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CRJS 395 Ethics In Criminal Justice

CRJS 395 Ethics In Criminal Justice. CRJS 395 Web Site. http://www.odu.edu/al/cpate/index.htm. CRJS 395. Text Book: Criminal Justice Ethics, LR. Instructor Background. Chris Pate Military State Government Academic Practitioner Perspective. Succeeding In Class. The Easy Way

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CRJS 395 Ethics In Criminal Justice

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  1. CRJS 395Ethics In Criminal Justice

  2. CRJS 395 Web Site • http://www.odu.edu/al/cpate/index.htm

  3. CRJS 395 • Text Book: • Criminal Justice Ethics, LR

  4. Instructor Background • Chris Pate • Military • State Government • Academic • Practitioner Perspective

  5. Succeeding In Class • The Easy Way • Read Assignments Before Classes • Attend Class, Participate, Take Notes • Review Material For Understanding The Hard Way -Don’t Read Assignments Or Attend Class -Rely On Someone Else To Carry You

  6. Rules For Fairness • Verification required for excused late papers and missed quizzes. • Be considerate. Be on time for quizzes and written assignments. • Honor Code is absolute.

  7. Course Format • 4 Quizzes • Group Project and (Group) Research Paper • Interactive Discussions

  8. Extra Credit • 1. Options listed in online syllabus 2. Pre-Approved community service Provide verification by due date

  9. Course Goal • Help cultivate the richest, fullest moral language possible in order to develop: • Depth • Balance • Consistency • Clarity and • Precision in your ethical assertions and problem solving

  10. Course Purpose • Test, expand and enrich our moral languages. • This will be accomplished by: • Case studies involving criminal justice issues • Class discussions • Group projects • Research paper assignments

  11. Course Essentials • Trust • Essential for this course to be effective • Essential for you to benefit from this course • Essential to avoid B-O-R-I-N-G classes

  12. Course Expectations • This course will not teach • What is categorically right or wrong about professional practices. • No absolute answers • No neat moral formulas

  13. Course Expectations • This course will introduce you to • Ethical Languages • Frameworks to think about ethical issues • Frameworks to resolve ethical dilemmas

  14. Academic Expectations • Teacher: • Disseminate information • Provoke discussions • Clarify discussions • Students: • Participate actively in class discussions • Prepare and present assignments on time

  15. What Is This Course About? • This course is about normative ethical behavior. • This entails: • Defensible ethical actions • Defensible ethical judgments • Defensible ethical decision making Ethical understanding and defensibility are important.

  16. What Is This Course About? • This course is also about applied ethics. • This entails: • Implementation of general ethical theories, principles, rules, virtues, moral ideals and background beliefs to problems of professional practice. • This includes: • Professional client relationships • Delivery of services • Policy construction and enactment

  17. What You Need To Know • You need to know the meaning and implication of moral and ethical theories. • Relativism • Consequentialism • Utilitarianism • Virtue ethics • Deontological Ethics • Contractarianism

  18. What You Need To Know • You need to understand that criminal justice presents moral problems at three levels. • The Level of Laws • The Level of Practices • The Level of Social and Psychological Foundations

  19. What You Need To Know • You need to understand and apply principles. • Autonomy • Beneficence • Nonmaleficence • Justice

  20. Course Benefits • Benefits Of This Course • Ability to identify and understand central issues in your life • Ability to use languages to: • Frame questions • Analyze issues • Resolve dilemmas • Defend your decisions and judgments

  21. Course Benefits • You will derive benefits form this course commensurate with the effort and energy that you invest in it.

  22. The Luxury of Detachment • The Luxury of Detachment The characteristic gift of a university is the gift of an interval. “The university offers a moment in which to taste the mystery without the necessity of at once seeking a solution.” Michael Oakeshott

  23. Why Study Ethics? • Ethical Theory is a practical tool for professionals.

  24. Ethical Theory If you know what you stand for morally, and why, you can defend your ethical practices anywhere, anytime, to anybody. • This ability might help you keep your job. • It might help keep you out of jail.

  25. Is This Course Philosophy? • Ethics and Philosophy are intertwined. • Philosopher’s Primary Purpose • Inch closer to some fundamental truths about the human condition.

  26. Personal Evolution • During this course we will become aware of: • Our ethical confusions • Our ethical inconsistencies • Our ethical compromises

  27. Instructor Expectations 1. Take the course serious enough to work hard to master the ethical languages. 2. Refrain from issuing ethical imperatives based on politics, religion or philosophy.

