Pedagogy ( /ˈpɛdəɡɒdʒi/ or /ˈpɛdəɡoʊdʒi/)^[1][2] is the holistic science of education. It may be implemented in practice as a personal, and holistic approach of socialising and upbringing children and young people.^[3][4] The term is not to be confused with social pedagogy, where society (represented by social pedagogues) holds a bigger part of the responsibility of the citizen's (often with mental or physical disabilities) well-being.^[5][6]

Pedagogy is also occasionally referred to as the correct use of instructive strategies (see instructional theory). For example, Paulo Freire referred to his method of teaching adult humans as "critical pedagogy". In correlation with those instructive strategies the instructor's own philosophical beliefs of instruction are harbored and governed by the pupil's background knowledge and experience, situation, and environment, as well as learning goals set by the student and teacher. One example would be the Socratic schools of thought.^[7]

Etymology and generalizations[link]

Look up pedagogy in Wiktionary, the free dictionary.

The word comes from the Greek παιδαγωγέω (paidagōgeō); in which παῖς (país, genitive παιδός, paidos) means "child" and άγω (ágō) means "lead"; so it literally means "to lead the child". The Greek παιδαγωγός (pedagogue)^[8] ; in which παιδί (ped) means "child” and άγω (ago)^[8] means "lead"; would also mean "to lead the child." Other relevant roots from Greek include μικρό παιδί^[8] or toddler; αγόρι^[8] or boy child; κοριτσιών^[8] or girl child; μικρό παιδί^[8] or young child, indicating that παιδί is used with very young children of both sexes.

An instructor develops conceptual knowledge and manages the content of learning activities in pedagogical settings. This is consistent with the Cognitivism of Piaget, 1926, 1936/1975; Bruner, 1960, 1966, 1971, 1986; and Vygotsky, 1962 where sequential development of individual mental processes such as recognize, recall, analyze, reflect, apply, create, understand, and evaluate are scaffolded. The learning technique is adoptive learning of procedures, organization, and structure to develop an internal cognitive structure that strengthens synapses in the brain. The learner requires assistance to develop prior knowledge and integrate new knowledge using Verbal/Linguistic and Logical/Mathematical intelligences. The learner must learn how to learn while developing existing schema and adopting knowledge from both people and the environment. This is low order learning of conceptual knowledge, techniques, procedures, and algorithmic problem solving.^[9]

Further Reading[link]

• Bruner, J. S. (1960). The process of education, Cambridge, MA: Harvard University Press.

• Bruner, J. S. (1966). Toward a theory of instruction. Cambridge, MA: Belkapp Press.

• Bruner, J. S. (1971). The relevance of education. New York, NY: Norton

• Bruner, J. S., Goodnow, J. J., Austin, G. A. (1986). A study of thinking. New Brunswick, NJ: Transaction Press.

• Freire, P. (1970). Pedagogy of the oppressed. New York: Continuum

• Piaget, J. (1926). The language and thought of the child. London: Routledge & Kegan.

• Piaget, J. (1975/1936). La naissance de l’intelligence chez l’enfant. [Emergence of intelligence in the child]. Neuchatel: Delachaux et Nieslé. Cited in Tomic, W. & Kingma, J (1996). Three theories of cognitive representation and their evaluation standards of training effect. Heerlson, The Netherlands: The Open University.

• Vygotsky, L. (1962). Thought and language. Cambridge, MA: MIT Press.

Academic degree[link]

An academic degree, Ped. D., Doctor of Pedagogy, is awarded honorarily by some U.S. universities to distinguished teachers (in the U.S. and U.K. earned degrees within the instructive field are classified as an Ed. D., Doctor of Education or a Ph.D. Doctor of Philosophy). The term is also used to denote an emphasis in education as a specialty in a field (for instance, a Doctor of Music degree in piano pedagogy).

