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1.

Recognition of the significance of white-collar crime has grown substantially in recent years, but this growth has not been reflected adequately in the field of criminal justice or in the criminal justice curriculum. Through a content analysis of criminal justice and criminology textbooks and program course offerings the authors demonstrate the relative neglect of white-collar crime, and especially its marginal position in the criminal justice curriculum. Some hypothetical reasons for this relative neglect are explored. An argument is made on both theoretical and pragmatic grounds for more sustained and more systematic integration of white-collar crime into the criminal justice curriculum.  相似文献   

2.

Ethics is one of the most important topics in criminal justice and criminological research, yet it is also one of the most neglected. Indeed, it is common for professors to merely gloss over ethical issues at the end of their research methods classes, or to exclude them completely. The present study attempts to determine if such disregard for ethics carries over into the coverage found in criminal justice research methods textbooks. Eleven research methods textbooks that are commonly used in criminal justice and criminology were analyzed, and coverage of ethics was found to vary greatly across the books. Unfortunately, we also found that some important issues within research ethics are being omitted in the majority of the books, and we make recommendations toward expanding the coverage of research ethics.  相似文献   

3.

We identified and compared the self-reported ethical ideological orientations of criminal justice majors and other students from a course selected to represent the general student population at a midwestern public university. We also explored potential differences in ethical orientation as a function of gender. Criminal justice majors report ethical orientations compatible with those of the general student population. Males report significantly higher ethical idealism scores than females, but we found no significant difference on ethical relativism. Further, male criminal justice majors demonstrate significantly lower variance within scores on both ethical idealism and ethical relativism than do female criminal justice majors and both males and females from the general student population. We discuss the practical and pedagogical implications of ethical ideology for criminal justice education and practice.  相似文献   

4.

While criminal justice undergraduate enrollments continue to burgeon, rarely do criminal justice departments conduct comprehensive surveys of their majors as part of the baccalaureate curriculum review process. This paper describes one such survey completed by 238 criminal justice majors at Wayne State University in Detroit. Major survey findings are presented along with their implications for student and faculty diversity, curriculum design, teaching and grading methods, student advising, and department administration.  相似文献   

5.

A perennial challenge for criminal justice educators is deciding which reform movements in criminal justice are worthy of coverage. Restorative justice is one such new movement that has made significant inroads in both criminal justice policy and practice. In this article, we argue that there are numerous benefits to including coverage of restorative justice in a criminal justice curriculum. We also offer a number of concrete suggestions for helping students learn about this radically different approach to dealing with crime.  相似文献   

6.
Criminal justice courses offer ideal opportunities to present students with contemporary issues that ideally will encourage reflection on moral dilemmas. In a criminal justice ethics course, students encounter complex aspects of the topic, such as the application of theories of ethical reasoning beyond merely an understanding of the malfeasance, nonfeasance, and misfeasance of practitioners in the system. A supplemental book, whether fiction or nonfiction, assigned in addition to a criminal justice ethics textbook may facilitate deeper understanding of theories of ethics. The ideal supplemental reading should reflect the range of ethical theories detailed in the main text. In the present article, the authors discuss and evaluate the use of post-apocalyptic fiction, a popular contemporary genre, as supplemental reading in criminal justice ethics courses. A sample criminal justice ethics course writing assignment, a grading rubric, and a discussion of the multiple assessment measures are provided. Assessment results suggest that the supplemental reading helps students meet the course learning objective, which requires students to identify and apply theoretical models of ethics to specific ethical and moral situations.  相似文献   

7.

Lecturers have significant de facto power and responsibility as arbiters of student justice. However, while the literature on ethics in higher education principally focuses on a self-regarding agenda connected with research codes and power relationships between academics, the more practical concerns of pedagogy tend to be overlooked. Moreover, while many new lecturer programmes stress competence in teaching techniques they tend to give restricted attention to many of the ethical dilemmas which confront university teachers in their daily lives. This paper addresses this imbalance by presenting a conceptual framework for debating the ethics of pedagogy based on four forms of justice. The concepts of procedural, retributive, remedial, and distributive justice are presented as a means of incorporating many of the key ethical challenges that confront lecturers new to higher education. The justice framework is also recommended as a means of encouraging practitioners to identify their own key ethical principles.  相似文献   

8.

This paper discusses the application of the mock trial, regularly used in legal education, to students of criminal or civil justice. The mock trial can be taught as a independent course or as a part of any course which deals with the criminal or civil justice system. The paper identifies the goals and benefits of the mock trial for justice students. These include providing an understanding of the justice system and whether it needs change, learning about litigation and legal issues in the justice context, using critical thinking skills, working as a group, and shaping the course of their careers.  相似文献   

9.

This article presents an argument for the integration of literature, especially novels, into the criminal justice curriculum. Included is a discussion of novels and short stories that work well in criminal justice courses. Approaches for integrating literature with traditional empirical and theoretical material are also discussed. Reading and discussing excellent literature can be an effective means to develop a student's sense of empathy and skills of critical thinking. This argument is set in the context of the broader debate of the relationship of criminal justice to the rest of the liberal arts.  相似文献   

10.

Choices in science--allocation of research funds, selection of research topics, interaction with research subjects (animals, environment, other humans), etc.--often, if not always, include some ethical considerations. Future scientists need skills to deal with and discuss ethical problems, and for that reason we have developed and evaluated one approach to including ethics in a life science curriculum. Our aim has been to support the development of students' ethical sensitivity. The key element in our teaching choices has been the importance of nurturing students' personal moral agency, i.e. their individual skills and responsibilities in moral decision-making, with an interactive teaching approach. The ethics programme was evaluated by extensive course evaluation and using three moral development measures: TESS, DIT and Perry questionnaire. The short ethics programme of three discussions was found to support the development of students' ethical sensitivity.  相似文献   

11.

