Transcript “while we read history we make it”… G.W. Curtis

Chapter 4
The History and Pioneers of
Criminology
“While we read history we make it”…
G.W. Curtis (1842-1892)
Copyright © 2006 Pearson Education Canada Inc.
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Learning Objectives
Discuss the three major schools of criminological
thought.
Recognize the impact these schools have had on our
current view of crime, criminals, and justice.
Be cognizant of the pioneers who have contributed to
criminological reform in Canada and internationally.
Appreciate the necessity of an interdisciplinary
approach to the study of crime, criminals, and the
justice system.
Recognize the need to include crime prevention in an
integrated and interdisciplinary model.
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Roots of Criminological Theory
Two schools: Classical vs. Positivist
All theories can trace their roots - roots of
Social Reform
“Theories are the nets cast to catch the world,
to rationalize, to explain, and to master it.”
Karl Popper
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Roots of Criminological Theory
Crime viewed as rebellious act committed by poor
against rich/political structure
punishment justified as mean to establish/maintain
order (mentality remains?)
Dark Ages: responses to harsh retributive
punishment
Wergild: 1st victim compensation
Ordeals: duals to the death
Oath-helpers: testify your innocence
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Classical School
Period of Enlightenment
Cesare Becarria: Box 4.1
Unfair punishment, abuse of power & corrupt
economic systems that taxed the poor to
support rich/powerful
 Separation of church and state
 Sought naturalistic explanations

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Cesare Becarria
3 conditions met could deter potential offenders
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Certainty of punishment
Swiftness of justice
Severity of punishment
FOUR Grand Principles:
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equality
liberty
utilitarianism – Bentham Box 4.2
humanitarianism
nullum crimen sin lege
nulla poena sine lege
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Jeremy Bentham
“felicitous calculus” - Box 4.2
Fundamental principles still foundation of social
policy in Canada and others
2 levels of deterrence – specific and general
Fear of arrest to act as deterrent especially when
linked to indirect social penalties/costs of arrest
3 types of social costs:
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commitment costs
attachment costs
stigma
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Neo-classical School
Rossi; Gerrad; Joly
In response to failure of rehab & public outcry for
return to harsher punishments & that punishment
should fit crime
Flexibility into legal system (discretion)
Soft-determinism & Rational choice theory
French Revolution (1791) and French Penal Code
of 1812
Canadian legal system
The Singapore Experiment; Indonesia kissing laws
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Scientific School/Positivist
August Comte: final social developmental stage
when people embrace a rational, scientific view of
the world as opposed to relying on metaphysical
School of CARTOLOGY
Crime as a product of social conditions
(environment)
The role of determinism and science
The “Holy Three” – Lombroso; Garafalo; Ferri
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Lombroso: Father of Modern
Criminology
Atavism - morphological study, criminal stigma
4 types of criminals
born criminal
 occasional criminal
 insane
 criminal by passion

First to write about the female offender
Concept of parens patriae
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Law vs. Science
Classical School
Based on reforming
criminal law &
maintaining social order
through criminal
responsibility
Retribution and revenge
Reform the law
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Positivist School
Embraces determinism –
rather than punish
someone not capable of
controlling actions, special
consideration &
conditioning might be
required
Reform and rehabilitation
Reform the man
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Criminology at Work
Pioneers in criminal justice & prison reform
Alexander Maconochie:
Australia and penal reforms (rights)
 prisoners earn all they receive
 prison industries (e.g., chain gangs, building own
institutions, farming, etc.)

“Prison is not a place to punish but a place where
one served one’s punishment.” Maconochie
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Prison Reform
John Howard Society
http://www.johnhoward.ca/jhsmiss.htm
Elizabeth Fry Society
http://www.elizabethfry.ca/caefs_e.htm
classification & vocational training
humane treatment & constructive work
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Law Enforcement
Sir Robert Peel:
 formalized policing
 Uniforms and discipline
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Community policing - foundation of today
Key principles of conduct
 Use minimal force, impartial service of
law, efficiency is an absence of crime!
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Legal Reform
Charles Doe: criminal responsibility
Pedro Montereo: train lawyers & judges in
social sciences
Issac Ray:
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mitigating circumstances to recognise/consider medical
evidence, phrenology, moral insanity
expert testimony (insanity, forensics, DNA)
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Criminalistics
Alphonse Bertillon: Anthropometry
Hans Gross: Austrian School &
Victimology
Marc Ansel:
social defence
 protection over punishment
 respect breeds responsibility (Box 4.15)
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Canadian Pioneers
Denise Szabo
The “father of Canadian criminology”
Psychological and historical context
Fattah: Victimology
Criminology and criminal policy are
inseparable
Eclectic and international background
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Prevention as a School of Thought
Traditional etiologies of crime have not
been able to fully explain, understand,
predict or suppress crime….therefore….
Some strategies work well for propertyrelated crimes less effective for crimes
against persons
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Prevention
Oscar Newman: modify the environment
C.R. Jeffery: interaction of biology, behaviour, and
environment
Proactive vs. reactive process
Police - ‘Geographic Profiling’
Address the OPPORTUNITY (real or perceived) to
commit crimes in order to deter/prevent

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fixing broken windows
target hardening
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Summary
History is diverse and complex
Two major schools of thought
Most theories trace their roots to either
Classical or Positivist ideas
Disciplines calls for an integrated and
interdisciplinary approach
Canadian ‘pioneers’ making their mark
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