NCJ Number
58784
Date Published
1978
Length
32 pages
Annotation
THE UTILITY OF FOUR MORALIZATION PARADIGMS -PSYCHOANALYTIC, SOCIAL LEARNING, HUMANISTIC, AND COGNITIVE -- IN STUDYING THE RELATIONSHIP BETWEEN POVERTY AND SCHOOL CRIME IS EXPLORED.
Abstract
IN THAT IT INVOLVES A VIOLATION OF STANDARDS OF CONDUCT, SCHOOL CRIME IS MORAL ACTION ('MORAL' IN A DESCRIPTIVE, RATHER THAN AN EVALUATIVE, SENSE). HOW SUCH STANDARDS ARE LEARNED OR NOT LEARNED, THEIR CONTENT, AND THE DEGREE TO WHICH THEY GOVERN BEHAVIOR ARE THE CONCERNS OF MORALIZATION THEORY AND RESEARCH. THE LITERATURE ON MORALIZATION THEORY REVEALS FOUR DISTINCTLY DIFFERENT, FULLY DEVELOPED VIEWS OF THE DETERMINANTS OF MORAL ACTION: (1) PSYCHOANALYTIC (FEELINGS OF GUILT AND SHAME, AND HOW THE EGO REACTS TO THEM), (2) SOCIAL LEARNING (SHAPING OF BEHAVIOR THROUGH SELECTIVE REINFORCEMENT), (3) HUMANISTIC (MORAL ACTION AS THE CONSEQUENCE OF FEELINGS ASSOCIATED WITH NEED FULFILLMENT), AND (4) COGNITIVE-DEVELOPMENTAL (HOW ONE REASONS ABOUT MORAL SITUATIONS). THE BASIC OUTLINES OF EACH PARADIGM ARE PRESENTED, AND THE CONTRIBUTIONS OF EACH TO AN UNDERSTANDING OF THE RELATIONSHIP BETWEEN POVERTY AND THE LEARNING OF MORAL STANDARDS ARE ASSESSED. DEVELOPMENTS IN MORAL EDUCATION WITHIN EACH PARADIGM ARE DISCUSSED, WITH A VIEW TO COMBATING SCHOOL CRIME THROUGH CURRICULUM DEVELOPMENT AND CLASSROOM TEACHING PRACTICES. IT IS CONCLUDED THAT, WHILE NO SINGLE PARADIGM IS SUFFICIENT TO ACCOUNT COMPLETELY FOR SCHOOL CRIME, EACH PARADIGM IS USEFUL IN EXPLAINING THE MORAL BEHAVIOR OF SOME INDIVIDUALS. IT IS ALSO CONCLUDED THAT A NECESSARY STEP IN DEVELOPING SCHOOL CRIME PREVENTION AND CONTROL APPROACHES IS AN UNDERSTANDING OF HOW MORAL ORIENTATIONS AND THE DIMENSIONS WITHIN WHICH MORALITY IS LEARNED (KNOWLEDGE, FEELING, CONDUCT) VARY FROM INDIVIDUAL TO INDIVIDUAL. A LIST OF REFERENCES IS PROVIDED. (LKM)