Learning under Uncertainty: Networks in Crisis Management

This article examines learning in networks dealing with conditions of high uncertainty. The author examines the case of a crisis response network dealing with an exotic animal disease outbreak. The article identifies the basic difficulties of learning under crisis conditions. The network had to learn most of the elements taken for granted in more mature structural forms—the nature of the structural framework in which it was working, how to adapt that framework, the role and actions appropriate for each individual, and how to deal with unanticipated problems. The network pursued this learning in a variety of ways, including virtual learning, learning forums, learning from the past, using information systems and learning from other network members. Most critically, the network used standard operating procedures to provide a form of network memory and a command and control structure to reduce the institutional and strategic uncertainty inherent in networks.     

Learning the Ropes: Communities of Practice and Social Networks in the Public Sector

ABSTRACT

How do public agencies integrate new employees and shape their learning process? How do newcomers’ connections, formed with experienced professionals, help them “learn the ropes”? Public managers may find themselves asking such questions as they employ tactics to transition newcomers into productive organizational members who fit in well. At the same time that managers work to shape newcomer learning, newcomers proactively develop their own ties within the organization for information and support. This study examines organizational socialization tactics in a state agency using longitudinal qualitative and social network data. We investigate the dynamics of organizationally instituted communities of practice and individual level egocentric networks in the context of newcomer adaptation. Our analysis reveals that while both are venues for newcomer learning and information acquisition there exists a distinction in real-time learning and practice between these two knowledge sources. Our article develops implications for both public management theory and practice.     

Politics, Altruism, and the Definition of Poverty

The history of poverty lines suggests that they are determined jointly with poverty policy in the same political game. If the definition of poverty is endogenous, however, why do altruistic voters allow poverty to persist indefinitely, as seems to be the case in real life? A simple redistribution model shows that the persistence of poverty imposes fairly strong restrictions on the nature of voter altruism. Specifically, a voter's compassion for the poor must rise as the defined severity of the poverty problem worsens. Given such preferences, political actors face incentives to define poverty as a severe problem and then to use redistribution to reduce it significantly. There is no direct incentive to eliminate poverty, however; indeed, voters may prefer a state in which policy always attacks poverty vigorously and yet never defeats it. It follows that social policy should not be judged by its success in eliminating poverty, which may be directly counter to voter interests and therefore practically impossible. Rather, we should ask whether poverty policy provides enough help to people whom voters currently consider to be poor.     

Biased Altruism: Islamophobia and Donor Support for Global Humanitarian Organizations

Providing humanitarian assistance to displaced individuals is a critical policy challenge. Many refugee camps are run by charities supported by Western donors. If refugees are predominantly Muslim, might Islamophobia suppress donations to these charities? Using a survey experiment conducted in the United States, the authors examine whether donors' willingness to support a charity is influenced by the dominant religion of the refugees, the regions in which refugee camps are located, and/or the religious affiliation of the charity. The authors find modest support for Islamophobia: while willingness to donate is not affected by the location of camps or the predominance of Muslim refugees, it declines significantly for Islamic charities. Respondents overall tend to be especially willing to donate to a charity that serves Christian refugees in the Middle East. Among self‐identifying Christians, respondents are more willing to donate to a charity serving Christian refugees than one serving Muslim refugees.     

Altruism and Spite in Politics: How the Mind Makes Welfare Tradeoffs About Political Parties

How much will people sacrifice to support or oppose political parties? Extending previous work on the psychology of interpersonal cooperation, we propose that people’s minds compute a distinct cost–benefit ratio—a welfare tradeoff ratio—that regulates their choices to help or hurt political parties. In two experiments, participants decide whether to financially help and hurt the inparty and outparty. The results show that participants were extremely consistent (>?90%) while making dozens of decisions in a randomized order, providing evidence for tradeoff ratios toward parties. Moreover, participants’ ratios correlated in the expected directions with partisanship, political ideology, and feelings of enthusiasm and anger toward each party, corroborating that these ratios are politically meaningful. Generally, most participants were willing to sacrifice at least some money to help their inparty and hurt the outparty. At the same time, a sizable minority hurt their inparty and helped their outparty. Welfare tradeoff ratios push our understanding of partisanship beyond the classic debate about whether voters are rational or irrational. Underneath the turbulent surface of partisan passions hide precise calculations that proportion our altruism and spite toward parties.

