This article discusses how to apply contemporary theories of learning in a public administration classroom. It asks, do we practice what we teach? The author argues that pedagogical practices of public administration courses may not match the dynamic character of the times. By highlighting the differences between the traditional Theory X lecture professor and the interactive Theory Y professor, the author challenges us to move beyond the technique of lecturing in order to motivate students of public administration to excel, as students and practitioners alike. Building on the work of Knowles (1980, 1984), Balfour and Marini (1991), Freie (1992), Clark (1994), and Kegan (1994), the author offers three alternatives to lecturing: Public Administration “Jeopardy!“, Managing Cognitive Dissonance, and Switching Sides—The Art of Role Playing.
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