The idea of socio-educating function of punishment is not recent. It appeared in 18th century. Its renewal of 20th century is explained by the disappointment of the deterrent and re-socialising effectiveness of criminal punishment. It is also a reaction towards the abolitionary postulates, questioning the sense of existence of the criminal punishment. There are many versions of this theory. It is widely popular in Germany where it is called 'positive general prevention' or the 'integrating prevention'. The term 'positive general prevention' was constructed in Germany in opposition to the traditional term 'general prevention' understood solely as a general deterrence. It is meant to stress the turn away from the so understood 'general prevention' and a promoting of the positive function of criminal punishment. This 'positive' or 'integrating' function of punishment is, in most simple terms, based on strengthening the morality, supporting the desired attitudes and ways of behaving, strengthening the trust in law, in shaping the law awareness, and also encouraging norms recognition.
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