A Justice Site
CSUDH - Habermas - UWP - Archives
California State University, Dominguez Hills
University of Wisconsin, Parkside
Soka University Japan - Transcend Art and Peace
Created: August 11, 2003
Latest Update: September 18, 2003
The following categories and timelines were set up to help guide you through a reasonable scheduling of the course preparations and your measurements of learning. Few of us in today's fast track are reasonable. But having a schedule to react against is sometimes a solace. We have tried to indicate our minimal requirements for passing the course. Getting a B or an A, as in any course, depends on doing exceptional work. Your actual preparations and your grade are up to you. Sometimes it makes more sense to take a B, and live your life more fully. For many of us, these are "the good old days." Our respect for you and your right to answerability does NOT depend on your grade.
There are numerous examples of how to submit and edit your submissions, oral or written, if you want to improve your grade.
Because so much of our work is up online you have more latitude to adapt your learning to your lived experience. That doesn't mean that you should wait until the last week of school to focus on this course. At that point you may not like our answer. Remember, dialog is a two-way or multi-way discourse, not monologic. And if you leave all your work until the last week, you don't leave us much room for answering, and you're not likely to have aesthetically produced a network relationship that you can depend on for support. Worse, such a use of your time would suggest you haven't learned the basic lessons of the course.
Weeks 3, 4, and 5:
You should know:
- about letters of recommendations (i.e., what to include in a letter, what not to include, and why). Be able to tell the difference between a good letter of recommendation and a bad one.
- how to obtain an excellent letter of recommendation.
- the interrelationship between theory, policy and practice, and be able to discuss this interrelationship from any starting point.
- when and why the Classical School and Positivist School emerged
- who were the basic proponents of the Classical School, the Positivist School and Psychological explanations
- what are the major principles of the Classical School, the Positivist School and psychological theories
- what are some of the contemporary examples of the Classical School, the Positivist School and psychological explanations
You should be able to:
- share experiences on both the receiving and providing ends of the letter of recommendation process.
- bring in a current event and be able to explain the interrelationship between "theory, policy, practice" with this current event.
- explain what the Classical School was about and what are some of its contemporary responses
- explain what the Positivist School was about and what are some of its contemporary responses
- explain what the psychological theories of crime causation are and what are some contemporary responses
You should know:
- dog letters
- gold stars
- taxonomy of learning
- affective and cognitive components of learning
- the interrelationship between "theory, policy, practice"
- utilitarian principle
- deterrence, general and special
- born criminal, insane criminal, criminaloid
- homo delinquen
- endomorph, mesomorph, ectomorph
- XYY controversy
- biocriminology, sociobiology
- neurosis, psychosis, schizophrenia
- behavior theory
- social learning theory
You should recognize the names of:
- Alfie Kohn
- Bloom and Krathwohl
- Jerome Bruner
- Cesare Beccaria
- Jeremy Bentham
- Cesare Lombroso
- Ronald Akers
- Sigmund Freud
You should have thought about:
- how to obtain a good letter of recommendation.
- why sometimes the interrelationship between "theory, policy, and practice" is out of sync.
- the strengths and weaknesses of the Classical School, the Positivist School, psychological theories, and their contemporary responses.