Criminological Theory

The assignment is for an Annotated Bibliography using the uploaded chapter and three other sources. (Due Tues Feb 21 before midnight) This is for a research paper on the following topic:

Anomie Theory

The research paper is due March 7 before midnight

I have uploaded a sample annotated bibliography and Scoring Rubric for reference.

Citations to be in APA style.

The importance of theory: This paper will be a reflective paper where you critically analyze the roots of theory and come up with a hypothesis as to why theory is important in the study of the criminal justice system. This paper will be 4-6 pages in length.  Your paper must include (1) name and theorist of your chosen topic, (2) a brief description of the important aspects of the theory, (3) how the theory can be useful to practical application, (4) why do you think the theory is useful and needed in criminal justice study.

A Closer Look

4

A Closer Look

by

Tyler Evertsen

william.evertsen@waldenu.edu

A00399075

PhD in Education General

Walden University

December 28, 2014

A Closer Look

The concept of critical thinking has become a boon to society. The apparent inability of students to constructively engage in thought processes that are not preconceived or provided to them in a concrete manner has hampered academia from advancing past institutions of memorization. Taking the Vygotskian theory of how cognitive thought processes are developed in childhood and demonstrating that in adolescence or young adulthood is a challenge that researchers have studied. The three following journals have incorporated the concept of critical thinking. The two supplemental articles were obtained by a simple search for peer-reviewed articles using the terms Vygotsky and critical thinking.

Wertsch, J. V. (2008). From social interaction to higher psychological processes: A clarification and application of Vygotsky’s theory. Human Development, 51(1), 66–79.

The Wertsch article provided two key elements in regard to Vygotsky’s stance on speech, language and thought. First, a clarification was necessary due to inaccurate translation from Russian to English. Without proper understanding due to conceptual inaccuracies, the theorist has been misunderstood and thus not lauded for the use and distinction between speech and language. It further explained from an empirical study how the relationship develops between adults and children and how children are better able to develop their ability to discern what needs to be done by less adult verbiage and more of their own critical thinking skills.

The paper concluded that there are four transitions or means by which adults provide direction to children and children interpret and carry out those orders. Of the identified transitions from adult instruction and child interpretation, the ability for children to carry out direction comes from their preconceived definition of how that translates to a behavior. Within the complex strategies that develop within children and what they deem appropriate responses, some are correct while others are not.

The article provided a clear view on Vygotsky’s intended use of the development of mental functioning from childhood to adulthood, particularly in interaction between parent and child. The idea that children can develop their own method of problem solving without the aid of an adult is derived. Exploration of how this develops when children are observed completing tasks without adults offering hints or directives or how children misinterpret directives offers further indication of how critical thinking skills are formed.

Wass, R., Harland, T., & Mercer, A. (2011). Scaffolding critical thinking in the zone of proximal development.
Higher Education Research & Development,

30

(3), 317-328. doi:

10

.1080/07294360.2010.289237

Wass, Harland and Mercer’s peer-reviewed article provided empirical research data through observation of zoology undergraduate students regarding the development of critical thinking skills. The progression from providing academic materials for coursework through information needed to ascertain conceptual aspects allowed the evidence of the zone of proximal development in the students. It is through the social aspect of group interaction and the ability to discern complex concepts where Vygotsky’s developmental theory becomes apparent.

It was apparent from the findings that as time progressed so did the ability to discern and apply information. Students learned to open up more to teachers and peers. With that experience, they were better able to discern information as well as offer support to other students. As the information became more complex so did their ability to offer up more intricate methods of discovering newer information. Students would be more apt to develop better critical thinking skills if they are left to seek it on their own as opposed to merely being provided to them.

Vygotsky theorized that people develop skills somewhere between information being offered and the final ability of being able to distinguish new concepts on their own. Through Wass, Harland and Mercer’s experiment, discovery of how to function as an academic was obtained after a short time of information being provided through course material and superficial interaction. The zone of proximal development was established not far into their first year experience allowing the students the ability to function on a higher plain.

Lyutykh, E. (2009). Practicing critical thinking in an educational psychology classroom: Reflections from a cultural-historical perspective.
Educational Studies: Journal of The American Educational Studies Association, 45(4), 377-391.

Lyutykh focused on her psychology students and their inability to inquire in a critical manner. Emphasis was also placed on how culture plays a role in the development of one’s ability to complete tasks either in a simple or complex manner. Intertwined with student observations is the author’s personal history and being raised in the Soviet Union. The rigid structure that was placed on society in that setting was analyzed through the lens of social construct and how it influenced individual thought.

The assessment of students’ inability to critically engage predisposes the individual to merely regurgitating what others have taught them prior. The author actively engages her students to come away from that which makes them comfortable and challenges them to disregard preconceived notions. The realization that although what is believed by each student is difficult for them to release, a constant challenge must be made to encourage their pushing further from what is known.

Critical thinking and inquiry are concepts that cannot develop within a vacuum. Vygotsky theorized that guidance from others more knowledgeable is a start but it is left to individuals to assimilate from all sources as much as possible. Pinar et al. stated that there is a plethora of material out there to reference through a worldview that provides a great wealth of information for the “extraordinarily complicated conversation” that learning is supposed to be (as cited in Lyutykh, 2009, p. 389).

Whereas critical thinking skills develop in childhood, they can be honed over a lifetime. While education plays an extremely vital role in how those skills are practiced, individuals have a personal responsibility to exercise their ability to critically think. Assessments can be developed indicating how far an individual’s ability to think abstractly has been established and exercises created to help those along who demonstrate a lack of advancement.

References

Lyutykh, E. (2009). Practicing critical thinking in an educational psychology classroom: Reflections from a cultural-historical perspective.
Educational Studies: Journal of The American Educational Studies Association, 45(4), 377-391.

Wass, R., Harland, T., & Mercer, A. (2011). Scaffolding critical thinking in the zone of proximal development.
Higher Education Research & Development, 30(3), 317-328. doi:10.1080/07294360.2010.289237

Wertsch, J. V. (2008). From social interaction to higher psychological processes: A clarification and application of Vygotsky’s theory. Human Development, 51(1), 66–79.

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