Traditionally, internships have provided a unique way for criminal justice students to gain work experience while earning academic credit. Questions remain, however, as to whether a student's educational experiences adequately reflect the realities of internship (and other work-related) experiences. As part of a larger study, we sought to explore student views and attitudes regarding their undergraduate curriculum and its relevance to their experiences at the criminal justice agencies. Through the use of self-report surveys, findings were two-fold, indicating tremendous support for internship programs. Moreover, (1) students felt their undergraduate curricula adequately reflected the practical realities of criminal justice operations, and (2) internships were regarded as invaluable in preparing students for criminal justice careers.  相似文献   

12.

This article advocates the use of case studies to illustrate the importance of victimology in the criminal justice curriculum. The case study of a particular victimization introduces emerging issues in criminal justice, and illuminates the responsibility of the criminal justice system to prevent and react to crime. Academic programs are challenged to develop and maintain students' interest in this theoretical framework. Case studies in victimology promote interdisciplinary knowledge, critical thinking and precise writing skills. They also provide students with experience in research, investigation and integration of information.  相似文献   

13.

In 1995, Boise State University undertook an interdisciplinary languages program under a FLAC (Foreign Languages Across the Curriculum) grant sponsored by the U.S. Department of Education. Coordinated through the Department of Modern Languages, the program utilized non-foreign language faculty across the colleges of the campus who were fluent in a foreign language. FLAC courses were conceptualized and designed as “trailer” courses, in which a class offering one unit of instruction in Spanish was attached to an existing course in each department's curriculum. At Boise State, FLAC was extended for the first time to criminal justice. This paper discusses the FLAC program nationally and the FLAC program at Boise State with a focus on the criminal justice department. Positive outcomes and institutional problems in sustaining the program are described.  相似文献   

14.

In 1998 the author, working in the University of Glasgow Institute of Biomedical and Life Sciences with European Commission funding, set out to design an integrated ethics approach in the undergraduate curriculum. This paper describes the choices made in relation to the aims and methods of teaching ethics in an undergraduate bioscience curriculum. The acceptable and reasonable aims for a ethics teaching are skills based: ethical sensitivity and moral reasoning. Behaviour/value and virtue/character approaches are rejected. An ideal ethics intervention would last 4-12 weeks and be based on studentcentred teaching methods involving student participation in ethical dilemmas.  相似文献   

15.

The rapid expansion of international law and the establishment of an international criminal court have resulted in new justice institutions that should not be ignored in criminal justice curricula. Genocide, as the focal point of an entire course or a unit within other courses, provides instructors with an organizational framework for addressing a wide variety of topics related to international law. This paper discusses how the crime of genocide can be integrated into criminal justice curricula and the opportunities it provides for examining international law, history, current events, and the interdependence of criminal justice system components. A course on genocide taught to advanced undergraduate and beginning graduate students is described and evaluated.  相似文献   

16.

This paper addresses criminal justice educators' increased concern about how to teach and study environmental crime in criminal justice curricula. It introduces a new pedagogical approach that meets the needs of both instructors and students in an environmental crime course.  相似文献   

17.

Freshman group programs have been promoted by many institutions of higher learning. However, few empirical evaluations of such programs have been reported in the scholarly literature, and none have focused on programs in criminal justice education. Subjects in this study included 130 students enrolled in an introductory criminal justice course at one institution, a portion of which (32 students) were also enrolled in sections of a group program called Freshman Interest Groups. Results showed that students enrolled in this program did better in the course than their freshmen peers and upper-class students, which analyses showed was largely due to higher attendance.  相似文献   

18.

The following essay seeks to provide some of the details to which Souryal and Potts refer in their article in the spring 1993 issue of the Journal of Criminal Justice Education. In their desire to combat what they perceive to be a state of cultural illiteracy in the field of criminal justice ethics, Souryal and Potts recommend a revision of criminal justice curricula to include courses on the history of Western political philosophy. In the past masters of political philosophy, they hope to find an effective “fallback” position on questions of moral judgment and discretion. In the following essay I locate that position in the traditional Western theories of natural law and prudence.  相似文献   

19.
Abstract

Goodlad and colleagues argue that teacher education curricula do not include rigorous discourse about the moral dimensions of teaching. This paper offers guidance for developing such curricula drawn from the author's experience devising and implementing a professional ethics curriculum for dentistry. Grounded in Rest's Four Component Model of Morality, the curriculum includes methods and measures for assessing (1) ethical sensitivity; (2) moral reasoning and judgement; (3) moral motivation and commitment; and (4) moral implementation outcomes as well as instructional strategies to facilitate their development. Evidence drawn from the extensive literature on the psychology of morality, and from outcome studies of the effectiveness of the dental ethics curriculum, illustrate that a curriculum of rather modest duration can influence ethical development in measurable ways.  相似文献   

20.

Without the explanatory power of general theoretical principles, criminal justice educators are limited to subjectively describing the structure and function of our systems of criminal justice rather than explaining why these systems behave the way they do. Because of this, criminal justice lacks integrity as a legitimate academic discipline that seeks to meet the objectives of a liberal arts education. This paper explores the establishment of ideology as a first principle of criminal justice, derived from political philosophy and sociological theory. We examine ways to build upon this principle as a means of teaching criminal justice within the guise of the liberal arts tradition by guiding students toward a deeper understanding of the nature of our criminal justice systems and their place in larger society.  相似文献   

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