Contributors to pedagogy[link]

A number of people contributed to the theories of pedagogy, among these are

Pedagogues[link]

A pedagogue is a practitioner of pedagogy. The term is primarily used for individuals who occupy jobs in pre-school education (such as kindergartens and nurseries) in Scandinavia. But can occupy varies kinds of jobs e.g. in retirement homes, prisons, orphanages, and human resource managements. These are often recognised as social pedagogues as they perform on behalf of society.

The pedagogue's job is usually distinguished from teachers by primarily focusing on teaching children life-preparing knowledge such as social skills and cultural norms etc. There is also a very big focus on care and well-being of the child. Many pedagogical institutions also practice social inclusion. The pedagogue's work also consists of supporting the child in his or her mental- and social development. ^[10]

In Denmark all pedagogues are trained at a series of national institutes for social educators located in all major cities. The programme is a 3.5 year academic course giving the student the title of a Bachelor in Social Education (Danish: Professionsbachelor som pædagog) ^[11]

See also[link]

References[link]

External links[link]

Find more about Pedagogy on Wikipedia's sister projects:
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	Quotations from Wikiquote
	Source texts from Wikisource
	Textbooks from Wikibooks

• Pedagogics as a System Johann Karl Friedrich Rosenkranz, 1848, Translated 1872 by Anna C. Brackett, R.P. Studley Company
• The philosophy of education Johann Karl Friedrich Rosenkranz, D. Appleton and Co., 1899
• Methods and Theories of Education at the Open Directory Project
• TeachShare.org (Techniques) describes how to use a variety of teaching techniques (step-by-step).
• Pedagogy: Critical Approaches to Teaching Literature, Language, Composition, Culture
• SocialPedagogyUK.com Developments in the field of Social Pedagogy in the UK
• pedagogy.eu
• "Internet Activities for a Preschool Technology Education Program Guided by Caregivers", Appendix B, p.140. Doctoral dissertation, Lombardi, S.M., North Carolina State University, 2011.

Henry Giroux, born September 18, 1943, in Providence, Rhode Island, is an American cultural critic. One of the founding theorists of critical pedagogy in the United States, he is best known for his pioneering work in public pedagogy, cultural studies, youth studies, higher education, media studies, and critical theory.

A high-school social studies teacher in Barrington, Rhode Island for six years,^[1] Giroux has held positions at Boston University, Miami University, and Penn State University. In 2005, Giroux began serving as the Global TV Network Chair in English and Cultural Studies at McMaster University in Hamilton, Ontario^{[2][dead link][3]}

Giroux has published more than 50 books and over 300 academic articles, and is published widely throughout education and cultural studies literature.^[4] Since arriving at McMaster, Giroux has been a featured faculty lecturer,^[5] and has published nine books,^[6] including his most recent work, The University in Chains: Confronting the Military-Industrial-Academic Complex.^[7]

Routledge named Giroux as one of the top fifty educational thinkers of the modern period in 2002.^[8]

Biography[link]

Henry Giroux was born in Providence, Rhode Island. After teaching high-school social studies in Barrington, Rhode Island for six years, Giroux earned his doctorate at Carnegie-Mellon in 1977. His first position as a professor was in education at Boston University, which he held for the next six years. Following that, he became an education professor and renowned scholar in residence at Miami University in Oxford, Ohio. While there he also served as the founding Director of the Center for Education and Cultural Studies.^[9]

In 1992 he began a 12-year position in the Waterbury Chair Professorship at Penn State University, also serving as the Director of the Waterbury Forum in Education and Cultural Studies.^[10] In 2004 Giroux became the Global Television Network Chair in English and Cultural Studies at McMaster University in Hamilton, Ontario.^[11] He currently lives there with his wife, Dr. Susan Searls Giroux.

Theory[link]

Giroux has been an important contributor to a variety of academic fields, including critical pedagogy, cultural studies, youth studies, and media studies, among others. His work draws from a number of theoretical traditions extending from Marx to Paulo Freire to Zygmunt Bauman. He is also an advocate of radical democracy, vigorously opposing the anti-democratic tendencies of neoliberalism, militarism, empire, religious fundamentalism, and the ongoing attacks against the social state, the social wage, youth, the poor, and public and higher education. Giroux's most recent work focuses on public pedagogy, a term he coined to describe the nature of the spectacle and the new media, and the political and educational force of global culture. He is also a regular columnist for Truthout and writes for a variety of academic journals and public venues.