     

The Responsibility to Protect: Libya and the Problem of Transnational Solidarity

The first part of this article examines some of the legal, ethical, and political dimensions of the Responsibility to Protect doctrine by engaging with cosmopolitan proposals for its application to Libya before the international military action to enforce it was initiated in March 2011. It presents reflections of a historical kind on state sovereignty, international community, and the political theology of humanitarian intervention while assessing the nature of the moral imperative underpinning cosmopolitan assertions of responsibility to save lives in Libya. Considering the official recognition of the Transitional National Council by the enforcers of the Responsibility to Protect doctrine as the sole legitimate authority on Libyan territory, the second part of the article situates this act of recognition within a history of colonial practices that include the legal mechanism of “the protectorate.” It also discusses the prominence of imperial affects in the Responsibility to Protect doctrine. The third part of the article evaluates disagreements among certain anti-imperialist commentators over the desirability of a military intervention in Libya in order to reflect on the politics of transnational solidarity from an angle that may present itself as an alternative to the Responsibility to Protect framework. While calling for a renewed critique of violence, the article concludes with an examination of telling difficulties that afflict attempts to differentiate acts of “foreign intervention” from acts of “transnational solidarity.”     

Learning to Love Democracy: Electoral Accountability and the Success of Democracy

This article explains why dissatisfaction with the performance of individual politicians in new democracies often turns into disillusionment with democracy as a political system. The demands on elections as an instrument of political accountability are much greater in new than established democracies: politicians have yet to form reputations, a condition that facilitates the entry into politics of undesirable candidates who view this period as their “one‐time opportunity to get rich.” After a repeatedly disappointing government performance, voters may rationally conclude that “all politicians are crooks” and stop discriminating among them, to which all politicians rationally respond by “acting like crooks,” even if most may be willing to perform well in office if given appropriate incentives. Such an expectation‐driven failure of accountability, which I call the “trap of pessimistic expectations,” may precipitate the breakdown of democracy. Once politicians establish reputations for good performance, however, these act as barriers to the entry into politics of low‐quality politicians. The resulting improvement in government performance reinforces voters’ belief that democracy can deliver accountability, a process that I associate with democratic consolidation. These arguments provide theoretical microfoundations for several prominent empirical associations between the economic performance of new democracies, public attitudes toward democracy, and democratic stability.     

Innovation and Innovators Inside Government: From Institutions to Networks

Innovation and innovators inhabit an institutional space, which is partially defined by formal positions and partially by informal networks. This article investigates the role of politicians and bureaucrats in fostering innovation inside government and provides an empirical explanation of who the innovators are, whether this is mostly an attribute of position or role, or mostly an effect of certain forms of networking. The study uses original data collected from 11 municipal governments in Australia in order to define and describe the normative underpinnings of innovation inside government and to show the importance of advice and strategic information networks among politicians and senior bureaucrats (n = 947). Social network analysis is combined with conventional statistical analysis in order to demonstrate the comparative importance of networks in explaining who innovates.     

Learning about Learning: Discovering the Work of Policy

The development of policy rests on skilled practice by knowledgeable practitioners – ‘policy work’ – and it is important to know what skills and knowledge this work calls upon, and where these are learned. Although there is substantial academic knowledge and courses in this field, many practitioners will argue that policy work is ‘as much an art as a science’ and is something that ‘you learn as you go’. This article reports on an exploratory study of policy practitioners’ accounts of their practice, what counts as knowledge, and in what contexts it is ‘useful’. We examine the discourses through which policy work is accomplished, the way in which people learn to do it, and the place of academic work in the constitution of these discourses. Drawing on our respondents understanding of policy practice, we discuss what more might be done to facilitate learning about the work of policy.     

东西部携手合作 互利互惠共创繁荣

在面向２１世纪之际,以江泽民同志为核心的党中央作出了实施西部大开发战略的重大决策,这是我国改革开放发展史上的一个新的里程碑。标志着以东部沿海地区点、线、片结合的前沿开放顺利地转上了纵深突破,全面拓展,整体推进,全方位开放的轨道。我国社会主义现代化建设“三步走”伟大战略目标的光明前景进一步展现在世人面前。 实施西部大开发战略为东部沿海地区的加快发展提供了新的历史性机遇和活动舞台。东西部携手合作,互利互惠,共创繁荣是大势所趋,东西部应该寻求最佳的合作。 一、必须从中国加入世贸的大趋势来考虑设计和推进合…     

Policy Failure and Policy Learning: Examining the Conditions of Learning after Disaster

The policy learning literature indicates that governments can and do learn after a policy failure but not always. The purpose of this study is to examine the conditions under which policy failure leads to policy learning. It asks two questions. First, is policy failure associated with policy learning? Second, if policy is associated with policy learning, does the failure initiate different types of learning? Using the policy failure and learning literatures as an organizing framework, this paper analyzes three comparative cases of policy failure revealed by tornados in Greensburg, Kansas (2007); Joplin, Missouri (2011); and Moore, Oklahoma (2013). It finds that failure of the policy process in agenda setting is associated with instrumental policy learning. It also finds that there are two types of failure of decision making: failure to make a timely decision and failure to make any decision. The two types of decision‐making failure are associated with different types of policy learning. In addition, the contextual factors underpinning the link between policy failure and learning are prior experience with the policy problem and capacity to learn.     

