NCJ Number
175549
Editor(s)
J Kleinig,
M L Smith
Date Published
1996
Length
267 pages
Annotation
First presented at a workshop on criminal justice ethics education at John Jay College of Criminal Justice, June 6-8, 1996, the papers in this volume address aims in criminal justice ethics education, the integration of criminal justice ethics into the curriculum, strategies in teaching criminal justice ethics, and evaluating the teaching of criminal justice ethics.
Abstract
In Part I, "Aims in Criminal Justice Ethics Education," one paper specifies the aims of criminal justice ethics education, followed by a response to this paper that advocates moral neutrality in criminal justice ethics education, with a follow-up response by the first author. Other papers address the aims of teaching police ethics, as well as teaching and learning in criminal justice ethics. A response to these papers emphasizes teaching police ethics as professional ethics. Two papers on the integration of criminal justice ethics into the curriculum discuss freestanding, pervasive, and combined approaches in teaching criminal justice ethics, as well as the theory and practice of using problems and cases in teaching professional ethics. A response to these two papers focuses on practical ethics, moral theories, and deliberation. Part III, "Strategies in Teaching Criminal Justice Ethics," contains a paper on psychology's contribution to effective models of ethics education in criminal justice. A response to this paper emphasizes the influence of metacognition and epistemology on moral reasoning. Another paper and a response to it address the strategy of teaching with cases. Part IV, "Evaluating the Teaching of Criminal Justice Ethics," presents a "roundtable" on this subject. Appended research report on a survey of criminal justice ethics education and a working bibliography on teaching criminal justice ethics (234 listings), as well as subject and name indexes