Accomplishments[link]

Henry Giroux's writing has won many awards, and is written for a range of public and scholarly sources. Giroux has written more than 40 books; published almost 300 papers; and hundreds of chapters in others' books, articles in magazines, and more. Seven of Giroux's books have been chosen as significant books of the year by the American Educational Studies Association.

While at Miami University Giroux was named as a Distinguished Scholar. He won the Visiting Distinguished Professor Award for 1987–1988 at the University of Missouri–Kansas City. Between 1992 and 2004, he held the Waterbury Chair Professorship at Penn State University. He was awarded the Visiting Asa Knowles Chair Professorship by Northeastern University in 1995. He won a Tokyo Metropolitan University Fellowship for Research in August 1995.

In 1998 Giroux was selected to the Laureate Chapter of Kappa Delta Phi. He was awarded a Distinguished Visiting Lectureship in art education at the School of the Art Institute of Chicago in 1998 and 1999. He was the winner of a Getty Research Institute Visiting Scholar Award for May–June, 2000. He was selected as a Hooker Distinguished Visiting Professor at McMaster University in 2001.

Giroux was named as one of the top fifty educational thinkers of the modern period in Fifty Modern Thinkers on Education: From Piaget to the Present as part of Routledge’s "Key Guides Publication Series" (2002). In 2001 he won the James L. Kinneavy Award for the most outstanding article published in JAC in 2001, which was presented by the Association of Teachers of Advanced Composition at the Conference on College Composition and Communication Chicago in March 2002.

Giroux was selected as the Barstow Visiting Scholar for 2003 at Saginaw Valley State University. In 2005, he was awarded an Honorary Doctorate of Letters by Memorial University of Newfoundland.^[12]

Publications by Giroux[link]

In addition to being a co-Editor-in-chief of the Review of Education, Pedagogy and Cultural Studies^[13] published by Taylor and Francis, Giroux has published the following books:

• Ideology, Culture and the Process of Schooling. (1981)
• Theory and Resistance in Education. (1983)
• The Hidden Curriculum and Moral Education: Deception or Discovery?. (with David E. Purpel)(1983)
• Education Under Siege: The Conservative, Liberal, and Radical Debate Over Schooling. (co-authored with Stanley Aronowitz) (1985)
• Schooling and the Struggle for Public Life. (1988)
• Teachers as Intellectuals: Toward a Critical Pedagogy of Learning. (1988)
• Border Crossings: Cultural Workers and the Politics of Education. (1992)
• Between Borders: Pedagogy and the Politics of Cultural Studies (with Peter McLaren) (1993)
• Disturbing Pleasures: Learning Popular Culture. (1994)
• Fugitive Cultures: Race, Violence, and Youth Routledge Publishing. (1996)
• Living dangerously: Multiculturalism and the politics of difference. (1996)
• The Mouse that Roared: Disney and the End of Innocence. (1999)
• Stealing Innocence: Corporate Culture's War on Children. (2001)
• Breaking In to the Movies: Film and the Culture of Politics. (2002)
• The Abandoned Generation: Democracy Beyond the Culture of Fear. (2004)
• Terror of Neoliberalism. (2004)
• Against the New Authoritarianism. (2005)
• Beyond the Spectacle of Terrorism: Global Uncertainty and the Challenge of the New Media. (2006)
• America on the Edge: Henry Giroux on Politics, Education, and Culture. (2006)
• The Giroux Reader. (2006)
• Stormy Weather: Katrina and the Politics of Disposability. (2006)
• The University in Chains: Confronting the Military-Industrial-Academic Complex. (2007)
• Against the Terror of Neoliberalism: Beyond the Politics of Greed. (2008)
• Youth in a Suspect Society: Democracy or Disposability? (2009)
• Politics Beyond Hope: Obama and the Crisis of Youth, Race, and Democracy. (2010)
• The Mouse that Roared: Disney and the End of Innocence. 2nd edition (co-authored with Grace Pollock) (2010)
• Hearts of Darkness: Torturing Children in the War on Terror. (2010)
• Zombie Politics in the Age of Casino Capitalism. (2011)
• Education and the Public Sphere: Ideas of Radical Pedagogy. (co-authored with Lech Witkowski) Cracow, Poland: Impuls (2011)
• On Critical Pedagogy. (2011)
• Education and the Crisis of Public Values. (2012)
• Twilight of the Social: Resurgent Publics in the Age of Disposability. (2012)

