Critique on Peter Drucker's The New Realities
In the past 150 years, America and the world has experienced a paradigm shift in the study of Public Administration, political realities, the government political processes, economy-ecology and the drastic transformation of our knowledge society. The New Realities book is Dr Drucker field guide to the large-scale paradoxes of our time. Dr Drucker hypothesis are a penetrating examination of the central issues, trends, and developments of the coming decades and the problems and opportunities they present to America and the world. He analyzes the new limits and functions of government, the transnational economy and ecology, the paradoxes of development, the post business society, information-based organizations, management as a social function, and the shifting base of knowledge. Most importantly, Dr Drucker analysis does not focus on what to do tomorrow. He focuses on what to do today in contemplation of tomorrows.
Dr Drucker is an omnivorous writer with a passionate interest in all fields of politics, business management, economics and political realities. He pushes to extremes some familiar ideas about the end of ideology, the burden of arms and the limits of government. He puzzles us by insisting that no one believes anymore in \\\"salvation by society” (Drucker 1989, p 9) while finding great promise in a pluralism of single-purpose organizations.
In the Divide, Drucker identifies two important periods that have drastically changed our dominant political creed. He mentions that the century has begun in 1776 with the ‘Wealth of Nations’ by Adam Smith and that ten years after 1873, the great liberal parties that had marched under the banners of ‘progress’ and ‘enlightenment’ all over the west were in retreat and disarray ( Drucker 1989, p 4). He said that the European Continent immediately split into Marxist socialist and anti-Semitic socialist that both were equally anti-capitalist, and hostile to free markets and ‘bourgeois democracy’ (Drucker 1989, p 5). Drucker says that this paradigm- shift changed our political perspective in the 19 century by letting “Marxist socialist become the single largest party in every major continental European country, in France and Italy, in Germany, Austria, and even though officially suppressed in tsarist Russia”( Drucker 1989, p 6).
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...al processes that do not center on the traditional school; But at the same time, the performance of the schools and the basic values of the schools will be of increasing concern to society as a whole, rather than being considered professional matters that can safely be left to educators. In our society where the minority of knowledge workers are starting to dominate society, there is a potential for social conflict. The productivity of the non-knowledge, services worker will become the social challenge of the knowledge society. On this, it will depend on the ability of the knowledge society to give decent incomes, jobs, and with them dignity and status, to non-knowledge workers. The reason I end with the ‘knowledge’ concept is because Drucker analysis and his vision is paving us the way for us, the future scholars, to think in policies that addresses the less fortune.
Finally, it’s in our hands and the hands of our decision makers in power to realize the realities that Drucker has presented. With its self imposed limitations, Drucker has already set us the agenda.
Bibliography
Drucker (1989) The New Realities. New Brunswick, U.S.A.: Transaction Publishers, ©2003
“ … we… need an alternative to winner-take-all majoritarianism… with Nikolas’s help… I call [this] the ‘principle of taking turns.’ [It] does better than simple majority rule… it accommodates the values of self-government, fairness, deliberation, compromise, and consensus that lie at the heart of the democratic ideal” (para.
Schiller, W. J., Geer, J. G., & Segal, J. A. (2013). Gateways to democracy: introduction to American government, the essentials. (2nd ed.). Belmont, Calif.: Wadsworth ;.
He further stated that with all sincerity in themselves and colleagues, public school is now regarded as outmoded and barbarous. This thought, according to him is both observable to students and the teachers alike, but the students inhabit in it for a short period, while the teachers are condemned to it. Pursuant to teachers being condemned, they live and work as intellectual guerrillas strong-minded to stimulate students, ignite their inquisitiveness, and to open their minds, yet reluctant to stay behind in their profession. Together with this, teachers...
Juveniles are being taught that in order to have a nice car, branded cloths and the house of their dreams, by getting into an expensive mortgage, they have to be an employee of a huge corporation. In addition, they have to undergo to a prestigious school, study hard, have excellent grades in order to become popular and respectable in the world. However, many people would not become those super leaders, but these majority of people have a great role in the capitalism society of the US. As Gatto says, “We buy televisions, and then we buy the things we see on the television. We buy computers, and then we buy the things we see on the computer. We buy $150 sneakers whether we need them or not, and when they fall apart too soon we buy another pair” (38). Such results are in part of a wrong education that teenagers have received trough many decades. In addition, Gatto highlights that modern educational system has been working in a six basic functions methods that makes the system strong and unbreakable: The adjustable function, indulge students to respect authorities. The integrating function, which builds the personality of the students as similar to each other as possible. The diagnostic and directive function, which allows a school to set permanent scholar grades in order to determinate his or her future role in society. The differentiating function, which gives to the student a good education and after his or her role is diagnosed, they prevent any educational progress. The selective function, function that the system has used to prevent academic growth for the non-selected students. The propaedeutic function, which works in the selection of specific groups of intellectual adults to keep perpetuating the system all over again making it a continuous sequence. (Gatto 34). Gatto’s facts revealed the survival of the educational system for decades,
In the late1960’s American politics were shifting at a National level with liberalism being less supported as its politics were perceived as flawed, both by people on the left who thought that liberalism was not as effective as more radical political enterprises and by conservatives who believed that liberal politics were ostensibly crippling the American economy.
