Ethics in criminal justice, Lecture notes of Criminal Justice

Download Ethics in criminal justice and more Lecture notes Criminal Justice in PDF only on Docsity!

1

P A R T I

The Interaction Between Ethics and the Criminal Justice System

2

The

Importance of

Ethics in Criminal Justice

To live ethically is to think about things beyond one’s own interests. When I think ethically I become just one being, with needs and desires of my own, certainly, but living among others who also have needs and desires. —Peter Singer 1995: 174

� The Meaning of Ethics

Ethics, also known as moral philosophy, is a branch of philosophy concerned with the study of questions of right and wrong and how we ought to live. Ethics involves making moral judgments about what is right or wrong, good or bad. Right and wrong are qualities or moral judgments we assign to actions and conduct. Within the study of ethics, there are three branches: metaethics , con- cerned with methods, language, logical structure, and the reasoning used in the interpretation of ethical terms, for example, what exactly the term “good” means; normative ethics , concerned with ways of behaving and standards of conduct; and applied ethics , concerned with solving practical moral problems as they arise, particularly in the professions, such as medicine and law. Ethics provides us with a way to make moral choices when we are uncertain about what to do in a situation involving moral issues. In the process of everyday life, moral rules are desirable, not because they express absolute truth but because they are generally reliable guides for normal circumstances (Singer 1995: 175). The focus of this book is on normative and applied ethics, par- ticularly the exploration and analysis of ethical dilemmas and conflict situations that arise within the criminal justice system.

� ™ The Value of Ethics

Do we need to study ethics? One view is that if we need to make a decision about a dilemma that confronts us, we can do so without any knowledge of ethics. From this perspective, ethics is too abstract and theoretical and is not related to the practical world. Another view is that we need a system of rules and principles to help guide us in making difficult decisions when moral issues arise. If we cannot draw on an ethical framework, we have to rely on emotion, instinct, and personal values, and these cannot supply an adequate answer to moral dilemmas. Among the reasons commonly given for studying ethics are the following:

4 Part I The Interaction Between Ethics and the Criminal Justice System It was not until 3 years after Archie was beaten to death that reports concluded that some officers had behaved brutally. Despite the extreme circumstances of this case, no police officers were prosecuted or sanctioned administratively, largely due to the police “code of silence,” a part of the institutional culture of the police (see Chapter 2). However, it is significant that the officers transporting Archie did not enter the hospital but instead took him to the police station. Archie is supposed to have slipped and fallen at the police station, and by the time he did receive medical treatment, he had been severely beaten to such an extent that he died as a result of what was termed “a homicide by police intervention.” Furthermore, Archie’s family was compensated by the city in an out-of-court settlement. Ethical questions concerning police use of force, possible police perjury, and a police cover-up of illegal acts ultimately surfaced. These and other ethical issues in policing will be addressed in Chapter 2. In the following report of a death row inmate released from prison after 19 years’ incarcera- tion, the state admitted there was a lack of evidence linking him to the crime for which he was convicted. His lawyers alleged prosecutorial misconduct, pointing out that the prosecution with- held critical eyewitness evidence from the defense that contradicted the main evidence used to convict him originally. This case illustrates the need for prosecutors to adhere to ethical standards of conduct, a subject that will be more fully explored in Chapter 4.

