The study of public administration is an amalgamation of discoveries from many disciplines, including organizational management, political science, psychology, and sociology (Dahl, 1947; Denhardt, 1989). Curiously, one discipline that is inadequately represented in a complex and multidisciplinary approach to examining public administration is history. This article discusses how history manages to receive minimal attention in the curriculum and why it should gain greater prominence in the classroom, and it suggests teaching mechanisms to assist in recovering and enhancing the significance of our history in advancing our understanding of public administration.
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