Reading Assignment 2 Chapter 2: The Classical School Points

Reading Assignment 2chapter 2 The Classical Schoolpoints Possible 2

Reading Assignment 2 chapter 2 (The Classical School) Points Possible: 20 Deliverable Length: 3-4 pages Due: Saturday, September 4 by 10:00p.m. Answer any two questions (10 points each): 1. Fully discuss the classical school of criminology. Include the following points: the major contributors, the assumptions about society, crime, and punishment. 2. What are the primary modifications of the classical school made by neoclassical criminology? 3. Summarize the importance of Jeremy Bentham’s economic model for classical criminology. Include a discussion of the concepts utilitarianism and the pleasure/pain principle. Star Trek: The New Generation “Season 1 Episode 7 – Justice” and Lawes Divine, Morall and Martiall 1. How would you describe the Edos’ (planet’s people) understanding and practice of justice? 2. What is the conflict between the “Prime Directive” and the laws of the planet? 3. Were there mitigating circumstances concerning Wesley’s crime? Does intent play a part in Wesley’s guilt or innocence? punishment? 4. The Edo representatives say that before their system of law their society was lawless, uncaring of each other, and brutal. Does this mean that their system of justice is better than Starfleet’s? Why or why not? 5. Commander Riker states, “When has justice ever been as simple as a rule book?” What does this mean? How can we relate it to today’s criminal justice system? 6. According to the Laws, Divine, Morall and Martiall, what kinds of laws did they have? Give an example of a listed law and explain. 7. Why do you think the Virginia colony had such strict laws? Why do you think they specifically pointed out particular behaviors to enforce? Think about conditions in early Virginia. 1. Think about the importance of community policing and how engaging the community is vital to establishing relationships and solving problems. Answer the following question and provide a thoughtful response to two other students’ answers, something more than "I think that is a good idea." What if you were a patrol officer with a walking beat that covered a neighborhood where gang violence was a threat? What actions would you take to engage the youth to ensure they do not fall into the perils of gang life? 2. Why is it important for a police department to have diversity within its personnel ranks and how does that translate into improved relationships with the community?

Paper For Above instruction

The classical school of criminology, originating in the 18th century, marks a fundamental shift in understanding crime and punishment by emphasizing rationality, free will, and the importance of deterrence. Major contributors such as Cesare Beccaria and Jeremy Bentham laid the groundwork for this perspective, advocating for laws based on rational principles aimed at preventing crime through proportional punishment and the consideration of human rights. The classical school challenges the earlier notion that crime was a result of divine punishment or moral failing and instead focuses on rational choices made by individuals.

The assumptions underpinning the classical school are rooted in the belief that individuals are rational actors who weigh the potential benefits and consequences of their actions before committing a crime. Society is viewed as a social contract where laws serve to maximize the overall happiness and safety of its citizens. Crime, therefore, is seen as a conscious choice made by free individuals seeking personal gain or satisfaction. Punishment, in this context, is justified as a means to deter future crimes by making the costs outweigh the benefits.

Neoclassical criminology introduces modifications to the classical school by acknowledging that factors such as age, mental capacity, and extenuating circumstances can influence an individual's culpability. This perspective recognizes that not all offenders are equally responsible for their actions and that the justice system should consider these factors during trial and sentencing. For example, a juvenile or someone with a mental impairment might not be held to the same level of responsibility as an adult with full mental capacity.

Jeremy Bentham’s economic model significantly influenced the development of classical criminology. Bentham conceived of law and punishment as a rational calculus aimed at maximizing pleasure and minimizing pain. The utilitarianism principle, central to his philosophy, holds that actions are justified if they promote the greatest happiness for the greatest number. Bentham's pleasure/pain principle underscores the idea that individuals are motivated to seek pleasure and avoid pain, guiding their choices and behavior. As a result, laws and punishments are designed to create a social environment where the pain of punishment outweighs the pleasure obtained from crime, thus deterring criminal activity.

