U.S. flag

An official website of the United States government, Department of Justice.

NCJRS Virtual Library

The Virtual Library houses over 235,000 criminal justice resources, including all known OJP works.
Click here to search the NCJRS Virtual Library

Corrections Education and Practical Reasoning - Needs, Methods and Research (From On Prison Education, P 323-332, 1981, Lucien Morin, ed. - See NCJ-87647)

NCJ Number
87658
Author(s)
I Wright
Date Published
1981
Length
10 pages
Annotation
This discussion of values education in correctional settings emphasizes approaches developed at the University of British Columbia in Canada and concludes that values education might both produce positive effects on prisoners' future thoughts and actions and make programs more educationally sound.
Abstract
Although practical reasoning is complex, prisoners appear to be deficient in even the basic reasoning skills. To improve practical reasoning, a long-term educational effort which differs from previous interventions is needed. Neither evidence nor logic supports the assumption of Kohlbergian studies that the abilities needed for rational practical reasoning will be acquired indirectly through dilemma discussions or taking part in democratic decisionmaking. The Association for Values Education and Research at the University of British Columbia therefore decided to test its existing teaching materials, which were developed for public school secondary students, with a class of prisoners. Over a 6-week period, 7 students in the GED program at a medium security institution took part in twice-weekly, 2-hour sessions of a course entitled 'Critical Thinking.' The first 2 weeks focused on distinguishing factual claims from value claims, assessing the truth or falsity of factual claims, judging evidence, distinguishing valid arguments from invalid ones, and recognizing informal fallacies. The other 4 weeks focused on learning the process of value reasoning and the application of value reasoning skills to the topic of war. Impressionistic observations indicated that the Socratic approach used for instruction was successful in generating discussion and promoting extensive interactions among students. Most students completed class assigments and appeared, in varying degrees, to be able to apply the skills and concepts taught. Suitable educational programs can develop prisoners' practical reasoning.