Case Study 1.1 Police Brutality in New Orleans

In March 1990 Adolph Archie, an African American, was injured in an incident in which police claimed he shot and killed a white police officer during a downtown shootout. Archie later died under circumstances that are still far from clear. Transporting Archie to the hospital after the shooting took police 12 minutes, but the distance was only seven blocks. When he arrived, about 100 officers were present, having heard about the death of their fellow officer. While Archie was being taken to the hospital, police radios were used to utter death threats against him, and those accompanying him to the hospital believed there might be a lynching if he were taken there. According to their account, they decided not to take him to that hospital, and instead of taking him to a different hospital, they took him to the police station where the deceased officer had worked. Here, officers reported there was a scuffle involving Archie and he fell, causing bloodstains on the floor. However, the sergeant at the police station denied seeing either Archie or the officers and did not ask about the bloodstains, but simply ordered that they be cleaned up. When Archie finally got medical treatment, it was clear that he had been severely beaten, but no officers were held responsible. At the hospital, X-rays of Archie’s injuries disappeared, and staff members were unable to record details of Archie’s name and background. He was injected with iodine, to which he was alleged to be allergic, for a medical test, and some concluded that this was the cause of his death. However, other accounts by pathologists reported that he had been beaten to death. Ultimately, his death was reported as a “homicide by police intervention” by the coroner. Within hours of his death, Police Superintendent Warren Woodfork cleared all officers involved in the incident of any violations of conduct. Reportedly, the rookie officer who arrested Archie was denounced by fellow officers for not killing Archie on the spot. Subsequently, in May 1993, a report by the advisory committee on human relations found that some officers had brutalized Archie and that the department had failed to hold them accountable. The committee noted the existence of a police code of silence that was supported at the highest levels within the department. SOURCE: Human Rights Watch 1998.

Chapter 1 The Importance of Ethics in Criminal Justice 5

� ™ Normative Ethics

Normative ethics is fundamental to ethical decision making in the criminal justice system. A central notion in normative ethics is that one’s conduct must take into account moral issues; that is, one should act morally, using reason to decide the proper way of conducting oneself. Essentially, ethics, in prescribing certain standards of conduct, gives us a way of making choices in situations where we are unsure how to act. What are these standards of conduct and how do we decide what is right and wrong? Some argue that because standards of conduct and ways of doing things differ from society to soci- ety, there can never be one single standard for all people everywhere, and that we must make ethical decisions based on each situation. This approach to setting standards of conduct is called ethical relativism. Others argue that one set of ethical standards applies across all societies, and people have an obligation to do what is “known to be right”; that is, they argue in favor of ethical absolutism.

� ™ Ethical Relativism

Ethical relativists argue that what is morally right or wrong may vary in a fundamental way from person to person or from culture to culture. In other words, as Robert Arrington (1983) argues, we cannot simply say that a moral judgment is true for all purposes, persons, and cultures—we can assert only that it is true for a particular person or social group. Relativism does not mean that we cannot criticize people of other cultures on moral grounds, but it does mean that when we say that a person in another culture did wrong or acted immorally, we must judge that person by the standards of that culture and not by our own (Cook 1999: 35). In other words, there are objective moral standards as long as judgments about right and wrong are made relatively.

Case Study 1.2 Police Brutality During Katrina

On September 4, 2005, a week after Hurricane Katrina struck New Orleans, police shot six civilians who were crossing the Danziger Bridge, killing two and seriously wounding the others. It emerged that a cover-up of what happened there was organized by a high-ranking police officer. While police initially claimed that some of the civilians had been shooting at them, no guns were found at the scene, and the victims denied this version of events. A state grand jury charged seven officers with murder, but the case could not proceed for technical reasons. Then, in August 2011, Lieutenant Michael Lohman admitted to organizing a cover-up of the incident because he recognized it was a “bad shoot.” On August 5, 2011, a federal jury convicted five former or current officers on charges resulting from the cover-up, and they now face possible life sentences in prison. In concealing the truth of the incident, retired Sgt. Arthur Kaufman and the four other officers planted a gun, fabricated witnesses’ statements, and falsified reports after they had shot at unarmed, defenseless civilians who were simply trying to cross the bridge in search of food and help. One officer did not dispute having shot an unarmed man in the back. The prosecution had contended that Kaufman took a gun from his home weeks after the shootings and turned it in as evidence, trying to pass it off as a gun belonging to Lance Madison, the brother of one of the deceased, Ronald Madison, a 40-year-old mentally disabled man. Police arrested Lance Madison on attempted murder charges, but a grand jury later cleared him. SOURCE: “A Bad Shoot” 2010.

