THOSE WHO INSIST THAT CRIMINAL JUSTICE EDUCATION SHOULD BE LIBERAL ARTS EDUCATION FAIL TO APPRECIATE THE UNIQUE NEEDS OF THOSE ENTERING THE CRIMINAL JUSTICE SYSTEM. INSTEAD, UNIVERSITY LEVEL COURSES SHOULD DRAW ON THE OTHER SOCIAL SCIENCE DISCIPLINES IN ORDER TO UNDERSTAND BEHAVIORS THAT ARE CONVENTIONAL, DEVIANT, AND CRIMINAL, AND THEIR DIFFERENCES; TO UNDERSTAND SOCIETY'S RESPONSES TO THESE BEHAVIORS; TO ASSIST SOCIETY IN UNDERSTANDING THESE BEHAVIORS; AND TO MINIMIZE CRIMINAL BEHAVIORS AS WELL AS TO RESPOND TO CRIME IN APPROPRIATE WAYS. TO DO THIS, TEACHERS MUST RESEARCH RELATED DISCIPLINES, OFFER PROFESSIONAL SERVICES TO THOSE IN THE PRACTICING, REAL WORLD OF CRIMINAL JUSTICE AGENCIES, AND CONDUCT RESEARCH IN THE COMMUNITY. THE SUCCESSFUL AGRICULTURAL EXTENSION/EXPERIMENT STATION PROGRAMS AND THE MEDICAL TEACHING/RESEARCH HOSPITALS CAN BE MODELS FOR THIS TYPE OF COMMUNITY-BASED CRIMINAL JUSTICE RESEARCH AND EDUCATION. FULL DEVELOPMENT OF THIS APPROACH WILL REQUIRE THE UNIVERSITY-BASED ELEMENTS OF RESEARCH, INSTRUCTION, AND SERVICE PLUS AGENCY COOPERATION AND A COMMUNITY LABORATORY. THE UNIVERSITY MUST BE MORE FLEXIBLE, REALIZING THAT THOSE BEST QUALIFIED TO DO SUCH RESEARCH AND TEACHING MAY NOT BE TRADITIONAL PROFESSORS, AND THAT NONE OF THIS WILL BE AS NEAT OR AS EASILY ADMINISTERED AS CONVENTIONAL CLASSROOM WORK.