75岁的行政格言:格言万岁?

IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH
M. Auer
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引用次数: 0

摘要

在赫伯特·西蒙的《行政箴言》出版75周年之际,着眼于当代现实,考虑一下它在公共行政经典中的地位是恰当的。在《箴言》中,西蒙质疑了世纪中期盛行的“公共行政原则”。但即使他降低了每一项“原则”的等级,他也保留了早期“行政科学”先驱的一个核心原则,即公共行政理论应首先关注行政效率。在西蒙的文章发表75年后,人们对其历史和当代背景进行了清醒的审视。本文认为,在《箴言报》出版时,行政效率原则已经处于不稳定的基础上,这使得西蒙的改革议程不如范式的改变。在当代背景下,西蒙议程的民主缺陷更加明显。谚语与该领域受人尊敬的协会颁布的公共管理目标不同步。西蒙的方法也缺乏对渴望在前所未有的挑战中支持美国民主项目的公共服务学生的启发。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Proverbs of administration at 75: Long live proverbs?
On the 75th anniversary of Herbert A Simon’s “Proverbs of Administration,” it is fitting to consider its place in the public administration canon, with an eye to contemporary realities. In Proverbs, Simon interrogated prevailing mid-century “principles of public administration.” But even as he reduced in rank each “principle,” he preserved a central tenet of earlier pioneers of a “science of administration”—namely that public administration theory should focus, first and foremost, on administrative efficiency. Seven and a half decades after its publication, a clear-eyed examination of Simon’s essay is in order, with attention to both its historical and contemporary contexts. This essay urges that the administrative efficiency tenet was already on unstable ground at the time of Proverbs’ publication, rendering Simon’s reformist agenda less than paradigm-changing. In the contemporary context, the democratic shortcomings of Simon’s agenda are even more apparent. Proverbs is out of synch with the goals for public administration promulgated by respected associations in the field. Simon’s approach also lacks inspiration for students of public service eager to shore up the American democratic project amidst unprecedented challenges.
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来源期刊
Teaching Public Administration
Teaching Public Administration EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
3.30
自引率
23.50%
发文量
27
期刊介绍: Teaching Public Administration (TPA) is a peer-reviewed journal, published three times a year, which focuses on teaching and learning in public sector management and organisations. TPA is committed to publishing papers which promote critical thinking about the practice and process of teaching and learning as well as those which examine more theoretical and conceptual models of teaching and learning. It offers an international forum for the debate of a wide range of issues relating to how skills and knowledge are transmitted and acquired within public sector/not for profit organisations. The Editors welcome papers which draw upon multi-disciplinary ways of thinking and working and, in particular, we are interested in the following themes/issues: Learning from international practice and experience; Curriculum design and development across all levels from pre-degree to post graduate including professional development; Professional and Taught Doctoral Programmes; Reflective Practice and the role of the Reflective Practitioner; Co-production and co-construction of the curriculum; Developments within the ‘Public Administration’ discipline; Reviews of literature and policy statements.
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