This article supports the claim that there is substantial agreement within the discipline that criminology (and criminal justice) is in need of a change in approach. This article maintains that a framework is needed to organize the contributions and partial truths of existing disciplinary knowledge. It is argued that criminology needs an “orienting perspective” or a “meta-theory.” The article proposes that the Integral model provides a functional and apposite framework for addressing these problems. An in-depth, AQAL-based justification for this proposition is provided.
This document was produced on the basis of a meeting that took place in March, 2001. There are some revisions reflecting activities and developments that have occurred since that meeting. Our intention is to suggest, in an introductory way, how the Integral approach could be applied to contemporary issues in criminology and criminal justice. We explore issues of the War on Drugs, the death penalty, and juvenile justice as illustrations.
This article is part one of an overview of Integral Correctional Education. It briefly introduces salient aspects of the field of correctional education, defines correctional education, introduces the Integral model, and outlines the historical periods of correctional education practice. A discussion of some core principles of correctional education is followed by some problems that afflict inmate students, correctional educators, and the communities they serve.