POLICY PARADIGMS, SOCIAL-LEARNING, AND THE STATE - THE CASE OF ECONOMIC POLICY-MAKING IN BRITAIN
POLICY PARADIGMS, SOCIAL-LEARNING, AND THE STATE - THE CASE OF ECONOMIC POLICY-MAKING IN BRITAIN
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DOI：
10.2307/422246
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发表时间：
1993-04-01
影响因子：
2.3
通讯作者：
HALL, PA
中科院分区：
文献类型：
--
作者：
HALL, PA
本文考察了社会学习模型，该模型通常被认为证实了国家在社会压力下的自主性，并将其与最近英国经济政策变化的案例进行了测试，并基于政策范式的概念，对思想在政策制定中的作用进行了更全面的分析。人们发现，传统的社会学习模式很好地适应了某些类型的政策变化，但不适合从凯恩斯主义到货币主义政策制定模式的转变。在范式转变的情况下，政策对与选举竞争有关的更广泛的社会辩论做出回应，这需要重新表述国家与社会关系的传统概念。
This article examines the model of social learning often believed to confirm the autonomy of the state from social pressures, tests it against recent cases of change in British economic policies, and offers a fuller analysis of the role of ideas in policymaking, based on the concept of policy paradigms. A conventional model of social learning is found to fit some types of changes in policy well but not the movement from Keynesian to monetarist modes of policymaking. In cases of paradigm shift, policy responds to a wider social debate bound up with electoral competition that demands a reformulation of traditional conceptions of state-society relations.