An Introductory Procedure for Teaching the Concept of Punishment Author(s): Joseph W. Rogers Source: Teaching Sociology, Vol. 20, No. 2 (Apr., 1992), pp. 135-142 Published by: American Sociological Association Stable URL: http://www.jstor.org/stable/1317397 . Accessed: 28/04/2014 05:10
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AN INTRODUCTORY PROCEDURE FOR TEACHING THE CONCEPT OF PUNISHMENT
JOSEPH W. ROGERS New Mexico State University
INTRODUCTION AND PURPOSE
With the nationwide escalation of the "war on crime," particularly through incarceration (Rogers 1989), the concept of punishment stands to become increasingly salient among students, teachers, and practitioners. Ameri- can Correctional Association Executive Sec- retary Anthony P. Travisono, pointing to re- cent censuses of prisoners in jail, in institu- tions, and on death row, asserts:
It is no secret that the criminal justice system has been running on empty the past several years. The final answers to our problems are outside the criminal justice system. Either prevention sys- tems must be developed in our schools and com- munity agencies to target potential offenders, or we must lear to punish less expensively and for shorter periods of time (1991, p. ).
Through the delineation of a basic set of terms, this paper seeks to enhance the discus- sion and understanding of punishment by per- sons with varying levels of familiarity with the subject. It focuses on three key areas: 1) a framework for understanding the functions of punishment, 2) a delineation of ideal cri- teria for the application of punishment, and 3) a description of compliance, identification, and internalization as processes that influ- ence conformity.
Although this package is quite usable in courses in social problems or social deviance, it is directed especially toward sociology courses in criminology and juvenile delinquency. Such classes draw a diverse audience of upper-divi- sion students from other disciplines, particularly criminal justice. This audience possesses a wide range of interests and viewpoints, some very punitive and stereotypical. The three tables in- cluded here address such stereotypes and offer alternative modes of thinking.
The reference section provides a...