Books about Giroux[link]

• Reading & Teaching Henry Giroux. Doyle & Singh. (2006)

See also[link]

• critical pedagogy
• Paulo Freire
• Joe L. Kincheloe
• Stanley Aronowitz
• Youth empowerment

References[link]

External links[link]

• Henry Giroux's Website
• Reading list at The Freechild Project website
• Biographical details
• Henry Giroux's brief interview on YouTube

Howard Rheingold
Born	(1947-07-07) July 7, 1947 (age 64) Phoenix, Arizona
Occupation	Critic and writer
Website
http://www.rheingold.com/

Howard Rheingold (born July 7, 1947) is a critic, writer, and teacher; his specialties are on the cultural, social and political implications of modern communication media such as the Internet, mobile telephony and virtual communities (a term he is credited with inventing).

Biography[link]

Rheingold was born in Phoenix, Arizona. He attended Reed College in Portland, Oregon, from 1964 to 1968. His senior thesis was entitled "What Life Can Compare with This? Sitting Alone at the Window, I Watch the Flowers Bloom, the Leaves Fall, the Seasons Come and Go."

A lifelong fascination with mind altering and its methods led Rheingold to the Institute of Noetic Sciences and Xerox PARC. There he worked on and wrote about the earliest personal computers. This led to his writing Tools for Thought in 1985, a history of the people behind the personal computer. Around that time he first logged on to The WELL - an influential early online community. He explored the experience in his seminal book, The Virtual Community.

Also in 1985, Rheingold coauthored Out of the Inner Circle: A Hacker's Guide to Computer Security with former hacker Bill Landreth. In 1991, he published Virtual Reality: Exploring the Brave New Technologies of Artificial Experience and Interactive Worlds from Cyberspace to Teledildonics.

After a stint editing the Whole Earth Review, Rheingold served as editor in chief of the Millennium Whole Earth Catalog. Shortly thereafter, he was hired on as founding executive editor of HotWired, one of the first commercial content web sites published in 1994 by Wired magazine. Rheingold left HotWired and soon founded Electric Minds in 1996 to chronicle and promote the growth of community online. Despite accolades, the site was sold and scaled back in 1997.

In 1998, he created his next virtual community, Brainstorms, a private successful webconferencing community for knowledgeable, intellectual, civil, and future-thinking adults from all over the world. As of 2011, Brainstorms was in its thirteenth year.

Rheingold in Mill Valley.

In 2002, Rheingold published Smart Mobs, exploring the potential for technology to augment collective intelligence. Shortly thereafter, in conjunction with the Institute for the Future, Rheingold launched an effort to develop a broad-based literacy of cooperation.

In 2008, Rheingold became the first research fellow at the Institute for the Future, with which he had long been affiliated.^[1]

Rheingold is a visiting lecturer in Stanford University's Department of Communication where he teaches two courses, "Digital Journalism" and "Virtual Communities and Social Media".^[2][3] He is a lecturer in U.C. Berkeley's School of Information where he teaches "Virtual Communities and Social Media" and where he previously taught "Participatory Media/Collective Action".^[4] He is also a frequent contributor to the DMLcentral blog on topics ranging from new media literacy to learning innovation.

