行政人員等公共管理者，不僅影響政治體系的運作與重要議題的排序，無疑是在政府行政運作與公共政策過程中扮演著關鍵性的角色，而成為「行政國守衛者」（the guardians of the administrative state）。然而，如同英國公爵Lord Acton (1887)所指陳之「權力導致腐敗，絕對的權力導致絕對的腐敗」，行政人員在代行行政權力、運用與分配公共資源與提供公共服務之際，是否善盡其管理職責、規劃社會利益和社會負擔的合理分配、有效回應社會價值偏好與人民信任，而體現行政的公共性，成為全球公共治理的重要議題。
也因此，如同古希臘哲人Aristotle「誰來監督護國衛士？」(Who guards the guardians)的疑問，行政部門需要採取哪些措施？如何建立或改革哪些內在、外在控制的機制？這些都不是憑空所能形成，也非輕易即能維持下去，而有賴於公共參與、法律制度規範、整合的組織結構與相關政策的落實，方能建立杜絕貪腐與濫權的廉能政府。
本門課程的目標，即在於協助同學認識與討論公共行政所面對之多元價值的分歧與衝突，進而討論行政倫理的意涵、不同層次的倫理範疇、對公共行政行為的影響與制約作用，以及如何規範與組織制度相聯繫的倫理原則和行為準則，期能促使同學進一步深入理解、自覺與培養對行政倫理的信念。Public administrators such as administrative personnel not only influence the political system's operations and the ranking of important issues, but undoubtedly play a key role in the government's administrative operations and public policy, and become the "guardians of the administrative state". However, as the Duke of the United Kingdom Lord Acton (1887) pointed out by Chen's "power causes corruption, absolute power causes corruption", whether administrative personnel perform administrative power, use and distribute public resources and provide public services, whether they are good at distributing their management responsibilities, planning the rational distribution of social interests and social burdens, and effectively responding to social value preferences and people's trust, while the public nature of administration has become an important topic in global public governance.
Therefore, just like the ancient Greek philosopher Aristotle, "Who comes to supervise the guardians?" (Who guards the guardians), what measures do the administrative department need to take? How to establish or reform what internal and external control mechanisms are there? These are not formed by emptiness, nor can they be maintained easily. Only by implementing public participation, legal system regulations, integrated organizational structures and related policies can we establish an honest and capable government that will eliminate corruption and corruption.
The goal of this course is to help students understand and discuss the differences and conflicts in the diverse values faced by public administration, and then discuss the implications of administrative ethics, the scope of ethics at different levels, the impact and conventional role on public administration, and how to formulate ethics principles and behavioral standards related to the organizational system, hoping to encourage students to further understand, perceive and cultivate their belief in administrative ethics.
蕭武桐，2002，《公務倫理》。北市：智勝。
法務部，2004，〈美國檢核長及政府倫理局制度考察報告〉。取自法務部http://www.moj.gov.tw/ct.asp?xItem=128187&ctNode=28061&mp=001。
法務部，2008，〈日本「國家公務員倫理法」〉與〈日本「國家公務員倫理規程」〉。取自法務部http://www.moj.gov.tw/ct.asp?xItem=128006&ctNode=28061&mp=001
法務部，2010，〈公務員廉政倫理規範〉。取自法務部http://www.moj.gov.tw/ct.asp?xItem=258544&ctNode=28058&mp=001
U.S. Office of Government Ethics (OGE) (1999), Standards of Ethical Conduct for Employees of the Executive Branch, （行政機關公務員倫理行為標準手冊）取自法務部http://www.moj.gov.tw/ct.asp?xItem=128187&ctNode=28061&mp=001
Wu Tong, 2002, "Communication Ethics". Taipei City: Wisdom.
Department of Law, 2004, "Report on the Inspection of the U.S. Applicant and the Bureau of Governmental Ethics System". Retrieved from the Department of Law http://www.moj.gov.tw/ct.asp?xItem=128187&ctNode=28061&mp=001.
Ministry of Law, 2008, "Japan's "National Public Service Ethics Law" and "Japan's "National Public Service Ethics Law". Retrieved from the Department of Law http://www.moj.gov.tw/ct.asp?xItem=128006&ctNode=28061&mp=001
Ministry of Law, 2010, "Regulations on Integrity of Public Officials". Retrieved from the Department of Law http://www.moj.gov.tw/ct.asp?xItem=258544&ctNode=28058&mp=001
U.S. Office of Government Ethics (OGE) (1999), Standards of Ethical Conduct for Employees of the Executive Branch, (Administrative Office Office of Public Ethics Standards Manual) is taken from the Department of Law http://www.moj.gov.tw/ct.asp?xItem=128187&ctNode=28061&mp=001
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 出席上課、發問、參與討論與臨時課堂測驗出席上課、發問、參與討論與臨時課堂測驗 Attend classes, ask, participate in discussions and temporary classes |
40 | |
| 分組討論報告影片與教材之關係（2次）分組討論報告影片與教材之關係（2次） The relationship between sub-group discussion report videos and textbooks (2 times) |
60 |
