to practical activities has features and causes known difficulties, because the theoretical
knowledge in the refined form, as they are represented in the theory, is never used in
practice. Therefore, theoretical knowledge must be used in such a way that they comply
with the requirements of practical activity. One of the conditions of such application is
the synthesis of information of different disciplines criminal-law specialization and
building on this basis a complex model of practical activity. In this regard, the
following question arises, the solution of which is crucial in the preparation and follow-
up of future law enforcement officers - this is a comprehensive application of
knowledge of various legal disciplines. One thing is to learn, for example, one or
another of the forensic position or recommendations of other sciences of the criminal
law cycle, the other one - to apply them practically in peculiar and partly difficult
conditions [2, p. 99-100].
Thus, we, firstly, believe that, on an example of the study of the course of
criminology, the integrational specificity of its science also manifests itself. Secondly,
in order to overcome the peculiar barrier between theory and genuine practical activity,
it seems to us appropriate accentuation of special attention on the fact that future
specialists will work in various complex, often changing conditions of law-
enforcement activity. In this aspect, forensic knowledge is only part of what is needed
to successfully investigate crimes. Therefore, thirdly, the issue of improving the
efficiency of teaching criminology is closely linked with the study of students, cadets
and students of other disciplines, whose data are practically applied to the levels of
counteraction to crime.
The teaching of criminology is not only a provision to future law enforcement
officers of knowledge about the basic rules for investigating crimes - it is enriching
their original integral information about the current practice of counteracting crime in
modern conditions. We have in mind the various aspects of the work of an investigator,
a judge, a prosecutor, an expert, etc., namely issues such as the interaction of the
investigator with the operational and technical units, assimilation of information about
the scientific organization of management and labor in the organs of the Ministry of
Internal Affairs, the SBU, the prosecutor's office and the court, the investigator’s,
judge, operational officer, etc. There is a need for a gradual deepening of the various
procedural and non-procedural aspects of the process of investigation and disclosure
of crimes. However, the consideration of these specific features requires the presence
of a teacher of a certain qualification.
V. Yu. Shepitko notes that the solution to the question: "Who should teach
criminology?" seems very difficult in today's conditions of counteracting crime, and
writes: "... at first glance, the answer is simple - a teacher, a scientist-criminalist. On
the other hand, it is difficult to answer, because there is a problem where to take a
specialist who knows the theory of criminalistics and the practice of combating crime.
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