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UNDERSTANDING CRIME AND PUNISHMENT: A SOCIOLOGICAL STUDY
Submitted to-Preeti Priyam Sharma Submitted by-Anushri Mondal
TABLE OF CONTENTS
1. Introduction
1.1. Literature Review
1.2. Objective
1.3. Research Problem
1.4. Research Methodology
2. Understanding Crime :Theories
2.1. Classical School of Criminology
2.1.1. Theory of Crime
2.1.2. Punishment
2.1.3. Drawbacks of the theory
2.2. Positivistic School of Criminology
2.2.1. Principles on crime and punishment
2.2.2. Thesis on crime and punishment
3. Problems with classical and positivist theory
4. Conclusion
5. Bibliography 1.1. LITERATURE
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The classical school of thought emerged during the late eighteenth century by these two criminologists. Classical thinking derives the core idea from a period known as the Enlightenment, first emerging in France during the early eighteenth century. The power of the sovereign was so over-whelming that individual right as perceived nowadays were virtually non-existent .There were crimes against religion, such as atheism, and against the state, including the mere criticising of its actions. During the time of pre-enlightenment, in court there were no formal rules of procedure and no legal representation was permitted .Punishments, which had changed little since the days of the Roman Empire, included breaking on the wheels, burning alive and branding. Classical theory was based on assumption that people exercise free will and are completely responsible for their actions. This theory,human behaviour, including criminal behaviour is motivated by hedonistic rationality.the main purpose of classical school is its emphasis on the individual criminal as a person who is capable of calculating what he wants to do.
Principles of Classical school of Criminology
The starting point of the Classical school of criminology was an appeal to Natural Law. It was on the view that every individuals were born free.
1. Individual have free will and they are hedonistic. Every individual try to maximize his pleasure and minimise
...n of the research method or methods used to gather and interpret them are included. The method used to collect data is normally outlined in the article is appropriate to the topic, and allows the study to be duplicated for purposes of verification. The document relies on other sources that are listed in a bibliography or includes links to the documents themselves. The document names people and/or sources that provided non- published data used in the preparation of the topic of study.
Young, J. (1981). Thinking seriously about crime: Some models of criminology. In M. Fitzgerald, G. McLennan, & J. Pawson (Eds.), Crime and society: Readings in history and society (pp. 248-309). London: Routledge and Kegan Paul.
While the study of criminal justice and the formation of criminal justice theories are largely molded by several other disciplines such as psychology and sociology (Wellford, 2007), the study of criminal justice has grown and it is time for it to stand alone as its own scientific discipline. Crime theories are developed through studying individuals and assessing as well as their environment and other social aspects. These theories are then used to help form policies in order to deter the individual or group from committing further crimes. Criminal justice theories are not only used for crime but there are also theories which aid criminal justice personnel in the application of the practices that they use. The criminal justice policies are implemented
Criminology based off of and later modernized to a more important career. Criminology began in Europe between the late 1700’s and early 1800’s (Sanders, 2014). Cesare Beccaria and Jeremy Bentham were theorists on crime and punishment development in the classical school of criminology founders (Sanders, 2014). The classical school of thought believed that crimes were committed through free will (Sanders, 2014). As criminology modernized many revis...
This system, therefore, had two effects. In my opinion, Right and wrong are inherited in the nature of things, and people cannot deny that. The punishment must be proportional to the crime. There should be as few laws as possible. With neoclassical criminology, people are to be protected from actions that would kill them an in my opinion it is not just.
The classical school is not concerned with why criminals are criminals, but seeks to reduce crime by using punishment as a means of deterrent, on the basis that individuals will choose to exercise their own free will and will employ rational decision making. By contrast, Ceasare Lombrosso (1835 – 1909) and the positivist school dismissed such ideas and theorised that criminality is a personality trait that one is born with and can be diagnosed by certain physical appearances, and is thus a more scientific method of establishing the reasons for criminal behaviour. However, this essay will concentrate on the strengths and weaknesses of the classical school.
In this essay I will discuss the main concepts and limitations of Classicism. Criminology and classicism begin to emerge at the time on the Enlightenment in the eighteenth century. Before this time, socities throughout Europe provided harsh punishments to law breakers. Enlightenment thinkers disapproved strongly of injustice.
