TEXT OF REPORT

NATURE, DYNAMICS, AND MEANING OF STATE AND PUBLIC ADMINISTRATION

By: CHRISTOPHER A. MARZAN
THE NATURE OF STATE
1. "Leviathan" by Thomas Hobbes - In this book, Hobbes argues that the state is necessary to prevent a
state of nature, which he describes as a "war of all against all." He believes that people are inherently
selfish and that without a strong government to keep them in check, chaos would ensue. Hobbes argues
that individuals should give up their rights to a sovereign in exchange for protection and security. He
describes the state as a "mortal god" that has absolute power over its citizens.
2. "The Social Contract" by Jean-Jacques Rousseau - Rousseau's view of the state is that it should be based
on the idea of the social contract, where individuals give up some of their freedom in exchange for
protection and security. He believes that the state should be based on the general will of the people and
that individuals should be free to pursue their own interests as long as they do not harm others. Rousseau
argues that the state should be democratic and that the people should have the power to control the
government.
3. "Politics" by Aristotle - Aristotle's view of the state is that it is a natural institution that arises from the
need for individuals to live together in communities. He believes that the state should aim to promote the
common good and that it should be based on a system of laws and institutions that protect the rights of
its citizens. Aristotle argues that the state should be a mix of democracy, aristocracy, and monarchy,
with each system balancing the others.
4. "The Communist Manifesto" by Karl Marx and Friedrich Engels - Marx and Engels argue that the state
is an instrument of class oppression and that it should be abolished. They believe that the state is
controlled by the ruling class and that it is used to maintain their power and privilege. Marx and Engels
argue that a socialist revolution is necessary to create a classless society where everyone is equal.
Hobbes, T. (1651). Leviathan.
Rousseau, J. J. (1762). The Social Contract.
Aristotle. (350 BC). Politics.
Marx, K., & Engels, F. (1848). The Communist Manifesto.

MEANING OF STATE
1. Hobbes, T. (1651). Leviathan. Hobbes argues that the state is a necessary institution that arises to
prevent a state of nature, where individuals are in constant conflict with each other. He describes the
state as a "mortal god" that has absolute power over its citizens.
2. Rousseau, J. J. (1762). The Social Contract. Rousseau's view of the state is that it is based on the idea of
the social contract, where individuals give up some of their freedom in exchange for protection and
security. He believes that the state should be based on the general will of the people and that individuals
should be free to pursue their own interests as long as they do not harm others.
3. Weber, M. (1919). Politics as a Vocation. Weber defines the state as an institution that claims a
monopoly on the legitimate use of force within a given territory. He argues that the state is a necessary
institution for the maintenance of law and order in society.
 4. Arendt, H. (1951). The Origins of Totalitarianism. Arendt argues that the modern state is characterized
by its ability to control and manipulate the masses. She describes the state as a "gigantic machine" that
seeks to destroy individuality and freedom.
5. Foucault, M. (1978). The History of Sexuality, Vol. 1. Foucault's view of the state is that it is a product
of modern society and its desire to regulate and control individuals. He argues that the state is a
mechanism of power that seeks to impose its will on the population.
6. Gramsci, A. (1971). Selections from the Prison Notebooks. Gramsci defines the state as a complex of
institutions and organizations that maintain the hegemony of the ruling class. He argues that the state is
not simply a repressive force, but also a site of struggle between different social groups.
DYNAMICS OF THE STATE
1. According to Andrew Heywood, in his book "Politics" (2015), the dynamics of the state refer to "the
processes of change and development within the state, and the ways in which power is exercised and
contested within the state" (p. 67).
2. In their book "Politics: An Introduction" (2013), Robert Garner, Peter Ferdinand, and Stephanie Lawson
suggest that the dynamics of the state are shaped by the interaction between political actors and
institutions, and are influenced by factors such as public opinion, economic conditions, and global
trends.
3. The political philosopher Thomas Hobbes argued in "The Leviathan" (1651) that the dynamics of the
state are driven by the need for security and the prevention of conflict, which requires a strong central
authority to maintain order.
4. In "The Communist Manifesto" (1848), Karl Marx and Friedrich Engels argued that the dynamics of the
state are shaped by the struggle between social classes, with the ruling class using the state as a tool to
maintain its power and privileges.
5. In "The Origins of Totalitarianism" (1951), Hannah Arendt argued that the dynamics of the state can be
characterized by the erosion of individual freedoms and the subordination of all aspects of society to the
state, particularly in the context of totalitarian regimes.
Heywood, A. (2015). Politics (4th ed.). Palgrave Macmillan.
Garner, R., Ferdinand, P., & Lawson, S. (2013). Politics: An Introduction (2nd ed.). Oxford University Press.
Hobbes, T. (1651). Leviathan.
Marx, K., & Engels, F. (1848). The Communist Manifesto.
Arendt, H. (1951). The Origins of Totalitarianism. Harcourt Brace.