In the context of the Star Trek episode "Justice," the Edo society’s understanding and practice of justice are driven by their cultural values and strict laws designed to maintain social order. Their justice system is rigid, with laws derived from their cultural norms, which include severe punishments for even minor infractions. This approach emphasizes conformity and punishment over rehabilitation or leniency. The conflict with Starfleet’s Prime Directive highlights the tension between respecting cultural differences and adhering to universal ethical standards. The Edo’s system is portrayed as harsh but effective in maintaining societal cohesion, though it may lack compassion by modern standards.

Wesley’s crime and the circumstances surrounding it bring into focus the importance of intent in determining guilt and punishment. The Edo law’s strictness raises questions about moral considerations and compassion in justice. Wesley’s intent—whether he meant to harm or simply followed instructions—becomes crucial in assessing his guilt. In judicial systems today, intent often plays a significant role; crimes committed intentionally are treated more severely than accidents or inadvertent acts, reflecting the principle that moral responsibility is linked to mental state during the act.

The Edo society’s claim that their lawless past was brutal and uncaring suggests their current legal system, while severe, was viewed by them as an improvement. Whether their system is better than Starfleet’s depends on criteria such as fairness, compassion, and rehabilitation. While the Edo’s laws maintain order through harsh enforcement, Starfleet’s approach favors understanding and rehabilitation, which might be more aligned with modern human rights standards.

Riker’s statement about justice never being simple underscores the complexities of applying rules universally in diverse contexts. Modern criminal justice often involves balancing laws with nuances of individual circumstances, societal values, and ethics. This suggests that justice requires judgment that considers context rather than strict rule-following alone, much like the more flexible aspects of contemporary law enforcement practices.

The laws of the Edo, described as divine, moral, and martial, reflect their societal priorities—spiritual, ethical, and militaristic principles. An example could be a law forbidding any defiance against elders or leaders, emphasizing respect and hierarchy, which maintains social order. These laws serve to uphold societal values but may also impose strict constraints on individual freedoms.

The Virginia colony’s strict laws likely emerged from the harsh conditions and the necessity to maintain order in a frontier environment. Enforcing laws targeting specific behaviors—such as theft or profanity—was crucial in establishing social stability amid uncertainty and resource scarcity. These laws aimed to maintain discipline and prevent chaos in a fragile community, reflecting the values and challenges of early colonial life.

Community policing is vital for effective policing and fostering trust within neighborhoods, especially where threats like gang violence exist. If I were a patrol officer, I would engage youth through outreach programs, sports, and community events to build rapport and provide positive alternatives. Establishing mentoring relationships and working with local organizations could help redirect at-risk youth from gang involvement towards constructive activities and education. Building trust and showing genuine concern are key to prevention.

Diversity within police forces enhances community relationships by fostering understanding, reducing bias, and improving communication. When department personnel reflect the community’s racial, cultural, and socioeconomic makeup, residents are more likely to feel represented and respected. This trust fosters cooperation, improves problem-solving capabilities, and enhances overall effectiveness of policing efforts by incorporating varied perspectives and cultural competency.

References

• Beccaria, C. (1764). On Crimes and Punishments.
• Bentham, J. (1789). An Introduction to the Principles of Morals and Legislation.
• Siegel, L. J. (2018). Criminology: Theories, Patterns, and Typologies (13th ed.). Cengage Learning.
• Gottfredson, M. R., & Hirschi, T. (1990). A General Theory of Crime. Stanford University Press.
• Colvin, M. (2014). Community-Oriented Policing. National Institute of Justice.
• Skolnick, J. H., & Bayley, D. H. (2017). Policing and Society. Routledge.
• Patricia E. Perkins, & Linda J. Coates. (2017). Diversity in Policing: Perspectives of Police Officers. Journal of Criminal Justice.
• Fagan, J. (2002). Policing and Social Justice: The Impact of Diversity. Police Quarterly, 5(2), 129-150.
• Walker, S., & Katz, C. M. (2011). The Police in America: An Introduction. McGraw-Hill.
• Clarke, R. V., & Felson, M. (1993). Routine Activity and Rational Choice. Advances in Criminological Theory.