专统犯罪学“三段论”体系的生态学观——犯罪生态学的新视角

犯罪生态学是生态学理论和实践在犯罪学方面的运用,它着重从社会生态、群体生态和个体生态之间的社会关系来解释犯罪与社会生态环境之间的相互关联和相互作用,并努力遵循其生态关联规律来对犯罪现象进行生态调控,以便提高社会、群体和个体自身犯罪的免疫力和抵抗力。运用生态学来对传统犯罪学中的犯罪现象、原因和预防进行分析,能够建立起良性循环和持续发展的运行机制,使社会生态系统发挥最佳的整体性效能,优化社会生态循环质量,提高社会有机体的犯罪免疫力,达到抑制、减少和消除犯罪这一目的。     

要用犯罪学的理论指导犯罪对策

犯罪对策的制定是控制犯罪最重要的环节 ,但指导犯罪对策的理论 ,可以是刑法学的 ,也可以是犯罪学的。刑法学主要研究犯罪的刑罚 ,有很大的局限性。只有用犯罪学的理论指导犯罪对策的制定和实施 ,才能带来更有效的出路。     

西方社会生态犯罪学的新近发展

早期的生态犯罪学思想源自对生态环境关系与犯罪互动关系的思考 ,将社会生态作为犯罪系统研究标志社会生态犯罪学的诞生。2 0世纪社会生态犯罪学经历了从思想萌芽到学科体系形成的重要发展时期 :从芝加哥学派的人类生态学研究到所谓的新生态犯罪学理论和副文化理论。本文研究了生态犯罪学的主要研究方向 ,概括其理论成就及政策应用 ,评价其不足与最新研究进展     

略论我国非刑罚处罚产生的要素

非刑罚处罚的产生是个复杂的问题,本文归纳了四个要素:生产力的发展是非刑罚处罚产生的最根本因素;刑罚谦抑原则和刑罚个别化原则是非刑罚处罚产生的原因之一;犯罪学的发展为非刑罚处罚的产生提供依据。     

An overview of seized illegal wildlife entering the United States

The current study analyses seizures made at US ports of entry between 2003 and 2013, with the aim to identify concentrations of illegal wildlife imports into the United States. Findings show that 94% of species seized belong to six groups – mammals, molluscs, birds, reptiles, fish and coral – with mammals and reptiles making up more than half of all seizure incidents. Additionally, most seized wildlife is imported as leather products, medicinal products and as meat. The majority of seizures emanate from six countries, and illegal wildlife is primarily brought to the US via airline baggage. Temporal trends of wildlife seizures point to increases in the seizures of all groups of species, with the exception of birds. Based on these findings, we recommend using situational crime prevention techniques at US ports of entry to reduce opportunities that enable this trade.     

犯罪学转型中研究对象的固化———从科尔曼的“系统行为内部分析说”谈起简

犯罪学是一门兼具综合性与交叉性的新兴学科,自其诞生以来,相关理论问题争议不断.其中,犯罪学的研究对象一直以来就是学者们热议的话题,尤其在我国犯罪学的转型时期,该问题更需亟待解决.犯罪学不再局限于以传统的个体行为或个体现象作为其研究对象,而是立足于从宏观的视角认识其研究对象,将其固化为一种特殊的系统现象,同时采用科尔曼的“系统行为内部分析”说作为分析犯罪学研究对象的方法论,把群体现象或群体行为作为犯罪学微观上的研究对象,旨在实现犯罪学研究的宏观与微观、系统与要素的结合,从而全面认识犯罪这一特殊的社会现象、及其本质和规律.     

Jihadism as a Subcultural Response to Social Strain: Extending Marc Sageman's “Bunch of Guys” Thesis

My aim in this article is to extend Marc Sageman's seminal research on Al Qaeda by re-articulating it through the prism of Albert Cohen's theory of delinquent subcultures, an approach which came to prominence in Criminology in the 1960s, but has since then been largely eclipsed by other approaches in that field. Drawing on Sageman's findings and observations, I suggest that Al Qaeda-affiliated or -inspired groups in the West can be best understood as a collective response or “solution” to the strains encountered by the members of these groups, and that these strains are imposed on them by the circumstances in which they find themselves. My broader aim is to show that although Criminology, with a few exceptions, ignores the subject of terrorism, terrorism studies can appreciably benefit from an engagement with Criminology as a source of theoretical inspiration.     

Teaching to shift people’s thinking toward peace: the relevance of Colman McCarthy’s work for peacemaking criminology

Peacemaking criminology is often conceived as a theoretical perspective built upon linkages between religious, feminist, and critical traditions. Equally important in peacemaking criminology is its teaching tradition, which promotes educating people about the values of peace, integration, cooperation, and caring over the values of control, repression, power, and domination. Teaching from a peacemaking perspective has generally involved efforts to design crime‐related courses that feature core concepts, readings, and policies within peacemaking criminology writings. However, such peacemaking teaching and writings have not commonly provided a central focus upon what needs to be taught to shift people’s thinking. This article thereby illustrates the work of peace educator Colman McCarthy, whose teaching experiences in high schools and universities are predicated upon influencing teenagers and young adults to embrace the idea that nothing can matter more than the struggle for and embracing of peace. This article also explores the ways in which Colman McCarthy’s books, I’d Rather Teach Peace and All of One Peace: Essays on Nonviolence, offer a foundation to help people shift their thinking toward a culture of nonviolence and peace.     

Meeting the enemy: American exceptionalism and international law

Howard Zinn has been classified in a number of ways for his many social contributions. However, despite the breadth of his work, he has never been considered a criminologist. It is likely that this is the result of the inaccurate perceptions many Americans have about crime being a predominantly street‐level social problem. Zinn maintains that the social harms caused by those in positions of political and economic power are in fact crimes against humanity that are far more destructive and violent than the actions our legal system has historically deemed criminal. He also points to the ways our criminal justice system is unjust and ineffective, and has demonstrated how social inequality ensures that the disadvantaged will be further subordinated by the criminal justice system. Zinn’s critical contributions about the most significant sources of social harm, the unjust nature of the American justice system, and the influence of social inequality offer an unorthodox criminological perspective that deserves special consideration. His unconventional criminology calls for increasing social justice by means of political dissent, social resistance, and civil disobedience.     

Teaching restorative justice to education and criminal justice majors

In academia, departments in Education and Sociology/Criminal Justice are in different colleges, but professionals in these fields frequently interact, such as probation officers working in schools and teachers working in prisons. This paper describes a course that addressed a commonality of the two by focusing on Restorative Justice. The content of the course was multi-disciplinary and co-taught by two professors from these different disciplines, and students were from a wide range of majors. Not only did the course content focus on Restorative Justice, this perspective guided how the course was taught. All classes were conducted within a Circle, students participated in the creation of the syllabus, students contracted for grades, and students organized many of the discussions. Emphasis was on critical analysis of Restorative Justice practices and theories. Quantitative and qualitative evaluations were provided as well as reflections by the teachers.