Ethics in the Professional Development of the Criminologist

Abstract

The article examines ethics as a fundamental component in the professional development of criminologists, arguing that it should not be limited to the mechanical application of rules but understood as a reflective practice when facing real ethical dilemmas. From a humanistic perspective, ethics requires critical deliberation, contextual analysis, and orientation toward the common good and human dignity. The criminological profession is analyzed through classical and contemporary doctrines, as well as through the graduate profiles of the Universidad de Guadalajara (UDG) and the Universidad Autónoma de Sinaloa (UAS), identifying complementary approaches in prevention, public policy, and humanistic training. The text highlights the lack of national standardization, absence of professional associations, and unified deontological codes, which create disparities in professional practice. The study emphasizes the importance of holistic education grounded in intellectual, moral, and socio-emotional competencies, supported by active and reflective methodologies such as case studies, moral dilemmas, and service-learning. Contemporary ethical challenges—including mandatory pretrial detention, zero-tolerance policies, juvenile justice, and social reintegration—are examined, revealing tensions between public security and human rights. Finally, evidence-based criminology and critical criminologies are proposed as frameworks to strengthen a deontology centered on human rights and social responsibility, concluding that ethics is indispensable for professional practice committed to the rule of law.