Chapter 1 The Importance of Ethics in Criminal Justice 7 it is simply one moral code among many. If the moral code of a particular society determines that a certain act is right, then the act is right within that society. Accordingly, it is not for us to judge other people’s conduct in other societies. We should be tolerant and avoid being judgmental. At first, the notion of cultural relativism seems to reflect the way many of us see the world; for example, we believe in tolerance and understanding, and we recognize diversity in society. However, there are a number of objections to cultural relativism that show it cannot be viewed as a viable approach to ethical issues, including the following:

• There is the problem of identifying what constitutes a culture or society. For example, it is easy to imagine an isolated tribe in a far-off country as a separate culture with its own ethical standards and rules, but what of American culture? Although we may think of American culture as homogeneous, it is very diverse, because many languages are spoken within it, and the various ethnic groups that make up American society may well maintain their own ethical standards of conduct, which differ from those of the dominant culture.
• If this difficulty in identifying a culture or society exists, then it is easy to see that we may end up in a position where our own individual values, family background, education, or religion can determine ethical standards. In other words, cultural relativism can become transformed into a matter of individual ethics (individual relativism), where each person can claim that his or her moral standards are those that should apply to society and others.
• Cultural relativists are not able to explain which ethical standards should apply when cultures overlap. Cultures are no longer totally isolated from each other, and it becomes increasingly difficult to avoid interacting with other cultures. This raises the problem of deciding whose ethical standards are to apply.
• In all societies, standards of conduct change over time, and the cultural relativist is faced with the problem of acknowledging these changes while arguing that morality is relative to a culture. However, which values in which historical period should apply? On the face of it, the values applying in all periods have equal validity. For the cultural relativist, therefore, there is no overall standard to apply.
• A major problem with cultural relativism is that it operates as moral isolationism. This means that arguing that everything is relative tends to suggest this must be the end of the issue and all debate must stop. It also suggests, in the view of Carol Gilligan (in Hinman 1998: 55), an attitude of “couldn’t care less,” because when we say that all things are rela- tive, we are really saying we don’t care about them. Therefore, cultural relativism fails to provide us with answers to issues and in fact tends to close off debate altogether. Cultural relativism is closely associated with anthropology, and some even refer to it as an anthropological theory. Some philosophers argue that cultural relativism is in fact a methodology that requires that they adopt a nonjudgmental framework toward the culture they study, and therefore, as a methodological practice only, cultural relativism does not involve moral relativism (Cook 1999: Chap. 7; Ladd 1973: 2). However, other philosophers contend that cultural relativism contains elements of both methodology and a value system (Womack 1995: 48).

� ™ Ethical Absolutism

This view argues that there exists an eternal and unchanging moral law, the same for all people, at all times and places (Holmes 1998: 165). The absolutist believes that certain moral principles apply to all people everywhere, and that people can recognize or discover these principles and be guided by them in deciding the nature of their own conduct and in judging the conduct of others. Also, the ethical absolutist, being already aware of these principles, believes himself or herself qualified to pass judgment on anyone (Cook 1999: 7). Absolutism is considered valid regardless of thought and feeling. This position is the opposite of relativism, in that there can

8 Part I The Interaction Between Ethics and the Criminal Justice System be no consideration of other perspectives, because it is argued that there is only one “true” perspective. An example of an absolutist position arises in arguments about capital punishment. As Jonathan Glover (1999: 245) points out, two absolutist views prevail on this question. One is emphatic that the murderer must be given the punishment he or she “deserves,” which is death, and the other can see no justification for “judicial murder” under any circumstances. An absolutist would not change his or her view with respect to capital punishment, no matter what arguments were put forward by either side. Among the questions that arise from adopting an absolutist position include, “If there are universally accepted values, what are they?” and, “If universally accepted values exist, do they remain constant or do they change over time?” If there is disagreement about moral issues between societies, then how should we act? On the one hand, the ethical relativist will say we should not judge, and that there is no single truth that applies across societies and cultures. On the other hand, the moral absolutist will argue that one single truth must be applied across all societies and cultures regardless of beliefs and values. In favor of ethical relativism, it can be said that it is correct in warning us against assuming that our ethical standards represent some absolute standard, because many, although not all, of our ethical standards apply only to our own society. Also, ethical relativism teaches us the value of an open mind, of tolerance, and of understanding. One way of resolving this disagreement about relative and absolute ethical standards is the notion of ethical pluralism.

