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| The way that individuals and groups relate to each other (governed and controlled by law and by the criminal justice system). |
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| Shape our political system, social system, laws and criminal justice system. |
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| How we behave/conduct ourselves in social relations. |
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| Norms/expectations, what people expect we will do. Some are informal and some are formal. |
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| Can be formal/informal. Informal constraints (Rejection, shunning or exclusion). Formal social constraints (laws, the courts, the police, the prison system). |
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| (Ex. The criminal justice system). Largely modern creations designed to constrain those who do not follow social convention. |
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| The use of logical, systematic methods to produce a body of knowledge. |
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| Factual investigation and observation. |
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| Explains why things happen; help us make sense out of facts through the construction and abstract interpretation of empirical situations. |
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| Problems with Social "Science" |
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- Studying humans/social behaviour is different than studying atoms, minerals, chemicals or plant life
- Humans may be uncooperative or may consciously alter their behaviour when being studied/observed
- Human behaviour can be quite complex, so clear cut cause-effect relationships may be difficult to pin down. |
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- AKA the Age of Reason
- 1689 – 1789, it began with the English Revolution and ended with the French Revolution
- Intellectual movement involving philosophers, political reformers, social theorists and religious skeptics
- Put new focus on critical examination of human life, religious beliefs and society
- Greater emphasis on reason/science, rationality and empiricism
- Time of Newton’s discovery of gravity and of Rousseau’s book “The Social Contract” |
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- Regarded as the founder of the sociology of knowledge
- Studied social facts, social institutions, different types of societies throughout history
- Examined how different types of social organization, social class positions and social conditions affect forms of thought and cultural perspectives |
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- Also regarded as one of the founders of sociology
- Impressed by Newton’s law of gravity and with the scientific method in general – “the power of reason”
- Introduced the concept of “positivism” - the application of scientific principles to the study of human phenomenon
- Called for a ‘human science’ that would discover the laws of social development |
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| The Classical School of Criminology |
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- School of thought that emerged from the Enlightenment or Age of Reason
- Not really a “school of criminology”, it was a group of philosophers who tried to reform the way deviants or criminals were treated |
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| Before the Classical School |
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- Presumption of guilt, unless proven innocent
- Confession of guilt or proof of innocence through inquisition,, ideally through torture
- Death penalty for most crimes
- Physical torture for the few crimes that didn’t result in the death penalty |
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- Said that torture/the death penalty was unfair
- Advocated the presumption of innocence, specific criminal codes and limitations on punishment
- Said that the duration of punishment was a more effective deterrent
- Advocated public punishment
- His 1764 essay ‘On Crimes and Punishments’ was published anonymously for fear of persecution
- Remained on Catholic Church’s proscribed list of readings until 1960s
- His recommendations influenced the 1791 French Declaration of Independence, the 1787 Constitution of the US and part of the English Reform Act of 1832 |
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- Wrote Principles of Morals and Legislation in 1789
- Argued that people were rational and exercised free will
- Said that rational people would weigh pleasures against pain (hedonistic calculus) |
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| Measures of Pain and Pleasure |
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| Intensity, duration, certainty/uncertainty, closeness/remoteness, fecundity, purity |
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| 'The ideal prison' as designed by Jeremy Bentham. Comprised of a circular structure and a "Watching room" in the center, from which inmates can be watched without their knowing. |
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| Popular explanation for human behaviour. The idea that people would try to maximize pleasure and minimize pain. |
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| Important Factors of Deterrence |
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| Celerity (speed), Certainty, Severity |
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| Effects of the Classical School |
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- Criminal codes
- Modern police forces
- Modern prisons
- Crime statistics
- Due process |
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