Scientific Research Programs, Theory and Schools Interregnum in Criminology and Criminal Justice

Monk, Richard C.

doi:10.1177/104398628800400102

Cited by 2 publications

(1 citation statement)

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“…This study also sidesteps an analysis of the validity of the scientific claims made by scholars working in any of the research programs in question (for a similar approach to the historical analysis of concept formation in early criminology, see Beirne, 1993). Instead, the viability of a criminological scientific research program, understood as a coherent set of theoretically inter-related propositions about both the means and the ends of criminological scholarship (Monk, 1988), is assessed by reference to how well it articulates an institutional logic that can forestall external critiques about its legitimacy. That a program of criminological education at Berkeley initially staked its survival on support provided by law enforcement highlights that law enforcement and criminal justice education deserve to be analyzed as mutually constitutive institutions that occupy and shape a field and must be theorized accordingly.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Development and Fracture of a Discipline: Legacies of the School of Criminology at Berkeley

Koehler

2015

Criminology

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In the early twentieth century, the University of California—Berkeley opened its doors to police professionals for instruction in “police science.” This program ultimately developed into the full‐fledged School of Criminology, whose graduates helped shape American criminology and criminal justice until well into the 1970s. Scholarship at the School of Criminology eventually fractured into three distinct traditions: “Administrative criminology” applied scientific methods in pursuit of refining law enforcement practices, “law and society” coupled legal scholarship with social scientific methods, and “radical criminology” combined Marxist critiques of the state with community activism. Those scientific traditions relied on competing epistemic premises and normative aspirations, and they drew legitimacy from different sources. Drawing on oral histories and archival data permits a neo‐institutional analysis of how each of these criminological traditions emerged, acquired stability, and subsided. The Berkeley School of Criminology provides fertile ground to examine trends in the development of criminal justice as a profession, criminology as a discipline and its place in elite universities, the uncoupling of criminology from law and society scholarship, and criminal justice policy's disenchantment with the academy. These legacies highlight how the development of modern criminology and the professionalization of American law enforcement find precedent in events that originate at Berkeley.

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Section: Theoretical Frameworkmentioning

confidence: 99%

Development and Fracture of a Discipline: Legacies of the School of Criminology at Berkeley

Koehler

2015

Criminology

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W.E.B. Du Bois and the “Atlanta school” of social scientific research, 1897–1913

Gabbidon

1999

Journal of Criminal Justice Education

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Scientific Research Programs, Theory and Schools Interregnum in Criminology and Criminal Justice

Abstract: Borrowing from the philosopher of science, Imre Lakatos, and sociologist Edward A. Tiryakian, the ideas of "scientific research program," "schools" and "hegemonic schools" are applied to criminology and criminal justice theory development.

Cited by 2 publications

References 21 publications

Development and Fracture of a Discipline: Legacies of the School of Criminology at Berkeley

Development and Fracture of a Discipline: Legacies of the School of Criminology at Berkeley

W.E.B. Du Bois and the “Atlanta school” of social scientific research, 1897–1913

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