NATURE OF PUBLIC ADMINISTRATION

1. In "Politics and Administration" (1900), Woodrow Wilson argued that public administration should be a
separate sphere of government, distinct from politics. Wilson suggested that public administration
should be guided by principles of efficiency and expertise, rather than political considerations.
2. Luther Gulick and Lyndall Urwick, in "Papers on the Science of Administration" (1937), proposed a
theory of administration based on the principles of POSDCORB - Planning, Organizing, Staffing,
Directing, Coordinating, Reporting, and Budgeting. According to Gulick and Urwick, these principles
represent the core functions of public administration.
3. In "The Administrative State" (1948), Dwight Waldo argued that public administration is a
fundamentally political activity, and that public administrators must be responsive to the needs and
 interests of the public they serve. Waldo suggested that public administrators should strive to balance the
demands of politics with the need for professional expertise and efficiency.
4. Herbert Simon, in "Administrative Behavior" (1947), proposed that public administrators must be
skilled at decision-making, and that their decisions must be guided by an understanding of the complex
and often uncertain nature of the problems they face.
5. Christopher Hood, in "The Art of the State" (1998), argued that public administration is a complex and
dynamic activity, shaped by a range of factors including political context, historical legacies, and
institutional arrangements. According to Hood, successful public administrators must be able to navigate
these complexities and adapt their approaches as circumstances change.

DYNAMICS OF PUBLIC ADMINISTRATION

1. In "Organizations and Organizing" (2002), W. Richard Scott and Gerald F. Davis suggested that the
dynamics of public administration are shaped by three key factors: institutional environment,
technology, and internal power struggles within organizations.
2. Terry L. Cooper, in "The Responsible Administrator" (2012), argued that the dynamics of public
administration are influenced by a range of internal and external factors, including organizational
culture, leadership style, and the political environment.
3. In "Public Administration as a Developing Discipline" (1971), Dwight Waldo suggested that the
dynamics of public administration are shaped by changing social, economic, and political conditions,
and that public administrators must be able to adapt to these changing circumstances.
4. Kenneth J. Meier and Laurence J. O'Toole Jr., in "Public Management: Organizations, Governance, and
Performance" (2011), proposed a framework for understanding the dynamics of public administration
that emphasizes the importance of political context, organizational structure, and individual behavior.
5. Barry Bozeman, in "Public Values and Public Interest: Counterbalancing Economic Individualism"
(2007), argued that the dynamics of public administration are shaped by competing values and interests,
and that public administrators must be able to navigate these tensions in order to achieve positive
outcomes for society.

Overall, the dynamics of public administration are shaped by a range of internal and external factors, including
organizational culture, leadership style, political context, and social and economic conditions. Successful public
administrators must be able to navigate these complexities and adapt their approaches as circumstances change.