  28. Instructor Expectations 3. Find the truth in what you oppose. Find the error in what you espouse. Hear (and read) everyone. Search for the truth before trying to refute it.

  29. Getting Started • What must every ethical dilemma consider?

  30. Getting Started • “Every resolution to an ethical dilemma must consider the act, the intention, the circumstance, the principles, the beliefs, the outcomes, the virtues, the narrative, the community, and political structures.” Robert Nash

  31. How We Learn Ethics • Is the best ethical decision making really subjective, intuitive and impressionistic?

  32. How We Learn Ethics • Is the best ethical decision making really subjective, intuitive and impressionistic? • We learn ethics by various means. • The “seat of our pants” • Trial and error • Early socialization and indoctrination • Imitation

  33. How We Learn Ethics • Who teaches us ethics?

  34. How We Learn Ethics • Who teaches us ethics? • We learn ethics from various sources. • Family • Church, temple, mosque, synagogue • Local community • School

  35. Moral Stages And Development • What factors influence our judgment of ethical behavior?

  36. Moral Stages And Development • Appropriate ethical behavior depends on several factors. • Age • Mental Capacity • Role • Training • More

  37. The Panacea Phenomenon • Unrealistic Expectations • Followed By Failure and Dissatisfaction With the Proposed Cure-All • Ultimately a Renewed Search For Another Foolproof Elixir

  38. Prior Ethical Panaceas In The Evolution of CBC • Community Punishments • 1700’s Quakers, Penitentiaries • 1870’s Indeterminate Sentence • 1800’s-1900 Therapeutic Prison • 1960’s-1970’s Flourishing CBC • 1980’s-Present Get Tough On Crime • 1980’s-1990’s Punish and Control

  39. A Nagging Question • Why study ethics if there are no clear cut, easily defined answers?

  40. A Nagging Question • Why study ethics if there are no clear cut, easily defined answers? • Professional and Personal Rewards

  41. Benefits Of Ethics Studies • Little Rewards • Some good reading • Some stimulating conversations • Clarifying core moral beliefs • Thinking deeply about morality in general • Learning to write with precision and clarity • Exchanging views with interesting people

  42. Benefits Of Ethics Studies • Big Rewards • Rehearsing for major ethical decision making in the real professional world • Learning to defend controversial and complicated ethical actions and judgments • Understanding what makes you “tick” morally • Finding the moral courage to stand up for what you believe while respecting opposing views • Translating your background moral beliefs and principles into defensible ethical problem solving

  43. Benefits Of Ethics Studies • The Little Rewards • Will make your life more intellectually stimulating • The Big Rewards • Could someday keep you from being sued

  44. Three Overlapping Moral Worlds • 1. Metaphysical Life Space • 2. Concrete Moral World of Small Communities • 3. Secular Pluralist World of Large Organizations

  45. Three Overlapping Moral Worlds • 1. Metaphysical Life Space • Individual philosophical consciousness • Based on our background experiences • Expressed in philosophical, theological, political, scientific, or other languages

  46. Three Overlapping Moral Worlds • 1. Metaphysical Life Space • The private moral language of background beliefs • Foundationally rich • It grounds the other two languages. • Suited to helping us discover deeper purpose and meaning in our moral deliberations

  47. Three Overlapping Moral Worlds • 2. Concrete Moral World of Small Communities • The external, tangible world of moral origin and influence on us • Influences much of what we believe metaphysically and morally, and who we are as moral beings • Has its roots in, and is mediated by, smaller, specific moral communities • Ideological, ethical, racial, political, recreational, familial

  48. Three Overlapping Moral Worlds • 2. Concrete Moral World of Small Communities • Requires the language of character grounded in community sanctioned ideals, narratives, traditions and virtues • Suited to explaining the influence of our concrete moral communities on our ethical activities

  49. Three Overlapping Moral Worlds • 3. Secular Pluralist World of Large Organizations • The workplace, professions and the public arena • Private individuals of diverse ideologies, values and morals come together to make decisions of moral nature • Relies on logic, reason, rules and principles

  50. Three Overlapping Moral Worlds • 3. Secular Pluralist World of Large Organizations • Requires the language of moral principle rooted in mutual respect and tolerance for moral differences • Necessarily often abstract language of general principle used by diverse individuals and groups to reach mutual understanding, tolerance, and possibly agreement, regarding resolution of ethical conflicts. • Logically deductive without establishing the absolute “correctness” of any particular point of view • Suited to rational, defensible ethical decision making

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