During the training of multi-skilled lawyers in civilian education, students should
be provided with criminological knowledge in a generalized form that would be
sufficient to create a more or less clear idea of the methods, techniques and technical
methods of disclosing crimes. The aim is to form an idea of the essence of criminology,
its purpose and place in the system of professional training of multi-skilled lawyers.
As for forensic training of specialists with a clear focus on a certain type of
activity (departmental educational institutions), the teaching of criminology should be
directed to the formation of a system of special knowledge necessary for solving typical
profile tasks (operational officer, investigator, criminalist expert). In this case, forensic
knowledge must be combined with the provisions of the theory of operational and
investigative activities, special techniques, with the issues of interaction between
different units and services of law enforcement in the disclosure of crimes. At the same
time, providing such knowledge in civilian educational institutions without appropriate
profile orientation is superfluous as it involves the danger of uncontrolled
dissemination of special knowledge about the means, techniques and methods used to
identify and detect crimes.
In accordance with the above provisions on the directions (levels) and the content
of forensic training, certain requirements may be formulated for the person of a
professor of criminalistics and other special disciplines. The teacher of criminology is
a person who, first of all, must have a certain amount of theoretical criminalistics
knowledge and have a clear idea of their use for solving profile problems in the
activities of various law enforcement agencies. In the training of criminological
teachers, it is necessary to combine theoretical and practical aspects of the science of
criminalistics organically.
Criminology as an educational discipline and its functions. Even in 1921 the
professor H. Manns, emphasizing the problems of teaching criminology, stressed the
need to focus his attention on such important issues as: "Who should teach it? Whom
should it be taught? When and how should it be taught "[1, p. 89]. These issues remain
relevant today. This issue, to some extent, the subject of research by such well-known
domestic and foreign scientists as V. P. Bakhin, R. S. Bielkin, O. M. Vasyliev, T. S.
Volchetska, V. K. Havlo, O. O. Eisman, O. O. Eksarkhopulo, Ye. U. Zitser, Ye. P.
Ishchenko, V. O. Konovalova, V. H. Lukashevych, M. H. Liubarskyi, H. Yu. Manns,
H. A. Matusovskyi, S. P. Mytrychev, V. O. Obraztsov, M. S. Strohovych, P. I. Tarasov-
Rodionov, A. O. Toporkov, B. M. Shaver, V. Yu. Shepitko, M. P. Yablokov and others.
Today, the problem of teaching criminology is more than ever relevant in the light
of the modern development of the science of criminology. Right now, in connection
with the fundamental changes in society, the global development of scientific
representation in general and scientific and technological progress, as well as the
emergence of new independent sciences, in particular operational and investigative
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