This article explores how the metaphor of tradition can help educators foster specific public service attitudes in students of public administration, while simultaneously helping their students make sense of the diverse ideations presented in the field’s theories. This is of particular value because public administration is experiencing an identity crisis related to competing interpretations of legitimacy and associated role conceptualizations. In fact, the explication of multiple traditions throughout the program of study could help educators better achieve forthcoming accreditation mandates to demonstrate firm emphasis on public values.
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