Scott, W. R., & Davis, G. F. (2002). Organizations and Organizing: Rational, Natural and Open Systems
Perspectives. Prentice Hall.
Cooper, T. L. (2012). The Responsible Administrator: An Approach to Ethics for the Administrative Role. John
Wiley & Sons.
Waldo, D. (1971). Public Administration as a Developing Discipline. Public Administration Review, 31(3),
203-215.
Meier, K. J., & O'Toole Jr., L. J. (2011). Public Management: Organizations, Governance, and Performance.
W.W. Norton & Company.
Bozeman, B. (2007). Public Values and Public Interest: Counterbalancing Economic Individualism.
Georgetown University Press.

MEANING OF PUBLIC ADMINISTRATION

Public administration is a broad and interdisciplinary field that encompasses the study of how government
agencies and public organizations are managed, as well as the development and implementation of public
policy.

1. In "Public Administration: Concepts and Cases" (2016), Richard Stillman defined public administration
as "the implementation of government policies and programs" (p. 2). He emphasized that public
administration involves the management of public resources, and that it is essential for the effective
functioning of democratic societies.
2. In "The State of Public Administration: Issues, Challenges, and Opportunities" (2015), Donald Menzel
and Harvey White emphasized the multidisciplinary nature of public administration, drawing on insights
from fields such as political science, economics, and sociology. They defined public administration as
"the study and practice of the art and science of management applied to the affairs of state and the public
sector" (p. 5).
3. In "Public Administration: A Comparative Perspective" (2010), Ferrel Heady argued that public
administration involves "the management of the public sector as a whole, not just the government
bureaucracy" (p. 3). He emphasized that public administration is concerned with the development of
public policy, the provision of public services, and the management of public resources.
4. In "The Public Administration Theory Primer" (2019), H. George Frederickson and Kevin B. Smith
highlighted the historical and evolving nature of public administration. They defined it as "the study of
how public organizations are managed and how they interact with their environment" (p. 1), and noted
that the field has been shaped by a range of intellectual and social movements over time.
5. In "Public Administration and Public Affairs" (2017), Nicholas Henry emphasized the ethical
dimensions of public administration, defining it as "the art and science of managing people and
resources to create positive change in communities" (p. 3). He argued that public administrators have a
responsibility to promote the public good and to uphold democratic values.
 Overall, public administration is a multifaceted field that involves the study and practice of managing public
resources, developing and implementing public policy, and promoting the public good. Its definition has
evolved over time and has been shaped by a range of disciplinary, historical, and social factors.

Stillman, R. J. (2016). Public Administration: Concepts and Cases. Cengage Learning.

Menzel, D. C., & White, H. (2015). The State of Public Administration: Issues, Challenges, and Opportunities.
Routledge.
Heady, F. (2010). Public Administration: A Comparative Perspective. Routledge.
Frederickson, H. G., & Smith, K. B. (2019). The Public Administration Theory Primer. Routledge.
Henry, N. (2017). Public Administration and Public Affairs. Routledge.

WHY STUDYING PUBLIC ADMINISTRATION IS IMPORTANT IN THE FIELD OF EDUCATION

SPECIALLY IN THE PHILIPPINES
STUDYING PUBLIC ADMINISTRATION IS IMPORTANT IN THE FIELD OF EDUCATION.

First, public administration is the backbone of government operations. It involves the study of how government
agencies and officials manage public resources, develop policies, and deliver services to the people. A strong
understanding of public administration is crucial for those who aspire to work in government, whether as civil
servants or elected officials.

Second, the Philippines faces many challenges in public administration, such as corruption, inefficiency, and
lack of transparency. Studying public administration can help future leaders develop the skills and knowledge
needed to address these challenges and create more effective and accountable government institutions.

Third, public administration is closely linked to other fields such as economics, political science, and sociology.
Studying public administration can help students gain a broader understanding of the interplay between these
fields and how they affect government policies and decisions.

