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Political learning by doing: Gorbachev as uncommitted thinker and motivated learner

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  • Stein, Janice Gross

Abstract

The direction and scope of the change in Soviet foreign policy after 1985 cannot be explained without reference to the impact of Gorbachev's representation of the Soviet security problem. Changes in the international distribution of capabilities and generational change are indeterminate explanations of the changes in Soviet foreign policy. Building on propositions from social cognition and organizational psychology, I argue that through inductive “trial-and-error learning” from failure, Gorbachev developed a new representation of the “ill-structured” Soviet security problem. Gorbachev learned in part because he was a relatively uncommitted thinker on security issues and was open to the ideas of experts. He was also highly motivated to learn because of his commitment to domestic reform. The complex interactive relationship between learning and action that provided quick feedback is captured by the social cognition of “learning by doing.” The conditionality of political learning suggests a rich research agenda for the analysis of foreign policy change.

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  • Stein, Janice Gross, 1994. "Political learning by doing: Gorbachev as uncommitted thinker and motivated learner," International Organization, Cambridge University Press, vol. 48(2), pages 155-183, April.
    • Handle: RePEc:cup:intorg:v:48:y:1994:i:02:p:155-183_02
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    Cited by:

    1. Richard Higgott & Taelyn Reid, 2023. "Strongman leadership and the limits to international cooperation," Global Policy, London School of Economics and Political Science, vol. 14(3), pages 451-463, June.
    2. Baris Kesgin, 2019. "Uncharacteristic foreign policy behavior: Sharon’s decision to withdraw from Gaza," International Area Studies Review, Center for International Area Studies, Hankuk University of Foreign Studies, vol. 22(1), pages 76-92, March.
    3. Leutert, Wendy, 2021. "Innovation through iteration: Policy feedback loops in China’s economic reform," World Development, Elsevier, vol. 138(C).
    4. Lawrence C. Reardon, 2011. "Ideational Learning and the Paradox of Chinese Catholic Reconciliation," Journal of Current Chinese Affairs - China aktuell, Institute of Asian Studies, GIGA German Institute of Global and Area Studies, Hamburg, vol. 40(2), pages 43-70.
    5. Fredrik Doeser & Joakim Eidenfalk, 2013. "The importance of windows of opportunity for foreign policy change," International Area Studies Review, Center for International Area Studies, Hankuk University of Foreign Studies, vol. 16(4), pages 390-406, December.

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