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: October 9, 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 6, 7, and 8:
Looking for the discussion questions? Go to Strain Theory, Chicago School or Culture Conflict and Subcultural Theories
You should know:
- what strain theory and structural functionalism are.
- the theoretical strengths and weaknesses of strain theory.
- how strain theory relates to policy and practice.
- what the theories that make up the Chicago School and they relate to "theory, policy, practice."
- the basic tenets of culture conflict and the subcultural theories.
You should be able to:
- explain the major concepts associated with strain theory, the Chicago School, and the subcultural theories.
- critique strain theory, the Chicago School, and the subcultural theories.
- identify some contemporary applications of strain theory, the Chicago School, and the subcultural theories.
You should know:
- structural functionalism
- normative consensus
- the normality of crime
- mechanical solidarity and organic solidarity
- Merton's modes of adaptation
- cultural deviance theory
- social disorganization
- concentric zone model
- differential association
- culture conflict
- middle class measuring rod
- differential opportunity
- criminal gangs, conflict gangs, retreatist gangs
- focal concerns
You should recognize the names of:
- Emile Durkheim
- Robert K. Merton
- Clifford Shaw and Henry McKay
- Edwin Sutherland
- Thorsten Sellin
- Albert Cohen
- Richard Cloward and Lloyd Ohlin
- Walter Miller
You should have thought about:
- the interrelationship between "theory, policy, practice" and the theories discussed during this three week period -- strain theory, the Chicago School and subcultural theories.
- a critique of the theories of crime causation discussed to date.