Scientific paradigms provide broad definitions of the parameters of inquiry and the accepted and dominant constructs and theories in a field of study. They also provide the basis for socializing the field's future practitioners. These paradigms suggest ways for viewing, classifying, and interpreting physical and social events. The research reported here assesses paradigm development in crime-related education by examining the role of significant others in defining and maintaining paradigms in criminal justice and criminology. Two dominant perspectives in crime-related education are identified, “Analytical Criminal Justice” and “Institutional Criminal Justice.” In the analysis provided, the opinion leaders within both perspectives, the basis of evaluations, and the adherents of each perspective can be readily identified.
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