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本文的目的是探究社会学习的本质,以及政策变迁过程。本文以英国1970—1989年的宏观经济政策制定为例,通过解剖政策过程(也就是根据所涉及的变化的程度将政策变迁分为三种子类型)和引入政策范式概念,探索了社会学习在政策制定过程中的作用,尤其是社会学习和国家自主性之间的关系,发现了比现时所知更丰富的社会学习的变化情形。本文研究的问题包括:应该怎样理解理念和政策制定之间的关系?政策变迁背后的理念是如何变动的?社会学习过程是像组织理论引导我们期望的那种相对渐进的过程,还是以剧变或在政治变迁中广泛运用的“断续性平衡”为特点?官僚是不是社会学习的主要行动者?政客和社会组织是否也扮演一定的角色?本文对当代国家理论具有重要的贡献。
The purpose of this article is to explore the nature of social learning and the process of policy change. Taking macroeconomic policy making in the United Kingdom from 1970 to 1989 as an example, this paper explores the role of social learning in policy by dissecting the policy process (that is, dividing the change of policy into three subtypes according to the degree of change involved) and introducing the concept of policy paradigm The role of the development process, especially the relationship between social learning and national autonomy, has found a much greater variety of social learning than is now known. The issues studied in this article include: How to understand the relationship between ideas and policy making? How do the concepts behind policy change change? Is the social learning process a relatively gradual process, as organizational theory leads us to expectations, The “discontinuous balance” widely used in political changes is characterized by the fact that bureaucrats are not the main actors in social learning? Are politicians and social organizations also playing a role? This article has an important contribution to contemporary state theory.