� ™ Ethical Pluralism

Ethical pluralism argues that in most situations, there are many truths rather than one single truth. Lawrence Hinman (1998: 67–68) contends that ethical pluralism allows us to adopt four prin- ciples to resolve conflicts between differing ethical standards. These principles are the following: The Principle of Understanding. This requires that we fully understand and appreciate the meaning of ethical standards found in another culture from the perspective of that culture. For example, before making any judgment about an issue such as female circumcision, we should possess a full understanding of the history and cultural context of this practice as it applies in the many societies in which it is performed. We should recognize that a Western response to an issue of this nature is shaped and constructed by our own cultural values. The Principle of Tolerance. This means accepting the existence of differences as opposed to denying any diversity in ethical standards. This principle therefore rules out an approach based on ethical absolutism. The Principle of Standing Up Against Evil. Hinman argues that understanding and tolerance ought not to lead us to a position where “anything goes,” as the ethical relativists argue, but rather, we should be prepared to stand up against what he calls “egregious moral wrongdoing,” especially when such conduct affects the powerless and the marginalized of the world. An example of this kind of moral wrongdoing would be the crime of genocide, which is internationally recognized as a crime against humanity. The Principle of Fallibility. This principle argues in favor of our own fallibility. We should always be prepared to learn from other cultures and to have our own moral shortcomings exposed. Most countries have prohibited capital punishment for children (see Chapter 7). However, until recently^1 in the United States, the Supreme Court declared that states had the right to execute (^1) In March 2005, in a 5-to-4 decision in Roper v. Simmons , the U.S. Supreme Court abolished juvenile executions, arguing that it is unconstitutional to sentence anyone to death for a crime he or she committed while younger than 18. The court argued that teenagers are too immature to be held accountable for their crimes to the same extent as adults given the “national consensus” against executing juveniles and the medical and social science evidence demonstrating their immaturity.

10 Part I The Interaction Between Ethics and the Criminal Justice System commands it, this means we are giving God the power to issue whatever commands He wishes. This in turn means that God can give a different command from the one He has already given, and so His commands can be considered arbitrary. However, the notion that God’s commands are arbitrary is inconsistent with the belief that God is all-powerful and all-knowing. It is obvious that this argument raises a number of complex and difficult issues.

God Commands Right Conduct Because It Is Right

This is the second option offered by Socrates, and it means that God’s commands are not arbi- trary but emanate from the application of His wisdom in knowing what is best for us. However, there is a problem, because in accepting the rightness of God’s commands, we must also accept that there is some standard of right and wrong outside of God’s will that must exist prior to and independent of God’s command. In the final analysis, therefore, we must either accept that God’s commands are arbitrary or recognize that His commands have reference to a standard of right- ness and wrongness independent of His will. Those who take the position that ethical standards are set by God are therefore obliged to accept arguments that tend to conflict with their funda- mental religious belief in God’s goodness and omnipotence. The divine command theory raises so many complex and difficult issues that it leads to the conclusion that setting ethical standards by reference only to religion is highly problematic.

� ™ Ethics and Natural Law

In looking at the origin of ethics, some ask whether natural law is the origin. The idea of natural law is that underneath the diversity of human cultures and beliefs about what is right and wrong, we can identify some factors that are common to our human nature. The notion of natural law was a favorite of ancient thinkers like Plato and Aristotle, who sought to identify universal traits of human nature, with the aim of finding common goals or ends that would bring human ful- fillment or happiness (Kane 1996: 46). This pattern of looking for natural laws continued into the medieval and later periods of Western culture. Natural laws are said to be laws that govern human behavior and define the right way to live. They are said to be “natural” because they are thought of as incorporating human nature and the goals that humans naturally seek. In effect, natural law represents a search for moral absolutes that define what is “normal” and “natural.” For example, despite more progressive and inclusive modern attitudes toward homosexuality, some still argue that practicing homosexuality is “unnatural” because it is contrary to human nature. Nowadays, natural law arguments have tended to gravitate toward arguments in favor of human rights.