Rheingold lives in Mill Valley, California, with his wife Judy and daughter Mamie. In an entry on his video blog, he provides a tour of the converted garage that became a "dream office" and an "externalization of [his] mind" where Rheingold absorbs information, writes, and creates art.^[5]

Partial bibliography[link]

• Talking Tech: A conversational Guide to Science and Technology, with Howard Levine (1982)
• Higher Creativity:Liberating the Unconscious for Breakthrough Insight (with Willis Harman, 1984)
• Tools for Thought: The History and Future of Mind-Expanding Technology (free in HTML form) (1985)
• Out of the Inner Circle, with Bill Landreth (1985)
• They Have a Word for It: A Lighthearted Lexicon of Untranslatable Words & Phrases (1988)
• The Cognitive Connection: Thought and Language in Man and Machine, with Howard Levine (1987)
• Excursions to the Far Side of the Mind (1988)
• Exploring the World of Lucid Dreaming, with Stephen LaBerge (1990)
• Virtual Reality (1991)
• The Virtual Community: Homesteading on the Electronic Frontier (free in HTML form) (1993) ISBN 0-201-60870-7
• Millennium Whole Earth Catalog: Access to Tools and Ideas for the Twenty-First Century (1995)
• The Heart of the WELL (1998)
• The Virtual Community: Homesteading on the Electronic Frontier, (2000 reprint with some new material) ISBN 0-262-68121-8
• Rheingold, Howard (2002). Smart Mobs: The Next Social Revolution. Basic Books. 
• Rheingold, Howard (2012). Net Smart: How to Thrive Online. The MIT Press. ISBN 0-262-01745-8. 

See also[link]

• Collective intelligence
• Information society
• The WELL
• Virtual community
• Peter Kollock

References[link]

External links[link]

Wikimedia Commons has media related to: Howard Rheingold

• Howard Rheingold's Web site
• Howard Rheingold's Twitter feed
• Howard Rheingold's FriendFeed page
• Smart Mobs weblog/book site
• Talk on collaboration at TED conference
• Reed College Alumni Magazine Profile
• Howard Rheingold and Andrea Saveri Introduce the Cooperation Project a 48MB Quicktime movie, hosted by the Internet Archive

Mizuko Ito
Ito at her home desk
Born	(1968-07-22) July 22, 1968 (age 43) Kyōto, Japan
Residence	Southern California
Nationality	Japanese
Education	Ph.D.
Alma mater	Harvard University (undergraduate) Stanford University (graduate)
Occupation	anthropologist
Spouse	Scott Fisher
Children	2
Relatives	Joi Ito (brother)

Mizuko Itō or Mizuko Ito a.k.a. Mimi Ito (伊藤瑞子, Itō Mizuko^?, born 22 July 1968, Kyōto, Japan) is a Japanese cultural anthropologist who is an Associate Researcher at the Humanities Research Institute at the University of California, Irvine. In addition, she is a Visiting Associate Professor at the Keio University Graduate School of Media and Governance.

Her main professional interest is the use of media technology. She has explored the ways in which digital media are changing relationships, identities, and communities. With Misa Matsuda and Daisuke Okabe, Ito edited Personal, Portable, Pedestrian: Mobile Phones in Japanese Life (MIT Press, 2005). In 2006, Ito received a MacArthur Foundation grant to "observe children's interactions with digital media to get a sense of how they're really using the technology."^[1] This work led to the "Digital Media and Learning Hub" (housed in the UCHRI) and the recent publication of two books: Hanging Out, Messing Around, and Geeking Out and Engineering Play: A Cultural History of Children's Software.

Family and Education[link]

Ito grew up between the United States and Japan. In Japan, she attended Nishimachi International School and the American School in Japan. She did her undergraduate work at Harvard University, graduating in 1990 with a degree in East Asian studies: her thesis was "Zen and Tea Ritual: A Comparative Analysis."

