skip navigation


Register for Latest Research

Stay Informed
Register with NCJRS to receive NCJRS's biweekly e-newsletter JUSTINFO and additional periodic emails from NCJRS and the NCJRS federal sponsors that highlight the latest research published or sponsored by the Office of Justice Programs.

NCJRS Abstract

The document referenced below is part of the NCJRS Virtual Library collection. To conduct further searches of the collection, visit the Virtual Library. See the Obtain Documents page for direction on how to access resources online, via mail, through interlibrary loans, or in a local library.


NCJ Number: 170174 Find in a Library
Title: Rejoinders (From Teaching Criminal Justice Ethics: Strategic Issues, P 25-33, 1996, John Kleinig and Margaret Leland Smith, eds.)
Author(s): W C Heffernan; Kleinig
Date Published: 1996
Page Count: 9
Sponsoring Agency: Anderson Publishing Co
Cincinnati, OH 45202
Sale Source: Anderson Publishing Co
Publicity Director
2035 Reading Road
Cincinnati, OH 45202
United States of America
Type: Conference Material
Language: English
Country: United States of America
Annotation: William C. Heffernan responds to John Kleinig's critique of his essay on the aims of criminal justice ethics education (NCJ- 170173 and NCJ-170172, respectively), and Kleinig in turn responds to Heffernan's response.
Abstract: Heffernan supports the "contested-issues" model for the aim of criminal justice ethics education. Under this model, students become familiar with a wide range of readings so as to contrast ideas and develop distinctions regarding ethical reasoning, as well as analyze the issues that confront them in the course. Instructors who follow the contested-issues model do not grade students on the substantive correctness of the positions, but rather whether the positions are skillfully presented. Kleinig also claims to support the contested-issues model, but would grade students on the perceptiveness of their ethical reasoning in confronting practical issues. This is not to say that there is one correct ethical decision in each situation, but there are clearly some decisions that would be considered "moral flat- earthers," according to Kleinig. Heffernan responds that no theoretical base for moral decisionmaking should be considered "flat-earth" when teaching ethics. Kleinig responds that "flat- earth" ethical postures are not per se unacceptable in an ethics course, but the students who develop positions from them must show skill in responding to challenges from other ethical postures. 13 notes
Main Term(s): Criminology
Index Term(s): Criminal justice education; Curriculum; Professional conduct and ethics
Note: Paper presented at a workshop on criminal justice ethics education held June 6-8, 1996, at John Jay College of Criminal Justice, City University of New York.
To cite this abstract, use the following link:

*A link to the full-text document is provided whenever possible. For documents not available online, a link to the publisher's website is provided. Tell us how you use the NCJRS Library and Abstracts Database - send us your feedback.