� ™ Ethics and Law

Is law a source of ethical standards, and what is the relationship between law and ethics? It is important to understand that ethics and law are distinct categories. By law , we generally mean legislation, statutes, and regulations made by states and by the federal government on a host of subjects for the public good and public welfare. Laws do not, and are not intended to, incorporate ethical principles or values, but sometimes ethical standards will be reflected in laws. For exam- ple, both morality and the law prohibit the act of murdering another human being. Similarly, legislation regulating the legal profession or other professions may give legal effect to certain professional codes of conduct. It is possible to argue, therefore, that codes of conduct regulating legal practice have the force of law. However, on a whole range of subjects from business practice to driving a vehicle, laws do not set ethical standards. It is important to appreciate, therefore, that ethical standards are not necessarily written down in the form of laws or other rules, but represent the collective experience of a society as it

Chapter 1 The Importance of Ethics in Criminal Justice 11 regulates the behavior of those who make up that society. The fact that an ethical standard is not repeated or copied in a law does not affect the validity of that ethical standard. However, where ethical standards are incorporated into law—such as a law governing the right to choose an abortion—although people must obey the law, they are not necessarily required to hold the same ethical beliefs expounded by that law. Sometimes laws can conflict with ethical standards. For example, laws promoting apartheid in South Africa and slavery in the United States were both clearly in violation of ethical stan- dards relating to the dignity of the person but were nevertheless lawful and were expected to be obeyed when in force. From time to time, a mass movement develops against a particular law or set of laws, reflecting a section of public opinion that claims that the law is wrong and should be repealed. Where there is a deliberate disregard of the law by those protesting its wrongness, the result can be acts of civil disobedience. For example, in India during the British colonial period, Gandhi advocated and practiced civil disobedience to British laws because he and his followers wanted an end to the colonization of their country. Similarly, in the United States, activists in the civil rights movement deliberately flouted laws that were racially discriminatory, and civil rights workers were prepared to be arrested and jailed in pursuit of equal treatment for all citizens.

� ™ Ethical Dilemmas

Ethical questions and issues arise for all people, not just for professionals in the criminal justice system, or professors who teach ethics, or members of the clergy. We may all have to make decisions involving ethical issues in our daily and professional lives, because, as we have noted, ethical issues are concerned with questions of right and wrong and how we ought to act. For example, we might apply for a job, and to be considered for the position, we may have to decide whether to hide the fact that we were fired from a previous job for misconduct. In other words, we have to decide whether to lie to promote our own career interests or whether to reveal the truth. Another instance may arise as we walk down the street and see a person who is apparently homeless, panhandling from passersby. The ethical dilemma here is whether we should act to help the poor and needy or just pass by and give nothing. We will have to make ethical decisions in our day-to-day lives, so it is helpful to recognize when an issue involves ethical considerations and then have the ability to apply a knowledge of ethics, including ethical terminology and concepts, in making our decision about what to do. A number of ethical approaches can be taken in making a decision about an ethical issue, and you will see in the following chapters that no one approach is the “correct” one; rather, different approaches are equally valid in ethical terms. The approach we adopt to an ethical issue will frame and give meaning to any decision we make and can be used to justify and validate our actions. Of course, it is always possible to abandon the responsibility for making an ethical deci- sion. We might decide that we will simply follow the dictates of others rather than applying our own minds to a particular ethical issue. For example, during World War II, many war crimes were committed by members of the Nazi Party, who claimed they were simply following orders in committing those crimes. In effect, they abandoned their responsibility to make an ethical deci- sion not to kill or murder and opted instead to obey unethical and inhumane directions. Similar situations may arise in the criminal justice system. For example, a prosecutor may have to decide whether to seek the maximum penalty against an accused under three-strikes leg- islation. If he or she does decide to seek the maximum, the result may be that the accused will be incarcerated for the rest of his or her life. A prosecutor may decide to act ethically and fully weigh this issue in light of the facts of the case and the nature of the crime committed. Alternatively, he or she may choose not to follow that process and may simply take the position that the law reflects public opinion and that he or she should always exercise discretion so as to impose the full penalty provided by the law. When we decide to accept responsibility and make a decision involving ethical consider- ations, we are faced with a personal ethical dilemma. A personal ethical dilemma can be

