CONCEPTS OF EDUCATION IN GENERAL AND TRAINING IN PARTICULAR ARE THE FOCUS OF THE ARTICLE. WHILE TRADITIONAL ACADEMIC PROGRAMS RESULT IN GRADUATES WHO TEACH OR PERFORM RESEARCH IN AREAS EMPHASIZING BROAD THEORETICAL ISSUES, TECHNICAL TRAINING EMPHASIZES THE DEVELOPMENT OF SKILLS LEADING TO PARTICULAR KINDS OF EXPERTISE. THE GOAL OF THIS TRAINING IS THE APPLICATION OF KNOWLEDGE AND TECHNIQUES TO SPECIFIC PROFESSIONS AND AND TRADES. EDUCATION AND TRAINING ARE SEEN AS A CONTINUUM, RATHER THAN AS BEING DICHOTOMOUS, WITH BOTH REPRESENTING DIFFERENT COMBINATIONS OF THEORETICAL ISSUES AND TECHNICAL SKILLS CORRESPONDING TO DESIRED BEHAVIORAL OUTCOMES. PLANNERS OF ACADEMIC CURRICULUMS AND INSERVICE TRAINING PROGRAMS MUST ESTABLISH BEHAVIORAL OBJECTIVES AND THEN USE EDUCATION AND TRAINING IN COMBINATIONS MOST LIKELY TO RESULT IN APPROPRIATE OUTCOMES. TO PROVIDE FOR THE MOST EFFECTIVE SOCIAL CONTROL AND TO RESPOND TO KNOWLEDGE PROLIFERATION, CRIMINAL JUSTICE PERSONNEL MUST BE CONSTANTLY AWARE OF THE LATEST INFORMATION IN THE FIELD. PHYSICAL FACILITIES FOR EDUCATION AND TRAINING ARE IMPORTANT. THE ELITIST ATTITUDE HELD BY SOME NONCRIMINAL JUSTICE PROFESSORS CONCERNING CRIMINAL JUSTICE AS AN ACADEMIC DISCIPLINE IS DISCUSSED. (DEP)