The lessons of learning: Reconciling theories of policy learning and policy change

Several different explanations of policy change based on notions of learning have emerged in the policy literature to challenge conventional conflict-oriented theories. These include notions of political-learning developed by Heclo, policy-oriented learning developed by Sabatier, lesson-drawing analyzed by Rose, social learning discussed by Hall and government learning identified by Etheredge. These different concepts identify different actors and different effects with each different type of learning. Some elements of these theories are compatible, while others are not. This article examines each approach in terms of who learns, what they learn, and the effects of learning on subsequent policies. The conclusion is that three distinct types of learning have often been incorrectly juxtaposed. Certain conceptual, theoretical and methodological difficulties attend any attempt to attribute policy change to policy learning, but this does not detract from the important reorientation of policy analysis that this approach represents.     

The Face of the State

From a liberal perspective, policies designed to permit the participation of minorities in national institutions while retaining their cultural particularities are justified either on the grounds that culture has a particular importance or on the basis of equal treatment of individuals. This paper argues that such policies, while not without benefits, have at least the potential to compromise the perceived neutrality of an important state institution. It focuses on the Canadian decision to permit the use of religious symbols as part of the uniform of the Royal Canadian Mounted Police. Advocates of such policies focus only on their benefits and ignore the potential difficulties; the paper argues that a more balanced assessment is required, one which weights advantages and disadvantages.     

Posthumous reproduction and the meanings of autonomy

In recent years there has been considerable debate over the legal and ethical issues associated with posthumous reproduction. This article analyses recent cases and legal regulation of reproductive technologies in Australia. The issues associated with posthumous reproduction are explored through a consideration of the nature of an individual's interest in their reproductive material. The suitability of a property-based model as a means of conceptualising interests in reproductive material is explored. The article concludes that the issues in this area need to be analysed in terms of autonomy interests that are understood relationally.     

Education and mass belief systems: An extension and some new questions

Using the SRC/CPS's national election surveys from 1956 to 1976, this paper investigates the effect of education on consistency among the public's domestic policy opinions. Evidence from both gamma correlations and factor analysis indicates that education has neither a strong nor a linear effect on issue constraint over the 20 years covered by the data, for the lowest and the highest education strata consistently show the highest levels of constraint. We do not conclude, however, that education is unrelated to recognition of ideological concepts, for almost one-half of the lowest education stratum do not use liberal and conservative terms. We conclude that issue constraint does not directly translate into ideology and suggest some new directions that future research should take if we are to evaluate effectively the effect of education on opinion structuring.A preliminary version of this paper was presented at the 1978 Meeting of the Midwest Political Science Association.     

The role of violence in street crime: a qualitative study of violent offenders

Studies on the motivation for violent street crime, such as robbery and assault, have tended to draw on either the rational choice or the subcultural perspective. This study explores the extent to which violence on the street can be explained by rational factors associated with the successful commission of the offence or social factors related to street culture. The study is based on qualitative interviews with 55 violent street offenders who were serving sentences for street robbery and assault in six prisons in the United Kingdom. The findings, based on accounts of 101 incidents of street violence, identified four main explanations for street violence: (a) successful offence enactment, (b) buzz and excitement, (c) status and honor, and (d) informal justice. The article concludes that there might be benefits in combining the insights of both perspectives by generating an integrated theory that would properly explain both the rational and the seemingly irrational components of street violence.