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: 76076 Find in a Library
Title: We Don't Know Why We Want to Educate the Police
Journal: Community College Frontiers  Volume:8  Issue:2  Dated:(Winter 1980)  Pages:3-9
Author(s): N T Langhoff
Date Published: 1980
Page Count: 7
Format: Article
Language: English
Country: United States of America
Annotation: Based on the educational process required of medical students, a conceptual model of police education is presented which encompasses a 4-year undergraduate education followed by professional police school treaining and certification.
Abstract: Although law enforcement and police administration programs have become commonplace at 2-year and 4-year college campuses since the mid-1960's, there has been no general agreement about the aim of that education or about the appropriateness of the curriculum. Police work may be approached in somewhat the same way as medicine. While policing does not require the same substantive knowledge that doctoring does, it does require many of the same intellectual skills based on similar ethical constraints. An educational structure must be devised which allows progression from high school through police specialization with a logical relationship among 2-year schools, 4-year schools, and graduate schools. Because police education must be based on teaching students to apply knowledge to the daily problems faced by practitioners, law enforcement education should take place in the real world in much the same way that medical education takes place. The conceptual model for police education sees the role of 2-year schools as preparing the interested police student for transfer to a 4-year program. Education at the undergraduate level is oriented towards liberal arts and prepolice courses. Beyond the collegiate level is the professional police school. Certification from this school shows competency in that the apprentice/resident is grounded in substantive knowledge that deals with diagnostic skills similar to those which practicing medical doctors use. Competency also means that the police student has not only practiced by has demonstrated ability for systematically analyzing police work. Ten references and two figures are included.
Index Term(s): Degree programs; Higher education; Models; Police education; Police higher education
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.