| In order for anyone to get a degree in Criminology, it | | | | to this calling. Lombroso believed that a criminal is |
| is important that they pass a series of tests that | | | | born with the particular defect, and that a man or |
| have been standardized and mandated by the | | | | woman that possessed the chemical and biological |
| specific college which the student attends or in which | | | | makeup of a criminal will have no choice but to |
| the student partakes. In order to ensure that men | | | | succumb to that lifestyle. Supporters believe that |
| and women struggling to receive a criminology | | | | this is the nature of the criminal, and no amount of |
| degree know the important basics of criminology and | | | | nurturing can change the outcome. Initially, crime |
| the relationship between crime and the public, it is | | | | was expected, by individuals such as Cohen and |
| important for the students to learn the same basic | | | | Felson, to be a choice. These people believe that |
| elements of the field. For example, there are three | | | | criminals could choose to make a different decision |
| widely held beliefs that define different causes of | | | | but due to indifference or lack of knowledge, these |
| crime and the criminal. These are known as the | | | | individuals do not want to choose morality over the |
| schools of thought for Criminology. The lesson plan | | | | instant gratification that is rewarded by crime. |
| at any college would then likely, if not undoubtedly, | | | | These different theories would test and be |
| include an exploration of these different schools of | | | | attributed to the different criminologists, all done |
| thought in order to examine how people viewed the | | | | while students are engaged in a criminology class, and |
| field over time. It is also important to note the | | | | preparing for the life that awaits them after |
| differences that take place over time. Many people | | | | graduation. |
| may not know it, but more schools of thought | | | | A look at the criminal mind and the rational mind |
| opened up after it was revealed that there might be | | | | would also likely help individuals to establish their own |
| some kind of link between an individual and their | | | | personal beliefs about criminology and the reactions |
| chemical or genetic makeup. Even hormones have | | | | of society and deviance. It is important to allow |
| been speculated to make a difference in this field. | | | | individuals to examine these things individually in order |
| By looking at the different schools of thought, an | | | | to encourage students taking part in a lesson plan for |
| individual can understand how time and scientific | | | | the material to be able to form their own opinion, |
| advances lead to a more individual understanding of | | | | without it being the suggestion of someone else. In |
| how crime is produced. Many theories also arose in | | | | this way, it can be suggested that bias does not |
| order to try to help explain what affected an | | | | affect the lives of the individuals that are studying |
| individual and enticed them to commit a crime, | | | | criminology, or influence the way in which they think |
| including how society in general may have contributed | | | | about or relate to crime. |