PRACTITIONERS IN THE CLASSROOM: THE VIEW FROM ONE SIDE

Putting practitioners into the classroom to teach graduate public administration courses is a practice about which surprisingly little has been written. The issues raised in this article are the practitioners role in teaching MPA courses. The author examines three important considerations when practitioners become teachers. First, the method of teaching is explored with special attention being given to case-study type approaches. Next, the authority worlds of academics and practitioners are compared with several differences being highlighted. Finally, the image world of practitioners is examined with a keen eye being placed on critical analysis.     

Lustration as a Problem of the Social Basis of Constitutionalism

One part of building a new constitution after wars, revolutions, civil wars, or dramatic regime changes is to draw a cultural boundary in time, declaring various aspects of the old regime illegitimate and various legalities and constitutional principles of the new regime legitimate. One part of that process, in turn, is to decide how the new regime should treat the guilt of individuals for terror, collaboration, betrayal of information to the regime, and the like. This essay argues that such lustration processes should be a very minor part of the definition of the meaning of the pat, and even less of a part of building social supports under the new constitution. It also assesses the contributions on lustration in this issue in light of this view of what place lustration should play in the construction of democratic constitutions after authoritarian regimes.