http://hdl.handle.net/11320/7342 2026-06-01T14:11:33Z 2026-06-01T14:11:33Z Redo, Sławomir http://hdl.handle.net/11320/7355 2019-03-22T12:37:38Z 2018-01-01T00:00:00Z

Tytuł: Przestępczość cudzoziemców. Aspekty prawne, kryminologiczne i praktyczne [Criminality of Foreigners. Legal, Criminological and Practical Aspects] Wydawnictwo Naukowe SCHOLAR, Warszawa 2017, pp. 639 Autorzy: Redo, Sławomir

2018-01-01T00:00:00Z Redo, Sławomir http://hdl.handle.net/11320/7354 2019-03-22T12:30:12Z 2018-01-01T00:00:00Z

Tytuł: Commentary on the Judgment of the International Criminal Tribunal for the Former Yugoslavia (ICTY) of 29 November 2017 (Case No. IT-04-74-T) Autorzy: Redo, Sławomir

2018-01-01T00:00:00Z Redo, Sławomir Pływaczewski, Emil W. Langowska, Agnieszka Alkowski, Przemysław http://hdl.handle.net/11320/7353 2019-03-22T12:25:11Z 2018-01-01T00:00:00Z

Tytuł: A Socratic Contribution to Culture of Lawfulness for Teaching Criminology Autorzy: Redo, Sławomir; Pływaczewski, Emil W.; Langowska, Agnieszka; Alkowski, Przemysław Abstrakt: This article presents and discusses the thesis that the Socratic method for teaching Criminology advances students’ capacity for self-reflection and enables progressive transformative criminal justice outcomes. In contemporary pedagogics the Socratic method is one of many interactive ways of acquiring legal knowledge. The method’s outstanding feature involves global and systemic understanding of human attitudes and values, including the most current and comprehensive 2030 United Nations Sustainable Development Goals Agenda “Transforming our world”, in essence a new global ethical code underway with a spearheading concept of a global Culture of Lawfulness. Against the background of the pros and cons of this method this article presents the objectives, essentials, and results of the Socratic method for teaching Criminology at the Faculty of Law of the University of Białystok (Białystok, Poland, 2016-2018). It assesses, discusses and draws conclusions from these results in the context central to criminology Sustainable Development Goal 16 of the Agenda: “Promote peaceful and inclusive societies for sustainable development, provide access to justice for all and build eff ective, accountable and inclusive institutions at all levels”. Opis: The original idea for this article comes from Emil Pływaczewski and Izabella Kraśnicka, two academic researchers from the Faculty of Law of the University of Białystok (Białystok, Poland). They referred to the Socratic method in their 2016 article on legal education in transition (see: E. Pływaczewski, I. Kraśnicka, Legal Education in Transition: Is the Bologna Process Responding to Europe’s Place in the World?, (in:) H. Kury, S. Redo & E. Shea. (eds.), Women and Children as Victims and Offenders: Background, Prevention, Reintegration, Springer International Publishing, Switzerland 2016, p. 342), which prompted the first author of the present text to propose that the Faculty conduct a Socratic Seminar on Criminology. The proposal was accepted, hence the text below.

2018-01-01T00:00:00Z Eason, Anne L. Bramford, Kate http://hdl.handle.net/11320/7352 2019-03-22T11:56:08Z 2018-01-01T00:00:00Z

Tytuł: The Pedagogy of Placements in Criminology Teaching: An Interactive Parallel Model of Criminological Learning Autorzy: Eason, Anne L.; Bramford, Kate Abstrakt: Formalised placements in criminological programmes are not a widely used teaching strategy in England and Wales (United Kingdom). This article presents the findings of a small study which explored how placements reinforced and enhanced the criminological understanding of the student and whether there were benefits for mentors. The preliminary results indicated a positive correlation between what the student had learned in the classroom, and how this was applied in the “real world”. Building on Wenger’s communities of practice and Dalrymple, Kemp and Smith’s triadic learning, there emerged a parallel model of interactive criminological learning for students and mentors; a model that could not be emulated through traditional pedagogical teaching alone, thus reinforcing the concept of experiential learning (Kolb, 2015), in a journey framed by Burch as that from unconscious knowledge and application to a conscious competent performance.

2018-01-01T00:00:00Z