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all of us billions. According to
the British Retail Consortium (BRC) shoplifting cost the
economy £2bn in 2006.
It seems that criminologists and retail security
experts are at a loss on what else to do. Yes, CCTV, alarms attached
to valuable items and continual security guards will help but at what
cost? And if things don’t change, we’ll have to keep up this
vigilance forever.
Surely there is something we can do to help
people not WANT to shoplift. Here’s where a values education approach
to crime education promises some hope. To change behaviour we have to
reach the emotions of people so they can feel the pain caused to
others. We also have to show that there are other ways to experience
the deep human need for meaningfulness. One powerful way to do this
with people in groups is to hold a series of open and tough dialogues
over a few weeks.
Here’s a preliminary attempt to show how a
dialogue would go in a crime education class on shoplifting. The bold
text is the facilitator’s questions. The text in square brackets is
responses of the educands or a note from me about the question.
Why do people shoplift? [Responses: a) to
get money b) to get things they want c) excitement and fun].
What other ways could they get money?
[Responses: a) ask friends and relatives b) go on the dole/welfare c)
get a job].
What if their friends and family don’t have
money and if they are disqualified from benefits or they don’t want to
work? [Responses: a) just give people the money anyway – at least
it would stop shoplifting b) people should be made to work – given
work to do to contribute].
How else can we get excitement and fun?
[Responses: a) by finding a job and making a real contribution b)
voluntary working helping people c) taking up a dangerous sport and
doing well and even d) turning away from crime and talking to other
kids on not to do shoplifting and becoming an expert on shoplifting
and helping the Police combat shoplifting].
Wouldn’t a skilled shoplifter get lots of
respect from other shoplifters? [Response: probably yes – but what
is that respect worth if everyone else hates you].
Does it matter that we are stealing from a
shop because they are big companies with tons of money?
[Responses: no it doesn’t matter because – yeah – they do have tons of
money and won’t miss a few CDs or a pair of jeans – and they rip us
off anyway with big mark-ups. Also shoplifting creates hundreds of
jobs for security people and for those that make security devices].
Are all shops big – what about the small
corner shop?
What would happen if thousands of people
started shoplifting? [Responses: a) the company would have to pay
out money for security and that is added onto the prices of food and
clothes for everyone b) it will go bust and people will lose jobs c)
we’ll have a “big brother” society with CCTV everywhere watching us].
Note – watch out that you don’t turn this into a lecture –
trying to rationally show them the serious consequences. Let them
uncover the consequences for themselves.
Do you think the people employed as security
guards and all the resources that go into making security devices
could be better used to make useful things? [Responses – hopefully
yes]
Would you shoplift – why not? [Responses:
a) it would upset my parents b) people would not want to play with me
c) I would feel bad d) you could be banned from some shops e) I don’t
want to get caught and be punished].
This sample dialogue is only a very tentative
beginning. There is a growing experience of Socratic dialogue with
children, youths and adults and with time we will get even better at
it and employ it more in crime education. The e-report What is
Values Education and so What? gives you more ideas on how to
conduct this kind of Socratic dialogue.
Dr Bill would be delighted to talk at your next conference or event
and explore how values education can be applied in practice and
lead to a reduction in shoplifting in your community. See
Speaking and Postgraduate Education
Copyright © 2008 Values Education Ltd
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