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Classical School LQ3
| Question | Answer |
|---|---|
| How was crime explained before? | - Religion often used to explain - Some people were predestined to be “evil” - A part of a divine plan - Battle between good and evil explained crime |
| The Enlightenment (Age of Reason) | - 17th/18th Centuries - Views on the nature of people - What motivates us and why we are the way we are - Examples of thought |
| Hobbes | - Negative view of human nature - Driven by fear |
| Locke | - Humans are blank slates - We are shaped by experience and community |
| Rousseau | - People are basically good - They are corrupted by society |
| Cesare Beccaria | - 1738-1794 - Offering a Philosophy of Punishment - Punishment should have utility - Utility: Deterrence - Reduce future crimes |
| Cesare Beccaria pt2 | - Punishment must have celerity - Celerity=swift - Punishment must be certain - Punishment must be proportionate - Serve enough to outweigh pleasure of the crime - Was against the death penalty - Right to a fair trial |
| Jermey Bentham | 1780s Focus on the offender Examines the choice to engage in crime People are rational and logical Weigh options Every act has utility Seeking to maximize pleasure and minimize pain Through the process of hedonic calculus |
| Jermey Bentham pt2 | People are motivated though self interest To prevent crime Just enough pain of punishment to out weight pleasure of crime |
| Jermey Bentham pt3 | - Utilitarianism - Examines ethics of choices that seek to maximize the greatest good/practical - Punishment is necessary - Pannopaticon - Circular prison design - About observation |
| Critiques of the classical school and utilitarianism | - Assumption of rationality - No recognition of impairment or social context - Freewill - Are we all really free? - Utilitarianism has dilemmas it is all about what is best for the group - The greatest good |
| The Contribution of the Approach | - Rationality - Human rights - Due process - Are offenders logical/rational |
| Nash Equilibrium | No one gets exactly what they want, but it’s the best option (for the group) |
| Classical school interrupted | - By positivist school of criminology - Hard determinism - Cause of crime determine outside of the individual’s choice |
| Neoclassical Criminology | 1970s The crime rate begins to increase Crime as choice returns 1974 Robert Matinson article published Survey of correctional treatment and rehab Success rates- 5-12% “Nothing works” 1980s-1990s Severe Punishment Super predator scares |
| Rational Choice Theory | Used to explain choice/decision making in crime |
| Routine activities theory | Focus on victimization When crime is likely to happen Lifestyle and choices Three elements for crime Motivated offender Suitable target Lack of capable guardian Choices by the offender and the victim |
| Situational Choice theory | The context of crime and the opportunity Choice to engage in crime is a function of context and opportunity |
| Situational Choice Theory pt2 | Planning can prevent crime Reduce/limit alcohol sales Ex: having alcohol at football games Security measure Target hardening Removing/reducing the opportunity for crime Controlling access Clear signage Surveillance Clear rules setting |
| The Seductions of Crime | Book by Jack Katz Looking at foreground forces What it feels like in the moment of engaging in crime |
| Seductions of crime pt2 | Crime is a powerful seducer Pleasure in crime Attraction and experience of criminality What would it feel like to be feared? Power over others Omar in The Wire Tries to explain emotion and rationality |
| Punishment and the Neoclassical Approach | Punishment is necessary Just deserts Offender got what they deserved |
| Deterrence | Deterrence Specific deterrence Punishing the offender to teach them not to do it again General deterrence Punishing the offender to serve as an example to others Deter those contemplating similar crime |
| Critiques of Punishment and the Neoclassical Approach | Do our prisons work? Are offenders Deterred? Release from prison: 1 year released: 56% reoffend 3 years: 67% reoffend 5 years: 76% reoffend |
| The Death Penalty | Logical from the Neoclassical perspective Currently 2,300 people on death row White: 43% Black: 41% Latin X: 14% |
| Support for the death penalty | Moral argument/Just deserts Retribution Deterrence from the death penalty Threat of execution may deter crime/homicide Does it reduce murders? Places with lots of executions (South) double the murder rate No execution= lower crime rates |
| Death Penalty Problems | Innocence Injustice argument 1973 196 people exonerated from death row DNA only accounted for 16% Most common reason was official misconduct: 70% |
| Liebman Study | 1973-1995 Found an error rate of 68% in cases |
Created by:
gracesolis