NCJ Number
170179
Date Published
1996
Length
17 pages
Annotation
Viewing ethical inquiry as a problem-solving activity, this essay argues that the most productive approach to the teaching of criminal justice ethics is that of the practical agent, not that of the judge.
Abstract
The author urges the use of actual professional cases and standards and a refocusing of moral deliberation from the top- down application of principles to the use of analogical reasoning. She believes that the use of case studies, in which discussants take the perspective of participating agents, constitutes an important part of professional ethics education. This is true whether such cases are used in the context of a "pervasive" approach (ethics teaching incorporated with other courses), which the author favors, or as part of a "freestanding" course (separate full course on ethics). Problem statements should simulate problem situations that students will experience in their work by involving agents with skills and experience comparable to that of the students; being expressed in the form of open-ended scenarios that require a response; being stated briefly so it is clear that the discussants clearly see that they must fill in unstated information; and allowing for ambiguity in the situation itself, not in the problem statement. Such open- ended problem statements, along with questions to guide discussion, help students to address actual ethical problems. Examples of problems and cases are included. 24 notes