Chapter 1 The Importance of Ethics in Criminal Justice 13

5. Tom will now identify his available options for action. First, he could intervene in the situation by informing his supervisor of the conversation he overheard. This action will be based on his responsibility to ensure the safety and security of all inmates and to enforce the policies and rules of the institution. Second, he could choose to ignore the conversa- tion because of his loyalty to his fellow officers and his need in the future to receive their assistance and support when carrying out his duties. Third, he could choose to intervene by talking to the officers involved in an attempt to prevent the misconduct with the aim of minimizing the harm for all involved parties. Tom must support each alternative action with reasoning derived from ethical principles to give credibility to his choice of action.
6. Tom will make his decision based on his analysis of the dilemma after applying the ethical approaches to each course of action. He will choose the option that for him is the most ethically appropriate. In other words, after considering the choices according to this pro- cess, he will decide, “This would be the right thing for me to do.” He therefore resolves his ethical dilemma by making an ethical decision and acting on that decision. Tom’s process for making an ethical decision seems straightforward. However, making an ethical decision may involve factors such as personal values, personal priorities, or how a particular decision might affect friends or even strangers. Therefore, the most ethical choice is not always clear. To act ethically is not simply a matter of deciding what is right and wrong in advance and stubbornly sticking to that position. Since there are many gray areas where there are no specific rules, laws, or guidelines laid out in advance, it is not always easy to know which decision is the most ethical choice. In addition, if we are to act in an ethical way, we have to justify what we do, and the justification must be sufficient that it could in principle convince any reasonable human being. As James Rachels puts it, A moral judgment... must be supported by good reasons. If someone tells you that a certain action would be wrong, for example, you may ask why it would be wrong, and if there is no satisfactory answer, you may reject that advice as unfounded. In this way, moral judgments are different from mere expressions of personal preference... moral judgments require backing by reasons, and in the absence of such reasons, they are merely arbitrary (1991: 438). Hare (1987: 218) argues that moral judgments must be able to be applied universally. According to this principle, similar actions ought to be judged similarly, unless there are morally relevant differences between them. For example, if I judge it wrong for you to cheat in examinations, I must be prepared to say that it is wrong for me as well, unless I can explain how my situation is different from yours in a morally relevant way (Holmes 1998: 151). Thus, the principle does not say whether you should cheat, but it does require that whatever you do, you must be consistent. Singer (1995: 175) expands this notion somewhat by arguing that when thinking ethically, I ought to consider the interests of my enemies as well as my friends and of strangers as well as my fam- ily. If, after I have fully taken into account the concerns and preferences of all these people, I still believe that a particular action is better than any alternative, then I can honestly say that I ought to do it. What weight do we give to our personal values when making ethical decisions? By values, we mean what individuals care about and what they think is important. This can include such things as people’s desires, such as social approval; what they enjoy, such as sports or music; their goals or purposes; their ideas of happiness or success; and their highest ideals. Each person develops a set of values that forms his or her value system. We often assume that our values are similar to others’; however, we may define values differently than others do. For example, we may have different definitions of what constitutes a “family,” but we may all share “family” as a value. Even if we do have similar definitions of values, we often prioritize them differently. Thus, one per- son might give the value of “freedom” a higher priority than the value of “preservation of life.”

