Critical Thinking in Criminal Justice Ethics

Using the Affective Domain to Discover Gray Matters

Bibliographic Data

ID15316608
AuthorsSherri DioGuardi (0000-0002-8055-5916, corresponding author)
Year2016
Volume27
Issue4
Pages535-548
Publication date2016-02-26
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueJournal of Criminal Justice Education (JOURNAL)
Journal identifiersISSN: 1051-1253 • E-ISSN: 1745-9117
PublisherTaylor & Francis (PUBLISHER • GB)
DOI10.1080/10511253.2016.1145709
OpenAlexW2343210353
LanguageEN
Citations received4
References cited35

This paper proposes that an effective way to teach critical thinking would be through a criminal justice ethics class that prioritizes learning in the affective domain to prevent persistence of a polarizing perspective. The premise is twofold: first, that us versus them dichotomies hinder higher order thinking and moral decision-making; and, secondly, that it is much more difficult to overcome dichotomous thinking exclusively through cognitive domain teaching because the tendency is for students to sift through new information and focus only on facts which support preexisting positions and, also, because students may anticipate an intellectual attack on their opinions and become defensive or resistant. For those reasons, the suggestion is to use carefully selected, empathy-evoking films as a stealthier, softer introduction to controversial issues

Cognition · Criminal justice · Criminology · Critical thinking · Dichotomy · Empathy · Epistemology · Gray (unit · Mathematics education · Perspective (graphical · Premise · Sociology · Communication in Education and Healthcare · Computer Science · Education and Critical Thinking Development · Innovative Teaching Methodologies in Social Sciences · Psychology · Social Psychology

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