NCJ Number
130353
Journal
Journal of Criminal Justice Education Volume: 2 Issue: 1 Dated: (Spring 1991) Pages: 5-14
Date Published
1991
Length
10 pages
Annotation
Most criminal justice educational programs began as extensions of vocational training courses, but have recently begun to parallel the liberal arts programs originally proposed. Due to this reorientation, criminal justice instructors lack many of the educational techniques used by their colleagues in other fields.
Abstract
Further, the dual nature of criminal justice education requiring both theory and experience places demands on criminal justice instructors that their colleagues may not experience. Cognitive learning theory may represent an instructional approach that blends the best of vocational and theoretical components. Specifically, Kolb's experiential learning model depends on the structure of human cognition and stages of human growth and development. The model is called an experiential learning approach because it integrates the social psychology of Lewin and emphasizes the importance of experience in the learning process. Each component of the experiential learning model includes specific activities or teaching strategies that should help students master the content material. The application of cognitive learning theory should not be regarded only as a replacement for the criminal justice practicum. The experiential learning model can be applied effectively to any course in the criminal justice curriculum. If students are to obtain maximum benefits from a cognitive theoretical approach, one of the primary objectives should be the integration of their intellectual processes, cultural values, and content mastery. 23 references, 1 table, and 1 figure (Author abstract modified)