The criminal justice system is highly dependent upon quality of its communication systems. Presents a written communication style which offers advantages in uniformity accessibility, and comprehension over existing formats. Rudiments of the Problem-Oriented System are explored within the parameters of the criminal justice process. (Author)

Formal educational structures create social inequities which nonformal schooling can partially remedy in developing countries. The author describes the potential usefulness of nonformal education in mass education, reducing urban and rural differentiation, and providing job credentials. Programs can be operated within primary schools or community…

The views of Aristotle and Harvard philosopher John Rawls concerning fairness in educational access in the context of liberal education are reviewed, compared, and critiqued. (MSE)

Justice in U.S. society would be better served if more people, rather than fewer, were liberally educated. The challenge is to expand opportunities for liberal education and the extent to which they are used. (MSE)

The classical Aristotelian approach to justice and the aims of liberal education are discussed, focusing on distributive justice and access to education, education for leadership, and standards of achievement. (MSE)

To revitalize the civic mission of education, schools must teach the morality of citizenship. Civic morality must be the first priority in the liberal and professional education of teachers and administrators. The core of all curriculum must stress the obligations and rights of democratic citizenship. (VM)

Reviews mistaken approaches to spirituality and the relationship between modern spirituality and life styles prevalent in industrialized societies. Seeks to establish a connection between spirituality and justice, especially for those struggling toward discipleship in a consumer society. (GEA)

Argues that the "just community" approach is the best available values education program for meeting the primary goal of feminism, in the elimination of injustices due to sexism. Suggests that educational policies and practices be examined to expose the social and value structures of schools. Describes the social and values structures of…

Admonishes would-be flag-wavers to commemorate the U.S. bicentennial year more quietly by honoring the struggle and sacrifice that has triumphed over a flawed Constitution guaranteeing liberty, justice, and equality to all, but originally allowing slavery. Champions the emergence of new constitutional principles and views the Constitution as a…

Describes the contemporary Chinese justice system highlighting the elements of "western" justice it embodies. Presents lesson plans, complete with objectives, procedures, and all required materials, for illustrating the system with two recent Chinese criminal cases which were heard in "people's courts." (JDH)

Indicates that while a preference for crime shows is related to support for punitive criminal justice policies, sex and race are also strongly related to such support. (FL)

American law schools have a unique character: they are monopolistic, focus more on private than public law issues, are the major center of legal research and scholarship, and embody a national ambivalence about the law. (MSE)

Crime is a sufficiently constant and significant problem to warrant treatment in human geography courses at the high school and college levels. Issues in crime and justice are explored from a geographical perspective, a model of geographical elements in criminal justice systems is outlined and instructional applications are discussed. (RM)

Simulated jurors judged a defendant on trial for armed robbery after reading trial transcripts and other background information in a two x two factorial design which varied the defendant's race and socioeconomic status (SES). Higher SES defendants were judged less guilty and assigned fewer years in prison. (Author)

Two criteria for social studies programs are presented: (1) deal directly with the concept of justice, and (2) provide for the direct practice of citizenship. Four texts are examined for meeting the criteria. Finally, a hypothetical grades 1-12 program is described that meets the criteria. (ND)