A model for teaching criminal justice ethics

Bibliographic Data

ID15316682
AuthorsJerry Cederblom (University of Nebraska at Omaha, corresponding author), Cassia Spohn (0000-0003-1043-3873, University of Nebraska at Omaha)
Year1991
Volume2
Issue2
Pages201-217
Publication date1991-11-01
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueJournal of Criminal Justice Education (JOURNAL)
Journal identifiersISSN: 1051-1253 • E-ISSN: 1745-9117
PublisherTaylor & Francis (PUBLISHER • GB)
DOI10.1080/10511259100082401
OpenAlexW1997725593
LanguageEN
Citations received13
References cited6

This article asks whether we can reasonably expect to make people more ethical by teaching ethics to them. We suggest that a justifiable aim in teaching ethics is to engage students in a serious dialogue concerning how they should conduct their lives as they embark on their careers. If a model for teaching ethics can accomplish this, it also might make students more ethical. After identifying several options that must be considered in designing a model, we describe and give a rationale for a model that involves students in evaluating two different ethical approaches by applying them to a wide range of cases and by assessing the kind of life they would lead if they adopted each approach

Applied ethics · Criminal justice · Criminology · Economic Justice · Engineering ethics · Information ethics · Political science · Sociology · Criminal Justice and Corrections Analysis · Engineering · Law · Law in Society and Culture · Legal Education and Practice Innovations · Psychology

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