Classical theorist deliberately ignored the individual differences of the offenders; children, ‘feeble minded’ and the insane were treated as if they were fully rational members of society and competent at the decision making process. First offenders and recidivists were punished with the same severity (Hopkins Burke
The Law today is a summary of various principles from around the world from the past and the present. Early practises of law were the foundation of the law that we know and abide by today. These practises were referred to as the Classical school. Over time however, different criminologist have altered and greatly improved the early, incomplete ideas and made them more complete and practical to more modern times. This newer version is referred to as the Positivist school. This rapid change from the classical to the positivist perspective was due to the change and growth of civilization. Even though one perspective came from another, they are still different in many ways and it is evident when relating them to section 462.37, Forfeiture of Proceeds of Crime, and section 810, Sureties to keep the Peace. The Classical School of criminology’s time of dominance was between 1700 and 1800. Its conception of deviance was that deviance was a violation of the social contract. Classical theorists believed that all individuals were rational actors and they were able to act upon their own free will. A person chose to commit crimes because of greed and because they were evil. The primary instrument that could be used in regards to the classical school to control crime was to create “criminal sanctions that instil fear of punishment in those contemplating criminal acts” (Gabor 154). Classical school theorists believed the best defence was a good offence and therefore they wanted to instil so much fear into people about what would happen to them if they were to commit a crime that even those who were only thinking of committing a crime were impacted greatly. The classical school individuals operated entirely on free will and it was their ...
Criminology is the study of crime and criminals; a branch of sociology. More accurately, it is the study of crime as a social trend, and its overall origins, its many manifestations and its impact upon society as a whole. That makes it more a form of sociology than a law enforcement tool. But the trends it studies have a huge impact on the way the police do their jobs, the way society treats its criminals, and the way a given community goes about maintaining law and order. The writer will describe and give examples of the three perspectives of viewing crimes. The perspectives that will be highlighted are the consensus view, the conflict view or the interactionist view. Each perspective maintain its own interpretation of what constitutes criminal activities and what causes people to engage in criminal behaviors (Siegel, p.12).
The Classical School of criminology was founded by "European legal authorities that thought crime was caused by supernatural forces" (DeKeseredy & Schwartz, 1996, p.155) preceding the 1700's. The catch phrase "The devil made him do it" was very popular because of the thought that people who committed crimes were sinners or people who didn't follow God. Those who didn't follow God were known as heretics and this following led to the connection of church and state where torture or execution could happen to anyone that the government thought to be evil or a part of witchcraft. Since the Middle Ages didn't have equal rights for all, women and the poor were usually the ones being prosecuted. With all of the problems of the times, the government found and made scapegoats out of these people, and blamed them of the troubles that were occurring. As DeKeseredy and Schwartz (1996, p.156) stated, "the most common way of determining guilt was through torture. It was a simple system: if you confessed, you were executed: is you did not confess, the torture continued until you died." This system of killing people was a well-respected way of running the criminal justice system. As time passed, the punishments turned away from inflicting pain on the body and turned more towards inflicting pain on the soul. This meant that imprisonment of long periods of time was going to take place of executions.
The Classical School of Criminology generally refers to the work of social contract and utilitarian philosophers Cesare Beccaria and Jeremy Bentham during the enlightenment in the 18th century. The contributions of these philosophers regarding punishment still influence modern corrections today. The Classical School of Criminology advocated for better methods of punishment and the reform of criminal behaviour. The belief was that for a criminal justice system to be effective, punishment must be certain, swift and in proportion to the crime committed. The focus was on the crime itself and not the individual criminal (Cullen & Wilcox, 2010). This essay will look at the key principles of the Classical School of Criminology, in particular
The general theory of crime I would pick is the neoclassical school of theory. Neoclassical focuses on the importance of character and the dynamics of character development, as well as the rational choices that people make when faced with opportunities for crime (Schmalleger, 2012). This theory is practically what is used in law enforcement today. The neoclassical theory focuses on punishment as being a deterrent for future crimes. Unfortunately, it is becoming more evident is the criminal justice system, criminals are being punished lightly or the charge is downgraded. More often than not, this is not helping the situation, but is allowing for the criminal to continue to commit crimes. Punishment has been established as an effective means
The study gathers the reliable information and data through the primary sources and secondary sources.
Criminology is the scientific study of why people commit crime and why they act the way they do. The origins of criminology are usually placed in the eighteenth to the mid- nineteenth century. This was also a point of scientific discoveries and the creation of the new scholarly field of studies. One of these was criminology. Criminology was an act against the wild system of law, punishment, and justice that existed before the French revolution. (Adler, Mueller, Laufer & Grekul, 2012). There are many criminology theories that explain why an individual commit a crime. Anomie/stain theory and labelling theory are two important theories in criminology. There are two different kinds of theories, psychological theories and biological theories. Both of those theories share the assumption that such behaviour is caused by some underlying physical or mental condition that separates the criminal from the non-criminal. They seek to identify the kind of person who becomes a criminal and to find the factors that caused the person to engage in criminal behavior. (Adler et al.,).