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1.

Numerous articles and books advocate the importance of ethics as an essential component of a criminal justice curriculum. While there are several approaches suggested, one of the most popular methods of assuring coverage of this important topic is to add an ethics course to the curriculum either as a required or an elective course. Teaching students ethical theories, principles and providing them with the opportunity to discuss discipline specific ethics problems is thought to help contribute to the establishment of ethical practitioners.

The purpose of this research is to examine the impact of a semester long criminal justice ethics course on the students' value orientations, and their perceptions of both the seriousness of ethical violations and their likelihood of engaging in such behaviors. Our findings are consistent with the results of researchers evaluating ethics courses in other disciplines. Implications for criminal justice ethics education are discussed.  相似文献   

2.

Research continues to show that the public holds misperceptions about crime and criminal justice. The media influences the public in many of these misperceptions, often shaping beliefs and ideologies. Higher education gives criminal justice majors the opportunity to gain much more accurate knowledge than the general public. Nonetheless, it is the public that heavily influences the development of the criminal justice system. It is important, therefore, to examine the influence of criminal justice education. Criminal justice majors and non-majors in a Midwestern university were surveyed with regard to demographics and perceptions of crime and criminal justice. Results indicate that criminal justice majors have significantly different perceptions about criminal justice issues than non-majors. Implications for educating the public are discussed.  相似文献   

3.
Abstract

Student‐centred learning and teaching are concepts often given in relationship to philosophies of nurse education. Nursings’ Professional Regulatory Bodies and Higher Education Institutes generally can be shown to advocate such approaches to the delivery of educational programmes. The literature reviewed, however, highlights how no clear definitions of this concept are available. Student‐centredness can be shown to be a multi‐faceted concept and in addition has interrelationships with concepts of andragogy. This article describes an exploratory qualitative study which investigated nurse teachers’ perceptions of student‐centredness and concepts of andragogy. The findings are shown to be of relevance to nurse teachers and the higher education sector generally.  相似文献   

4.

This study examines the self-concept of criminology and criminal justice students, vis-`a-vis the perceptions held of them by non-criminology and criminal justice students, using a framework of symbolic interactionism. The data in this study were obtained from a sample of both criminology and criminal justice students and non-criminology and criminal justice students attending a large state university in north Texas. The findings reveal a lack of consensus among perception patterns held by criminology and criminal justice students and non-criminology and criminal justice students. Implications regarding the future of criminology and criminal justice education follow.  相似文献   

5.

For two disciplines interested in similar issues, law schools and criminal justice programs may as well be on different sides of the moon when it comes to pedagogy. Undoubtedly, criminal justice has lessons to share with law, but legal instruction also offers innovations for justice education. The following essay presents my experience from both law school and criminal justice programs, offering recommendations to improve criminal justice teaching. I offer the suggestions not under any brazen notion that I have discovered the secrets to ideal pedagogy, but rather to suggest that many of law's methods would benefit criminal justice as well.  相似文献   

6.

Public health perspectives on violence-related injuries have become increasingly important over the past two decades, yet they are rarely mentioned in criminal justice educational texts or articles. Here we provide a brief overview of the public health approach to the prevention of violence and related injuries and compare it to an approach to crime prevention commonly associated with the criminal justice approach: deterrence. The prevention of sexual assault on college and university campuses is used as an illustration of the two approaches. Finally, given the similarities between the manner in which these two multi-disciplinary fields approach violence prevention, we explore how and why criminal justice educators might want to teach a bridge between public health and criminal justice.  相似文献   

7.

New perspectives on the impact of college on students, on linking general education, the major, electives and extra-classroom experiences toward the goal of “integrated learning,” and renewed emphasis on the importance of producing liberally educated college graduates, present opportunities for criminal justice educators to make their field a keystone in the architecture of a liberal education. In this essay, I argue that the multidisciplinary perspectives that characterize the field of criminal justice, as well as its core intellectual concerns, make criminal justice well-suited to serve as the infrastructure for a high-quality undergraduate liberal education program.  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.

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   

10.

In his critique of my 1997 JCJE article, John Worrall attempts a partial defense of the current emphasis on quantitative methods in criminal justice education and research. Despite some hesitation, especially near the end of his critique, he suggests that it is reasonable for quantitative methods to receive more attention than qualitative methods. His argument centers on the ability of quantitative methodology to facilitate correct predictions in the field of criminal justice, the contributions of quantitative research to criminal justice policy, and a distinction between theoretical and methodological problems. In this reply, I argue that Worrall's examination of these issues is insufficient and reflects several misinterpretations. I conclude there remains no clear logical basis for the privileging of quantitative methods over qualitative methods in criminal justice education.  相似文献   

11.

