Public Administration Pedagogy

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Authors: Jack Rabin, W. Bartley Hildreth, Gerald Miller

 The history of pedagogy in public administration in many ways is a mirror image of the history of public administration itself. All the elements of growth, diversification, change, and turbulence that have characterized the evolving field of public administration are present in its academic component as well. Public service education has been repeatedly shaped and reshaped, responding to the spirit and ethos of each era through which it passed. As a consequence, the educational enterprise, much like the field itself, has been built upon a succession of layers, an additive process through which new, competing, contradictory, and often incompatible themes nonetheless maintain a close, if unieasy coexistence. Historical depiction, therefore, takes on something of an archaeological quality. Each historical period represents a separate stratum, peripherally related to those above and below, but largely independent. Each, however, continues to play an important role in defining the character of contemporary education for public service.


The emergence of public administration education as a self-conscious enterprise is irrevocably linked to the Progressive Era (Mosher 1975). The philosophy and spirit of that time, combined with the practical impact of the reform movement created the necessary preconditions for the first, fledgling educational efforts.

Pendidikan Administrasi Publik

Sejarah pendidikan dalam bidang administrasi publik dalam banyak aspek merupakan gambaran dari sejarah administrasi publik itu sendiri. Semua unsur pertumbuhan, diversifikasi, perubahan dan pergolakan yang telah mempengaruhi perubahan bidang administrasi publik muncul dalam wacana akademik pula. Pendidikan pelayanan publik telah berulang kali mengalami perubahan, guna merespons semangat dan etos setiap era yang dilalui oleh manusia. Akibat dari perubahan ini, usaha pendidikan menjadi terbentuk atas lapisan-lapisan, sebuah proses tambahan yang menjadi tempat berlangsungnya hubungan tema-tema yang berbeda tetapi saling mempengaruhi. Dengan demikian, gambaran historis dipengaruhi pula oleh kualitas arkeologis. Setiap periode historis menunjukkan strata yang terpisah, yang terhubung dengan strata yang berada di atas maupun di bawah, namun independensi masing-masing strata tetap terjaga. Akan tetapi, masing-masing strata tersebut terus berperan penting di dalam mendefinisikan karakter pendidikan kontemporer pelayanan publik.

Inisiatif pendidikan administrasi publik sebagai sebuah usaha yang sadar memiliki hubungan dengan Era Progresif (Mosher 1975). Filosofi dan semangat pada era tersebut, ditambah dengan pengaruh praktis dari gerakan reformasi, menciptakan prakondisi-prakondisi yang dibutuhkan untuk memulai usaha-usaha pendidikan.

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