Enthralled with Modernity: The Historical Context of Knowledge and Theory Development in Public Administration

Adams, Guy B.

doi:10.2307/3110396

Cited by 115 publications

(80 citation statements)

References 31 publications

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“…Yet, this result should come as no surprise. This historical lacuna in the field, which has increasingly become even more acute, has been also noted at different times by scholars such as Caldwell (1955), Waldo (1948), Adams (1992), Balfour (2009), Karl (1976), Luton (1999), Neustadt and May (1986), Raaschelders (1998Raaschelders ( , 2000Raaschelders ( , 2005, Lee (2011), Ventriss (2000), Schachter (1998), Stivers (1999), and Roberts (2012).…”

Section: -Michael Oakeshottmentioning

confidence: 88%

The Economic Crisis of 2008 and Its Substantive Implications for Public Affairs

Ventriss

2013

The American Review of Public Administration

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This article examines the intellectually and pragmatic challenges posed by the economic crisis of 2008 on public administration and public policy. It will be argued that we need to confront 5 major challenges that will,hopefully, provoke a more lively debate in the field about the substantive implications of this economic crisis. While these 5 challenges are hardly exhaustive, such challenges may force us to ask different questions that could elevate and enrich the intellectual enterprise we aspire to be.

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Section: -Michael Oakeshottmentioning

confidence: 88%

The Economic Crisis of 2008 and Its Substantive Implications for Public Affairs

Ventriss

2013

The American Review of Public Administration

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“…Greater attention to historicism that informs genuine open inquiry to all fields has been stressed because in public administration, the ahistorical and atemporal field that emphasizes technical rationality has limited capacity to tackle real questions facing societies (Adams, 1992). Qualitative and quantitative variables are crucial to the historical method of research, because they cut across every area of study by focusing on evolvement, development, challenges, theories, attributes and many others (Osifo, 2015).…”

Section: A Look At Historicismmentioning

confidence: 99%

Improving Trust Through Ethical Leadership: Moving Beyond the Social Learning Theory to a Historical Learning Approach

Osifo

2016

JMC

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The complex nature of trust and its evolving relative concepts require a more idealistic and simpler review. Ethical leadership is related to trust, honesty, transparency, compassion, empathy, results-orientedness, and many other behavioral attributes. Ethical leadership and good leadership are the same, because they represent practicing what one preaches or showing a way to the accomplishment of set goals. The outcomes and findings of many research papers on trust and ethical leadership report positive correlations between ethical leadership and trust. Improving trust from different rational standpoints requires moving and looking beyond the popular theoretical framework through which most results are derived in order to create a new thinking perspective. Social learning theory strongly emphasizes modelling while the new historical learning approach, proposed by the author, is defined as an approach that creates unique historical awareness among individuals, groups, institutions, societies, and nations to use previous experience(s) or occurrence(s) as a guide in developing positive opinion(s) and framework(s) in order to tackle the problems and issues of today and tomorrow. Social learning theory is seen as limited from the perspectives of balancing the equation between leadership and trust, the non-compatibility of the values of different generations at work, and other approaches and methods that support the historical approach. This paper is argumentative, adopts a writer´s perspective, and employs a logical analysis of the literature. The main contention is that a historical learning approach can inform an independent-learning to improve trust and its relatives (e.g. motivation and performance), because independent learning can positively shape the value of integrity, which is an integral part of ethical leadership. Historical learning can positively shape leadership in every perspective, because good leadership can develop based on history and past experience; this in return helps in improving trust at every level.

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“…In the US, for example, big business preceded, or at least coincided with, the welfare state (Adams, 1992). Unionism, job security and worker participation were strenuously opposed.…”

Section: The Ongoing Control Paradigmmentioning

confidence: 99%