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   

12.

The field of criminal justice/criminology has few studies that examine faculty opinions regarding the use of technology as a replacement and supplement to traditional classroom instruction. Using a sample of criminal justice and crime-related higher education faculty members in the state of California, this study examines perceptions of effectiveness and the actual use of various classroom-based technologies. The results reveal that while most faculty members hold positive views toward the use of technology, far fewer are actually integrating technology-based methods of instruction into their courses. Meanwhile, most faculty members do not perceive the presence of adequate administrative supports or incentives at their institutions for the development of distance learning courses. Overall, support for the integration of technology into criminal justice education appears to be greatest when it is used as a supplement rather than a replacement for face-to-face classroom instruction.  相似文献   

13.

This article examines the issues that confront one-person criminal justice programs. These programs, operated by only one full-time faculty member, have both advantages and disadvantages. Identification, categorization, and analysis of the many relevant issues are the focus of this exploratory study. Nationwide more than one-third of the community college criminal justice programs are staffed by only one educator, as are some four-year college programs. It is important to ensure that the negative points inherent in one-person programs do not impair the quality of criminal justice education.  相似文献   

14.

This paper discusses the findings from a survey of admissions officers at law schools in the United States. Deans of Admission (N=119) were asked a variety of questions pertaining to how the undergraduate criminal justice major is perceived in relation to the adequacy of the academic preparation it provides for individuals applying and/or currently attending law school. The findings suggest that the criminal justice major is not perceived as adequate preparation for law school education by the Deans of Admission. Results are discussed within the context of the criminal justice curricula standards recommended by the academic review committee of the Academy of Criminal Justice Sciences.  相似文献   

15.

While both criminal justice programs and Jesuit institutions claim commitment to the realization of justice, their conceptions of justice differ. This exploratory survey of 31 criminal justice majors and 51 non-majors compares criminal justice majors' concept of justice with that of non-criminal justice majors. We find that criminal justice majors and non-majors generally do not differ in their views of justice or their rank of goals for specific criminal justice professionals, regardless of the number of theology/philosophy or criminal justice courses taken or other demographic factors.  相似文献   

16.

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   

17.

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   

18.

We surveyed 683 college students to examine their attitudes toward the death penalty, other criminal sanctions, and the war on drugs. College seniors were consistently less likely than freshmen to hold punitive views; this suggests a “liberalizing” effect of the college experience. This liberalizing college effect on attitudes toward criminal justice was not apparent for criminal justice majors, however, particularly when criminal justice seniors' attitudes toward the death penalty were compared with those of freshmen in criminal justice. The views of criminal justice majors overall did not differ appreciably from other students' views. We found no support for the expectation that criminal justice majors with experience in criminal justice would express more conservative, more punitive views than would criminal justice majors in general.  相似文献   

19.
The German gymnasium teacher Alexander Kapp (1800–1869) was to all appearances the first one to use the andragogy concept as a term for adult learning. In 1833 he published the book Platon’s Erziehungslehre, als Pädagogik für die Einzelnen und als Staatspädagogik. Oder dessen praktische Philosophie. This book takes all Plato’s writings about education as a starting point. While working on these papers, Kapp noted they involved not only young people and their education, but also adults and their education. Thus, Kapp’s book contains a separate part that deals with adult education, which he calls andragogy. This is not a theory of adult learning. He justifies the necessity of education for adults, and elaborates on what qualities it is important to develop – in general and in different occupations. The emphasis on inner qualities rather than outer, objective competence is central in Kapp’s andragogy. The forming of character is the foremost value for human beings, Kapp claims. This article gives a presentation of his andragogy, its similarities to contemporary movements and a comparison to later approaches in the field. Unfortunately, Kapp’s andragogy seems to have been forgotten. Possible reasons for this are also presented.  相似文献   

20.

This article suggests various techniques and strategies for integrating historical research methods into the drug education classroom. While most criminal justice programs offer courses on drug education, instruction has typically concentrated on policy issues. With little historical perspective on the roots of the drug problem, students are too often left with a one-dimensional perspective: that all illegal drug use should be criminalized. Like many recent historical events, the roots of the drug problem remain a distant abstraction to the current generation of criminal justice students. A historical approach to this subject using historiographic methods can lead to a better understanding of the cyclic nature of the U. S. drug problem and policies over the past century.  相似文献   

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