Published online by Cambridge University Press: 01 August 2014
The field known as “political science” is in many ways a peculiarly American discipline. Although it plays a minor rôle in some European universities, and none in the rest, this particular field of the social sciences is of great importance in the United States. Besides a mounting interest in the study of government on the undergraduate level in this country, there has been a steady growth of professional training for the public service in special schools of public administration and in international affairs and diplomacy, both closely related to and usually staffed in part at least by political scientists.
To the non-American inquiring as to the reason for this special development, no exhaustive answer can be given at the present time. But mention may be made of a number of factors which have contributed to this phenomenal and persistent growth. In the first place, political science, backed by the ancient tradition of Aristotle's Politics, has a central appeal to young men and women seeking an integrated and over-all approach to the “great society” of a free and intensely democratic people. The pride Americans used to take in their political “institutions,” which was noted by many a foreign traveller, has in this age of democratic disillusionment found an uneasy refuge in academic study of the history of political thought and institutions. The well-known practical, or rather activist, tendency of American scholars has turned many an economist, such as John R. Commons, to legislative halls and thus has pushed the problems of government into the center of attention. Historians with similar propensities, like Charles A. Beard, came to enrich the work of political science.
This paper, originally written for a survey-volume projected by the American Council of Learned Societies but later abandoned, was intended primarily for foreign scholars interested in the field of political science. American political scientists, however, will find it a convenient summary. Man. Ed.
1 Educational Policies Commission, “The Education of Free Men in American Democracy” (Washington, D. C., 1941), p. 109 Google Scholar. This same point is made in “Education for Citizenship,” a report of the Regents' Inquiry (New York, 1938)Google Scholar.
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