Police Training for Democracy1

Abstract

In this paper the position is taken that the best way to prepare officers for policing based on democratic values is through an andragogy approach to training (mutual involvement of the expert and the novice in the learning process) rather than through the traditional pedagogy approach (the transmission of information from the expert to the learner). Furthermore, the education and training of police officers must be grounded in experimental learning, oriented toward problem-solving, and it must emphasize critical thinking and the values and goals of a democratic society. The training and education of officers must continue throughout their careers and personnel from all levels within the organization should continue to obtain the education and training needed to be effective in completing the tasks associated with the positions they hold. 108 Otwin Marenin order, safety, and well-being. In short, the police must balance-continuously, every day, in every decision-legitimate yet conflicting values and rights: demands for effectiveness while still protecting individual rights, the maintenance of public order without unduly restricting liberty, the need to threaten or use force without deviating into abuse, being guided by law and professional expertise simultaneously. Training will need to give them the intellectual and practical tools to make proper balanced decisions. The ultimate goal of police training in any democracy is the capacity to make situational judgments which are in accord with democratic societal and legal norms and expectations (Marenin, 2000).The notion of democratic policing lies at the core of much recent thinking and practice about how to reform, reinvigorate, or establish policing systems across the world. The movement toward democratic policing has taken many forms and has been attempted by multiple mechanisms. The most common manifestation in western societies, a model which is being exported to other regions, is the ideology of Community Oriented Policing which embodies core democratic values in the mission, practices, and training it advocates. In other societies, as political changes or civil unrest have swept across states, efforts to establish new, less authoritarian, more effective and more legitimate policing systems have been promoted both by domestic reformers and through international assistance and advice.The traits and practices required of a democratic police force-respect for human rights; respect for domestic and international law and regulations; fairness in administering police practices; accessibility and timeliness of services and protections; responsiveness to the community and representation of its demographic composition; and recruitment, training, and accountability policies which lead to a police culture and organization supportive of those values-are pretty much agreed on and taught to police forces in all democratic societies (even though the police may not always adhere to them). The basic values and policies being promoted under the model of democratic policing ar...

Editorial

“…It seems that a liberal value system and the ability to reflect one's own behaviour are achievements or skills that are related to a higher level of education. (Marenin, 2004; In the modern society, reflecting on one's own actions, the ability to learn new skills, flexibility and adaptability in diverse situations is becoming more and more crucial; it is also important to be able to understand the core processes behind incidents (Bergman, 2016;Nikolou-Walker & Meaklim, 2007;Sjöberg, 2016), which demands an orientation for research as well as ethical and democratic (Marenin 2004) values and the ability for lifelong learning. In the police, the connection between research and teaching is often seemingly problematic; usually, the goal is to tie academic subjects and police This article is downloaded from www.idunn.no.…”

Experiential Learning and Simulation-Based Training in Norwegian Police Education: Examining Body-Worn Video as a Tool to Encourage Reflection

“…Birzer, 2003;Bradford & Pynes, 1999;Marenin, 2004;McCoy, 2006;Vodde, 2012). Proponents of this shift have suggested that EL perspectives, albeit initially without an explicit focus on reflection, are necessary for developing communication, problem-solving, and critical thinking skills essential for community policing (e.g.…”

Discretion, the better part of valour? Empowering traffic officials to make discretionary decisions

“…Marenin supports this and views the ultimate goal of police training in a democratic dispensation as 'the capacity to make situational judgments which are in accord with democratic, societal and legal norms and expectations' . 22 The manner in which ethical principles are inculcated is important. 23 The traditional pedagogical learning approach was utilised in teaching limited decision-making skills to the participants in this study.…”