The division inside the socialistic party put only one question in front of Europe - how will the bettering of the workers' lives come upon the continent, through gradual small reforms or through big and rapid revolution? Late eighteenth century and early nineteenth century were the years of achievement, the years of one huge reform, the years that shaped the present day in so many ways. The present day industrial workers owe their stable life, pleasant working conditions, and a variety of insurances to nothing else but these fifty four years. The struggling lives of industrial proletariat (thesis), their desire for improvement (antithesis), and the emergence of the welfare state, political democracy, trading unions, and social equality (synthesis) skillfully describe the picture of the events happening in those days.
Schumpeter, J.A. (1942). Capitalism, socialism, and democracy. United States of America, USA: Harper and Brothers Publishers.
In today’s society, schools in wealthy communities are better than those in poor communities, higher income schools are simply better at preparing their students for their future. In the reading “The Banking Concept Of Education As An Instrument Of Oppression” by Paulo Freire, he believes that teachers are depositing information into their students. He states that there are two educational systems, the “banking concept” is when teachers are filling their students up with information but the students aren’t fully understanding the material. On the other hand, the “problem posing concept” is when the teacher lets the students communicate with each other. It opens the classroom to a learning environment. Especially when students are more comfortable enough to ask the teacher a question. Esentionally he prefers the problem posing concept. Futhermore, “Social Class and The Hidden Curriculum Of Work” by Jean Anyon an educator at Rutgers University, Newark. She researches how students of different economic backgrounds are interacting with school work and teacher interaction in their elementary schools. Also, she supports her research by looking at the various ways public schools provide particular types of knowledge and educational experiences of the different social classes.
Ascher, Abraham. 2012. Was Hitler a Riddle? Western Democracies and National Socialism. California: Standford University Press.
As a result of the shift of power and the new role undertaken by human labor, education became increasingly important. A privilege once reserved for the upper class, education was afforded to the working class in an effort to improve industrial efficiency. ...
In this essay, I will be discussing Liberalism and Socialism, what exactly they entail, and how they were and are still used in societies today. Liberalism is defined as a political orientation that favors social progress by reform and by changing laws rather than by revolution. Socialism is defined as a political and economic theory of social organization that advocates that the means of production, distribution, and exchange should be owned or regulated by the community as a whole. While the intentions of liberalist and socialist governments are the same, what makes them different is how they believe is the best ways to obtain a prosperous and peaceful nation.
This essay will explore the relationship between education and society from a sociological perspective, the topics I have chosen to explore is Marxism, functionalism, education and class, feminism and the last topic is a very general topic which enhances our understanding of sociology and the world we live in. I chose the topics above as they offer an interesting viewpoint of education and sociology; also the topics above interlink this makes it easier to understand the contributions from a sociological perspective. Furthermore, to enhance my understanding of the topics I have found readings from other modules which offer a different perspective of education and society this will enable me to answer the question much more concisely as other viewpoints can challenge the topics I have stated above.
Public administration as a field of study and as a practice has continually evolved with American society. The United States has survived and thrived through major cultural shifts, varying degrees of economic climates, and both civil and world wars. Through out all these changes in our country, one thing has always remained the same, the fact that we are an ever evolving and always changing nation. Theories and forms of practice of public administration have also evolved parallel with the history of the United States. There have been numerous events in American history have lead to changes in society and the practice of public administration has both led and followed in the adaptation process of such monumental changes.
The first category of school that Anyon covers in her essay is the “Working Class School”. In this section, the author explains that most the students attending have parents employed in blue collar positions such as factory assembly line workers, boilermakers, and auto-mechanics. In the essay, the most prevalent teaching philosophy for this social category of school is stated as such: “In the two working class schools, work is following the steps of a procedure. The procedure is usually mechanical, involving rote b...
The author studied five schools of different social classes. Its object of study is to verify that there are differences in the curriculum explicit and hidden in standard primary schools social stratification of knowledge. Furthermore, he studies the hidden curriculum Anyon reached the following conclusions: In the working-class schools, life inside is marked by the resistance that students opposed to the demands of school. In the middle class, it is anxiety before school and social promotion opportunities. At school for wealthy families, life inside the brand narcissism. And at school for the elite, it is the idea of excellence that sets the tone. The ways these curricula favor a certain relation to the world of work are explained in different methods and techniques. Thus, in working-class schools noted that the tasks taking place inside preparing for a mechanical and routine work by rote learning. In middle school class, the finding of more conceptual and less emphasis on skills, along with increased content, led him to think that this is how Anyon prepare them for administrative work.