Policymaking has in recent years often been conceived as a technical problem-solving activity,and the education of policymakers has consequently emphasized training in discipline-based skills. In opposition to such a conception, Israel Scheffler outlines a view of the education of policymakers that emphasizes its humanistic character. Accordingly, he stresses the importance not only of understanding a variety of disciplinary idioms but also of insight into the ordinary languages of those persons whose problems are to be addressed. Further, he advocates reflexive awareness of presuppositions of value, culture, habit, and knowledge implicit in the policymaker's own activity. Finally, he urges special attention to temporal and historical dimensions of the policymaker's world.

This content is only available as a PDF.
You do not currently have access to this content.