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ERIC Number: ED157187
Record Type: RIE
Publication Date: 1978-Feb
Pages: 33
Abstractor: N/A
Reference Count: 0
Moralization Paradigms, Poverty, and School Crime: Analysis and Implications.
Leming, James S.
One of 52 theoretical papers on school crime and its relation to poverty, this chapter presents four moralization paradigms (psychoanalytic, social learning, humanistic, and cognitive-developmental) as explanatory hypotheses for the relationship between poverty and school crime. The paper takes the position that no one paradigm is sufficient to account completely for school crime. Each paradigm is useful in explaining the moral orientations found both within and between individuals involved in school crime. Recent work in moral education is presented under each of the paradigms as a source for the prevention and control of school crime. It is concluded that an awareness of the complexities involved in the moral orientations of youth is a necessary first step in the development of broad-based approaches to the prevention and control of school crime. (Author/MLF)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: Department of Health, Education, and Welfare, Washington, DC.
Authoring Institution: National Council on Crime and Delinquency, Hackensack, NJ. NewGate Resource Center.
Note: Chapter 19 of "Theoretical Perspectives on School Crime, Volume I"; For other papers in this volume, see EA 010 729-768