14 Part I The Interaction Between Ethics and the Criminal Justice System Another may prioritize the value of “loyalty” higher than “personal freedom.” The fact that we may order our values differently explains why our thinking about ethical decisions differs from that of others and why we arrive at different conclusions.

� ™ Ethical Issues in Criminal Justice

To illustrate the relevance of the study of ethics to the criminal justice system, a number of spe- cific ethical problems and issues that might arise for professionals in the criminal justice system are sorted into sections and listed below. These problems and issues might be concerned, for example, with how to exercise authority, with how to deal with conflicts between the personal and the professional, or with ethical issues confined within one particular part of the system, such as juvenile justice.

Ethical Problems in the Use of Authority

• The use of authority to promote personal values
• The use of authority to avoid accountability for wrongdoing
• Police gratuities, free meals, discounts on purchases, and so on

Ethical Problems in the Relationship

Between Personal and Professional Interests

• Using professional status to promote personal interests (religious, philosophical, financial, etc.)
• Using institutional time and materials for personal gain unrelated to legitimate work activity
• Engaging in or promoting professional activities that are contrary to personal values
• Engaging in public or private personal activity that is contrary to professional values (use of drugs, driving under the influence of alcohol, etc.)

Ethical Problems in Personal and

Professional Commitments to Clients

• Behaving unethically in personal relationships with clients
• Using relationships with clients or the public for personal gain (acquiring goods more cheaply, having work done for personal benefit, accepting gifts, etc.)

Ethical Issues in Criminal Justice and Public Policy

• The War on Drugs
• Government policies having implications for criminal justice professionals in issues such as youth confinement, fingerprinting of juveniles, and compulsory treatment such as manda- tory participation in substance abuse programs or anger management
• Capital punishment
• The move away from rehabilitative juvenile justice policies toward more punitive policies
• Policies involving harsher penalties resulting in “prisoner warehousing”
• Government-imposed mandatory sentencing (three-strikes legislation, mandatory mini- mum sentences)
• Truth in sentencing policies

16 Part I The Interaction Between Ethics and the Criminal Justice System

DISCUSSION CASE

In 20 03 France legislated to ban the wearing of headscarves in public schools (CNN 2003). It was claimed that this action was necessary to protect the separation of church and state required by French law. There are an estimated 6 million Muslims living in France, many from former French colonies in North Africa, but very few wear headscarves. The French move seems to have spurred other European states to follow that lead, as a number are now advocating a ban on the burqa and niqab—the burqa covers a woman’s body from head to toe and totally conceals the face, and the niqab is a headscarf that covers a woman’s hair. In some German states and in Belgium, the niqab cannot be worn in schools. In 2006 the right-of-center government of Holland committed itself to a prohibition on the wearing of the burqa and the niqab in public if it returned to office (Bell 2006; Clements 2006). Also in 2006, the British foreign minister was reported as having said that the niqab was a barrier to communication, and the then British prime minister, Tony Blair, commented that it was “a ‘mark of separation’ that makes people from other backgrounds feel uncomfortable” (Grice 2006). In May 2010, Belgium banned covering the face, and in June 2010, Spain approved a motion to ban the wearing of the burqa in public by a narrow majority despite the fact that only about 2,000 women out of a Moslem population of 5 million in Spain wear the burqa (BBC 2010). Advocates of the prohibition claim that wearing the veil challenges, or can be seen as a threat to, “progressive” Muslim women who refuse to wear it. However, women who chose to wear the veils say that the veil symbolizes modesty, humility, and devotion to their faith. Discussion Questions

1. How is ethics defined?
2. Why is it important for criminal justice professionals to study ethics? Explain how applying ethical approaches helps criminal justice professionals make appropriate and “correct” decisions.
3. What are the possible sources of ethical rules? Discuss the problems inherent in each source.
4. Discuss the advantages offered by ethical pluralism over ethical absolutism and ethical relativism.
5. Outline the steps involved in analyzing an ethical dilemma.