1. CJS/211 Ethics in Criminal Justice Week 1
University of Phoenix

2. CJS/211
OBJECTIVES
Explain the importance of ethics as applied to the criminal justice practitioner.
Discuss the goals of the study of ethics.
Discuss morality, ethics, duties, etc...
Explain ethical theories or systems including topics of deontological, utilitarianism, and religion.
Discuss and analyze ethical dilemmas.
Explore components of the concept of justice.
Discuss discretion and related issues.
Explore the paradigms of law.

3. CJS/211 Criminal Justice Related Ethics applied:
Constant pursuit of individual dreams/actions with the context of the larger community.
Maintaining:
individual integrity
organizational integrity
utilizing a personal/organizations sense of right and wrong, yet conforming to what is best for the majority of persons in an organization/society can be a constant and evolving challenge

4. CJS/211 Normative ethics Study of right and wrong
What are the basic, fundamental principles of right and wrong.
Considered foundations of all of our ethical judgments.
Generally accepted examples of wrongs in society:
Lying
Cheating
Stealing
Killing

5. CJS/211
Do these wrongs all have something in common that makes them all wrong?
Lying
Cheating
Stealing
Killing
If so, what is that common characteristic?

6. CJS/211
Morals and Ethics
Morals/Morality – conformity to the rules of right conduct; moral or virtuous conduct (dictionary.com)
Applied ethics – examining specific controversial issues (internet encyclopedia of philosophy)
Professional ethics – member of an occupational group who work within and accept the profession's agreement to work in a morally permissible way (often expressed as a code of ethics) (center for the study of professional ethics)

7. CJS/211 Two common standard ethical theories: Utilitarian
Deontological

8. CJS/211 Utilitarian Ethics
Utilitarianism: Consequentialist ethical theory.
The utilitarian holds that we judge the morality of an action in terms of the consequences or results of that action.
Do actions help, hurt, or harm
Results
Society versus individual

9. CJS/211 Deontological Ethics
Deontologists have argued that human beings have duties to perform certain actions regardless of the consequences.
Police officers have a duty to issue traffic tickets even when they may not want to do so or the ticket may not produce the greatest good for the greatest number.
Teachers have the duty to fail students who do failing work even if failing that student produces more misery than happiness.
Military has the duty to fight and utilize force even if it is against their personal beliefs.

10. CJS/211 FIVE GOALS FOR EXPLORING ETHICS
1. Greater awareness of moral/ethical issues
2. Develop critical thinking/analytical skills
3. Become personally responsible
4. Understanding coercion in criminal justice
5. Develop wholesight

11. CJS/211 1. Greater awareness of moral/ethical issues:
contradictions in our moral beliefs and values may create differences between appearances and reality (things are often not what they seem).
what we are taught as children is often challenged by our adult experiences.
some choices seem clearly to be right or wrong, while other choices can appear socially ambiguous and less certain.
telling a small lie / committing perjury
what you claim on your taxes / bank fraud.

12. CJS/211 1. Greater awareness of moral/ethical issues.
Moral issues remind us where justice is concerned:
personal values / social consequences are often intertwined with criminal justice outcomes.
civil issue or jail.

13. CJS/211 2. Develop critical thinking/analytical skills.
As children we were often creative and had active imaginations
As we grew older we learned to:
stand in line
follow instructions
become obedient
Adults are often inclined to become more interested in asking how rather than why.

14. CJS/211 2. Develop critical thinking/analytical skills.
develop critical thinking and analytical skills
ask the right questions
distinguish concepts such as justice and liberty from principles such as ends justify the means
short-term and long-term costs/goals
consider what will future generations think about our decisions, laws, and/or policies

15. CJS/211 3. Become personally responsible
increase personal responsibility
increase ability to respond
continue exploration and search for the truth regarding moral and ethical issues
knowledge helps with being empowered

16. CJS/211 4. Understanding coercion in criminal justice.
criminal justice is often related to forcing people to do things they do not want to do.
Speed limits
Banking regulations
Tax laws
Loud stereo
having the authority to be coercive, combined with the discretionary nature of such authority, can create the potential for corruption and abuse.
Can you think of examples where the coercive role of police, courts, or corrections could be corrupted?

17. CJS/211 5. Develop wholesight.
creates vision in which our minds and hearts work with our thinking and feeling
working together for the common good
explore issues with our minds and hearts
looks not only to the immediate dilemma but also to the deeper level and asks what the costs/issues might be in the long run

18. CJS/211 Ethical Considerations in Policing
Peacemaking in Criminal Justice
CONNECTEDNESS
CARING
MINDFULNESS

19. CJS/211 Importance of ethics for criminal justice professionals:
DISCRETION - how sacred are the items related to discretion?
Public trust
Power to make major decisions
Potential deprivation of:
Life
Liberty
Property

20. CJS/211 Criminal Justice Professionals Duty to enforce the law
Duty to protect constitutional safeguards
Due process
Equal protection
High standards

21. CJS/211 Morality and the law are complex issues: Culpability
Criminal/civil
Intent
Reckless
Negligent
Accidental
Malice
Juveniles - different standards?
Administrative or regulatory
Regulations, standards, and rules

22. CJS/211 Action and consequence based: Religion
Sources of religious dictates
Individual conscience
Religious authorities:
priests, rabbis, ministers, etc…
Holy scriptures

23. CJS/211 Different Religion Types/Different Views? Christianity Judaism
Islam
Buddhism
Confucianism
Hinduism

24. CJS/211
Paradigms of law:
Consensus paradigm - society or community consisting of like-minded individuals who agree on goals that are important for ultimate survival. Sees the law as an aid to the growth or survival of society.
Conflict paradigm - views society as made up of competing interests with conflict/change. Sees the law as some win some loose and who holds power.

25. CJS/211
Pluralist paradigm - shares view that society is made up of competing interests, but recognizes more power groups.
Also recognizes balances of power shift with coalitions or groups. Sees the law as related to social change. (Pollock, 2010, Ethical Dilemmas and Decisions is Criminal Justice, 6 ed. P119.)

26. CJS/211 Death Penalty Legalization of Drugs Gambling Prostitution
Dog fighting
Others?
Break into groups

27. CJS/211
Questions/Discussion/Comments?