Influence of Learning Styles on Practice in Criminal Justice Environment - Essay Example

LEARNING STYLES AND THE UK JUSTICE SYSTEM By The of the School The and where it is located The Date Honey and Mumford (1986) indicate that there are four main learning styles. The process by which people learn from their mistakes and perceive knowledge is definable pertaining to their personality traits. Learning styles have been broadly classified depending on the process through which each of the individuals acquires knowledge. There are various learning styles that can be adopted to improve the UK justice system, from the learning to the practical fields such as police work. In such a case, it is thus sufficient to understand how effective each of the learning styles is, the personalities that are best suited by each of these learning styles and the level of their applicability in any given field. The first learning style highlighted is activism. An activist is a learner who acquires learning while on the job. Activists are willing to venture into any field, and take any activity-based training that suits their needs while on this job. Activism is absent in the UK justice system, but only encompassed in the police force for instance during new cases. Activism is a risky learning system for an area as sensitive as justice. However, it also holds a level of open-mindedness which can be used to bring in new perspectives to justice cases that might have had the wrong judgments leading to the sentencing of the wrong people. One of the key critiques assigned to the UK justice system is the inaccuracy of the key judgments passed during sentencing (Daily Mail, 2013, "online"). The second learning style is reflection. Reflectors are people who learn from their own experiences and the experiences of others. A reflector mostly needs a guide in order for him to learn effectively. Reflectors are critical thinkers who analyze situations from diverse perspectives, reviewing the experience from diverse perspectives in an attempt to find a set procedure through which they can acquire knowledge that will be crucial when they are handling this case again. This is a key component that needs to be added to the UK justice system practice, where mentorship should be introduced. Mentorship in the UK justice system can assist learners develop skills that are mostly suited for learners to meet their predetermined levels of success and accuracy. Comparing the previous generation’s levels of accuracy and professionalism one understands how crucial it is to improve the UK current justice system. The fact that its compliance and efficiency has significantly dropped over the years only proves that there are very few mentorship programs. Using a highly experienced justice enforcer, be it a police, an army captain, a judge or even a lawyer to mentor a new recruit could see old virtues achieved, mistakes eliminated from the justice system and finally a wholesome improvement in the administration of justice in the United Kingdom (Tarling, Davidson & Clark, 2004, p.6). The justice system needs a restructure and the inclusion of reflection learning and mentorship programs would see the UK justice system soar to heights as high as it previously was or even improve to a state that it has never achieved. Reflection as a learning style engraved in the British justice system would eliminate rooms for mistakes, or would reduce the recurrence of mistakes made in previous cases. Thirdly, considering that people are different, a new learning style presented by Honey and Mumford (1986), is theorist learning. Theorists are learners whose learning experiences are mostly governed by the assessment of existing theories, or the development of new theories that were purposely meant to improve on the existing knowledge, or acquire the existing knowledge. Theorists mostly focus on theory-based courses and exceptional trainers. Currently, the UK justice system uses this main approach to educate the new recruits or even to improve the existing members of the justice system. The setting of protocols by the police force, on ways to handle situations and suchlike ideas is the main basis for the learning and teaching of the features of the justice system. However, it is evident that the theories in the Justice system are not as effective as people would expect them to be. Arguably, the expert trainers in the fields are equally not as efficient in the disbursement of information as anyone would expect them to be. Currently, there is no system that evaluates the magistrates in England and Wales (Jehle & Wade, 2006, 150). For theorist learning to be effective, accuracy is key. Theorists believe in what they read and are opposed to any viewpoints that counter the theories they are focused on. In such a case, one of the ways through which the UK justice system can be improved, monitored and made more cohesive is through the development of theories that all magistrates should follow, and the evaluation of their levels of adherence to the assumed theories. Practicability in the theories on the passing of verdicts for instance, and the protection of witnesses for the issuing of viable statements is very much needed for the UK justice system to not be viewed as a "joke" which is a trending topic over the internet. Accuracy in theories would give theorists a chance to be better magistrates and justice system officials. If most of the people in the court system learn from theories presented by magistrates, who might be wrong as well, the likelihood is that the justice system will eventually fail completely. Monitoring of the theorists in the justice system, evaluation of their methods and a critical assessment of their results needs to be enforced for better learning and practice of justice in the UK. The final learning style is pragmatism. A pragmatist is a learner who acquires knowledge through practical books and the learning from practical examples. Pragmatists like trying out what they have learned in the field, and evaluate how effective it is. Pragmatists also improve on existing system, trying to come up with ways to better improve the system. In such a context, with all the negativity surrounding the UK justice system, a pragmatist approach being encompassed in the learning system and being thoroughly vetted to ensure that it adheres to the laws of the land needs to be enforced. One of the key issues that has shown how inconsiderate the justice system in the UK is, is the terrorism acts that have been recurrent in cities such as London, and as such, developing a system where pragmatism is enforced and respected would see tremendous changes incorporated in the system (Hostettler, 2009, p.278). Pragmatism can be introduced to all schooling environments that are connected to the justice system, where learners can be placed in the field, learn from their experts and put their theories in practice recurrently, until they become excellent in such an area. Pragmatists are also very open-minded and always trying to view things from a new perspective. The UK justice system needs a pragmatist approach to reduce the recurrence of incidences such as terrorism and activism and demonstration, which only show that the system is currently inconsiderate of other fields. Emphasizing on all these learning styles, and purely not focusing on theorist teaching as the key way of learning can see the system improve, and more people appreciate their jobs in the justice system. With passion, the improvement of the justice system to a more desirable level is evidently considerably possible. References Daily Mail, May 2013, Police chief says justice is a joke. Retrieved on April 18, 2014 from http://www.dailymail.co.uk/news/article-103758/Police-chief-says-justice-joke.html Honey P. & Mumford A. 1986, The Learning Styles Helper’s Guide. Retrieved on April 18, 2014 from http://peterhoney.com/documents/Learning-Styles-Helpers-Guide_QuickPeek.pdf Hostettler, J, 2009, A History of Criminal Justice in England and Wales Hampshire: Waterside Press. Jehle, J. & Wade M, 2006, Coping with Overloaded Criminal Justice Systems: The Rise of Prosecutorial Power Across Europe Berlin: Springer. Tarling, R., Davidson, T, & Clarke, A, 2004, The National Evaluation of the Youth Justice Board’s Mentoring Projects. Retrieved on April 18, 2014 from http://yjbpublications.justice.gov.uk/en-gb/Resources/Downloads/mentoringfull.pdf Read More