In conclusion, studying public administration is crucial for anyone who wants to work in government or in
fields related to public policy. It is particularly important in the Philippines, where there is a need for skilled and
knowledgeable leaders who can navigate the complexities of public administration and create positive change
for the country and its people.

WHAT IS THE ESSENCE OF STUDYING PUBLIC ADMINISTRATION AS A TEACHER?

Studying public administration can be beneficial for teachers in several ways:

1. Understanding government policies: Teachers are often affected by government policies related to education,
such as curriculum changes, funding allocations, and teacher certification requirements. Studying public
administration can help teachers understand how these policies are developed, implemented, and evaluated.
2. Managing resources effectively: As educators, teachers must manage resources such as time, materials, and
personnel. Public administration teaches students how to manage public resources, which can be applied to the
management of classroom resources.
3. Developing leadership skills: Public administration involves the study of leadership, decision-making, and
problem-solving. Teachers can benefit from developing these skills as they manage their classrooms,
collaborate with colleagues, and participate in school leadership.
4. Advocating for education policy: Teachers can be effective advocates for education policy at the local, state,
and national levels. Studying public administration can help teachers understand the policymaking process and
how to effectively advocate for policies that benefit their students and schools.

In essence, studying public administration as a teacher can provide a deeper understanding of the governance
and management of public resources and equip them with the skills and knowledge to effectively manage their
classrooms, advocate for education policy, and become effective leaders in their schools and communities.

HOW PUBLIC ADMINISTRATION IMPLEMENTED IN DEPARTMENT OF EDUCATION?

Public administration is implemented in the Department of Education (DepEd) in several ways:

1. Policy development: The DepEd is responsible for developing policies related to education, such as curriculum
standards, teacher certification requirements, and funding allocations. Public administration principles are
applied in the development and implementation of these policies to ensure that they are efficient, effective, and
responsive to the needs of students, teachers, and schools.
2. Resource management: The DepEd manages public resources, including financial resources, personnel, and
physical assets. Public administration principles are applied to ensure that these resources are used efficiently
and effectively, and that they are allocated to where they are needed most.
3. Service delivery: The DepEd is responsible for delivering education services to students, including providing
instructional materials, managing school facilities, and monitoring student performance. Public administration
principles are applied to ensure that these services are delivered efficiently, effectively, and with high quality.
4. Accountability and transparency: The DepEd is accountable to the public for the use of public resources and the
delivery of education services. Public administration principles are applied to ensure that the DepEd is
transparent in its operations and that it is accountable to the public for its performance.

In summary, public administration principles are applied in the Department of Education to ensure that policies
are developed and implemented efficiently and effectively, resources are managed appropriately, services are
delivered to students with high quality, and the department is accountable and transparent to the public.

IMPORTANCE OF PUBLIC ADMINISTRATION IN SCHOOL AND CLASSROOM

Public administration principles can also be applied in schools and classrooms to ensure effective management
and delivery of education services. Here are some examples:

1. Budgeting and financial management: Schools and classrooms have limited resources, and it is important to
manage them efficiently. Public administration principles can be applied to ensure that budgets are developed
and managed effectively, and that resources are allocated to where they are needed most.
2. Human resource management: Effective management of personnel is crucial to the success of schools and
classrooms. Public administration principles can be applied to ensure that teachers and staff are recruited,
trained, and managed effectively, and that they are held accountable for their performance.
3. Service delivery: Schools and classrooms are responsible for delivering education services to students. Public
administration principles can be applied to ensure that these services are delivered efficiently and effectively,
and that they meet the needs of students.
4. Decision-making and problem-solving: School administrators and teachers often face difficult decisions and
problems. Public administration principles can be applied to ensure that these decisions are made with
transparency, accountability, and stakeholder participation, and that problems are solved through evidence-
based and data-driven approaches.

In summary, public administration principles can be applied in schools and classrooms to ensure effective
management of resources, personnel, and service delivery. They can also help to promote transparent decision-
making and problem-solving, which can lead to better educational outcomes for students.