权利二重性:解读农民自杀问题的一个视角

权利二重性是理解30年来农民自杀率变迁逻辑及其区域差异现象的重要理论视角。其中,权利启蒙论认为,分田到户以来,市场改变了资源的代际分配结构,农民的权利意识不断被启蒙,农民的行为逻辑逐渐从义务本位向权利本位转变,从而引发了农民家庭权力结构和家庭伦理秩序的适应性调整,使农民自杀现象在社会转型期得以凸显。权利规约论认为,农民的权利表达一旦失去有效的规约机制,就有可能在农村社会形成不利于老年人的自杀秩序;而如果能够得到村庄内部结构性力量的有效规约,农民代际之间的权利与义务关系就会在新的水平上达成均势状态,农民的自杀率随之就会出现明显的下降现象。     

Recognitive Freedom: Hegel and the Problem of Recognition

Abstract

This paper examines the theme of recognition in Hegel's account of self-consciousness, suggesting that there are unresolved difficulties with the relationship between the normative sense of mutual recognition and phenomenological cases of unequal recognition. Recent readings of Hegel deal with this problem by positing an implicit distinction between an ‘ontological’ sense of recognition as a precondition for autonomous subjectivity, and a ‘normative’ sense of recognition as embodied in rational social and political institutions. Drawing on recent work by Robert Pippin and Axel Honneth, I argue that Hegel's conception of rational freedom provides the key to grasping the relationship between the ontological and normative senses of recognition. Recognitive freedom provides a way of appropriating Hegel's theory of recognition for contemporary social philosophy.     

Aristotle's Introduction to the Problem of Happiness: On Book I of the Nicomachean Ethics

The study of Book I of the Nicomachean Ethics is useful today in part because it deals with a question—the nature of human happiness—whose relevance is obvious. But in dealing with that question, Book I compels us to raise difficulties for ourselves that, far from being obvious, are in danger of being forgotten. Chief among these difficulties are, first, the true character of our hope for happiness and, ultimately, the necessity of there being a kind of divine providence if that hope is to be realized. Inasmuch as we still long for happiness, we must still undergo the pull of that necessity, however distant it may appear to us to be. In bringing out our deepest concern in this way, the study of the first book of the Ethics also prepares us to become serious students of Aristotle's "philosophy of human matters" as a whole, which is concerned with the reality of providence because it is concerned with the possibility of philosophy as a way of life.     

Beyond Polls: Using Science and Student Data to Stimulate Learning

In an effort to promote learning in classrooms, political science instructors are increasingly turning to interactive teaching strategies — experiments, simulations, etc. — that supplement traditional lecture formats. In this article, I advocate the use of student-generated data as a powerful teaching tool that can be used in a variety of ways to support learning. The “data-driven classroom” is one in which original student data are collected via survey at the beginning of the course and the results presented throughout the term. Examples and case studies across multiple courses and classroom settings are used to illustrate how the method may be applied in practice. Feedback from student assessment surveys reveals strong support for the method, even among nonmajors. The article concludes with recommendations for instructors interested in creating more data-driven classrooms.     

关于加强对问题青少年教育和管理的思考

加强对问题青少年的教育和管理,是一项极其重要的工作。一定要采取切实有力的措施,加强领导,强化学校、家庭、社会的教育和管理,营造全社会关注青少年健康成长的舆论氛围,形成齐抓共管的工作机制,预防和减少问题青少年犯罪。     

Model United Nations and Deep Learning: Theoretical and Professional Learning

This article demonstrates that the purposeful subject design, incorporating a Model United Nations (MUN), facilitated deep learning and professional skills attainment in the field of International Relations. Deep learning was promoted in subject design by linking learning objectives to Anderson and Krathwohl’s (2001 Anderson, Lorin W., and David R. Krathwohl (eds.). 2001. A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives. New York: Longman. [Google Scholar]) four levels of knowledge or cognition: factual, conceptual, procedural, and metacognitive. Students demonstrated improvement in all four areas; however, this article focuses on outcomes in the conceptual and metacognitive realms as these were where students showed the most growth. In the conceptual realm, the subject aimed to increase students’ capacity to apply international relations theories. Students tended to utilize the traditional theories of realism and liberalism; however, their explanations and applications of these theories showed deep learning. In the metacognitive realm, students were able to analyze their own negotiation styles and to explain how it influenced their approach to the Model UN, thus demonstrating strong professional skills development and metacognitive growth. Learning was enhanced by the use of open access online subject materials and online communications. The subject was designed and run in a context where simulations in teaching politics and international relations are not common.     

真理和价值的关系是现时代的紧迫课题

当代西方科学主义、人本主义这两大哲学思潮及其调和者要么各执真理或价值一端,要么把二者等同,都没有正确解决二者的关系;当代社会现实使真理和价值的关系问题凸显,使真理和价值关系问题成为经济发展和人类发展的宏观问题;市场经济孳生的利己主义的价值观,导致人与自然、人与社会人和人与人关系紧张。理论和现实的需要促使我们重视真理和价值关系问题的深入研究。