NCJ Number
11655
Journal
JOURNAL OF CRIMINAL LAW, CRIMINOLOGY AND POLICE SCIENCE Volume: 63 Issue: 4 Dated: (DECEMBER 1972) Pages: 585-592
Date Published
1972
Length
8 pages
Annotation
THE AUTHOR STRESSES THAT PHILOSOPHICAL DISPUTES BETWEEN THE GENERAL EDUCATION AND PROFESSIONAL EDUCATION APPROACH SHOULD NOT OVERSHADOW THE PURPOSE OF EDUCATION.
Abstract
EDUCATION AND TRAINING, LIBERAL ARTS AND VOCATIONAL DISCIPLINES, OR GENERAL AND PROFESSIONAL EDUCATION ARE SIMILAR WHEN VIEWED IN TERMS OF THEIR APPLICATION TO LAW ENFORCEMENT. THE FIRST CONCEPTS IN EACH PAIR DEAL PRIMARILY WITH THE PHILOSOPHIES AND THEORIES OF LAW ENFORCEMENT AND SOCIAL CONTROL AND INCLUDE GENERAL ACADEMIC COURSES THAT STUDENTS EXPERIENCE REGARDLESS OF THEIR MAJORS. THE SECOND TERMS DEAL WITH TECHNIQUES AND PROCEDURES OF IMPLEMENTING THE PRACTICAL OR MECHANICAL ASPECTS OF LAW ENFORCEMENT. IN ADDITION TO A BRIEF SURVEY OF THE PHILOSOPHICAL ORIENTATION OF EDUCATORS, AND A DESCRIPTION OF CRIMINAL JUSTICE CURRICULA, THIS ARTICLE OUTLINES THE SIX PRINCIPLE TYPES OF ORGANIZATIONS WHICH, BY 1938, PROVIDED POLICE TRAINING IN THE UNITED STATES. THE EXPANSION OF UNIVERSITY-AFFILIATED LAW ENFORCEMENT PROGRAMS AND IN-SERVICE TRAINING ARE REVIEWED. THE AUTHOR CONCLUDES THAT DICHOTOMIZING BETWEEN EDUCATION AND TRAINING ONLY HINDERS PAST DUE LEARNING. LAW ENFORCEMENT EDUCATORS SHOULD BE CONCERNED WITH EFFECTIVE STUDENT LEARNING AND NOT WITH ACCEPTANCE BY THE ACADEMIC COMMUNITY. (AUTHOR ABSTRACT MODIFIED)