liberation in public administration? Can public law provide the basic of the study of public administration? What is the role of public p
10、olicy analysis and program evaluation in public administration? Should the study of implementation be the basic of public administration? Should a market based paradigm be the basics of the study of public administration? How to define Chinese public administration both in theory and practice? The s
11、eminar will help students to become productive researchers, teachers and practitioners in public administration by giving them a broad understanding of the fields scope, theoretical approaches, and development. Course Texts and Readings:The literature for the course captures both the classics and th
12、e contemporary works in the intellectual history of public administration. The primers listed below will be the catalyst for discussing the readings under each topic on the list. Students are expected to be conversant with all readings, although the class will divide up some of the literature with s
13、pecific books assigned to students for reporting the next week.Texts:1. Jay Shafrita and Sandra Parkes (S&H), eds, Classics of Public Administration, 5th ed. (Fort Worth: Harcourt Brace, 2004)2. Course Reader by InstructorCourse Requirements:There are three types of analytical exercises, as follows:
14、1. Precises on readings: For each week each student should prepare a one-page precise on the assigned reading. Later in the course we will double-up on an assigned work-with student opting for “pro” arguments about a work and another adopting a “con” position. These precises will serve for the basic
15、 for weekly class presentations of about 10 minutes per student plus overall discussion.2. Analytical exercises:No. 1: Analysis of a disciplinary perspective on public administration.Select a subset of a major discipline-political science, economics, sociology, public law, and social psychology mana
16、gementand identify three to five scholars whose books and/or articles have been deemed germane to public administration; they should include a mix of classics and contemporaries. Analyze their contributions to public administration from the perspective of their parent discipline in a temporal contex
17、t: what was the state of public administration, then and now? What was the state of their own discipline, then and now? In so doing, address the eight dimensions noted: normative underpinnings (generic, culture-bound and counter-cultural), analytic paradigm (concepts for organizing, describing, even
18、 explaining phenomenaevolution over time), “units” of analysis (the phenomena, the ideas), modes of reasoning or inquiry, methods or techniques of research, legacy of research (finding: facts, insights, ideas, principles), policy implications and/or practical application, and connection or contribut
19、ion to public administration. No. 2: Analysis of selected works by a seminal thinker in the field.Select a seminal thinker and analyze, anywhere from two to three books and/or an equivalent set of journal articles. In so doing be sure to address the following: the disciplinary perspective, the norma
20、tive and analytical theories, the character of research, the logic of argument, and the legacy to the field. No.3: Comparison of U.S and China and defining Chinese Public Administration both in theory and practice.3. Research paper: The paper should not to exceed 10 typewritten pages and will be a f
21、ocus of contemporary strains in the field in the context of the classics. Class Participation:The intellectual vitality of each class will depend on the informed and insightful contributions of each student. The instructor will provide selected lectures that help frame major issues and epochs in the
22、 field. Each class will entail presentations by students on selected readings from the syllabus. These should inspire discussion among members of the seminar.Grading:The average grade on the three analytical exercises and presentations will constitute 55% of the final grade; the research paper and p
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