Ito did her graduate work at Stanford University. In 1991, she received a Masters of Arts degree in anthropology; her thesis was "The Holistic Alternative: A Symbolic Analysis of an Emergent Culture." In 1998, she received a Ph.D. from the Department of Education for her dissertation: "Interactive Media for Play: Kids, Computer Games and the Productions of Everyday Life." In 2003, she received a Ph.D. from the Department of Anthropology for her dissertation: "Engineering Play: Children’s Software and the Productions of Everyday Life."

Ito lives in Southern California with her husband, Scott Fisher, a virtual reality researcher, and their two children. She keeps a Bento Moblog, a visual record of the school lunches she prepares for her kids. Ito's brother is Joi Ito, a venture capitalist and blogger. With her brother, she hosts Chanpon.org.

Works[link]

Mizuko Ito wrote or contributed to several books:^[2]

• Ito, Mizuko. "Introduction." In Networked Publics, edited by Kazys Varnelis, 1-14. Cambridge, MA: The MIT Press, 2008.
• Ito, Mizuko, Heather A. Horst, Matteo Bittanti, danah boyd, Becky Herr Stephenson, Patricia G. Lange, C. J. Pascoe, and Laura Robinson. Living and Learning with New Media: Summary of Findings from the Digital Youth Project In The John D. and Catherine T. MacArthur Foundation Reports on Digital Media and Learning. Cambridge: MIT Press, 2008.
• Ito, Mizuko, Sonja Baumer, Matteo Bittanti, danah boyd, Rachel Cody, Becky Herr, Heather A. Horst, Patricia G. Lange, Dilan Mahendran, Katynka Martinez et al. Hanging Out, Messing Around, Geeking Out: Kids Living and Learning with New Media. Cambridge: MIT Press, In Press.
• Ito, Mizuko. Engineering Play: A Cultural History of Children's Software. Cambridge: MIT Press, 2009.
• Ito, Mizuko. "Virtually Embodied: The Reality of Fantasy in a Multi-User Dungeon" in Porter, David Internet Culture. Routledge, 1997.

References[link]

External links[link]

	United States portal
	Japan portal
	Biography portal
	Anthropology portal

• Ito Faculty Profile, The Bren School of Information and Computer Sciences, University of California Irvine
• Mizuko "Mimi" Ito's Personal/Professional Site

This article needs additional citations for verification. Please help improve this article by adding citations to reliable sources. Unsourced material may be challenged and removed. (August 2010)

The Oppressed NYC at the A7 Tribute Show.

The Oppressed is a Welsh anti-fascist Oi! band that formed in 1981 in Cardiff. Most of the musicians in the band's various lineups were skinheads. Throughout the band's career, the members (especially vocalist Roddy Moreno) openly expressed opposition to racism and fascism — in their lyrics, interviews, on-stage comments and other actions. In 1989, Moreno visited New York City and met a few members of Skinheads Against Racial Prejudice (SHARP). On his return to the United Kingdom, he started promoting SHARP ideals to British skinheads.^[1][2] The band has also had ties to other anti-racist groups, such as Anti-Fascist Action. Moreno is a Cardiff City F.C. supporter, and some of the band's songs express that support.

The band has split and re-formed several times. Their more recent split was in 2006, but they re-formed in 2009, and continue performing today. Roddy Moreno - Vocals / Guitar. Dom Moreno - Bass. Steve Floyd - Guitar. Tony Kizmus - Drums.

Discography[link]

EPs[link]

• Never Say Die (1983)
• Victims / Work Together (1983)
• Fuck Fascism (1995)
• 5-4-3-2-1 (1996)
• They Think Its All Over...It Is Now(1996)
• Anti-Fascist Oi! (1996)
• Best of The Oppressed Bonus 7 Inch (1996)
• The Richard Allen Tribute Single (1997)
• Strength In Unity (1997)
• The Noise (1997)
• Oppressed / Fatskins (1998)
• Out on The Streets Again (1999)
• Football Violence (2009)

LPs[link]

• Oi!Oi! Music (1984)
• Fatal Blow (1985)
• Dead & Buried (1988)
• Dead & Buried / Fatal Blow Reissue (1996)
• The Best of The Oppressed (1996)
• Music For Hooligans (1996)
• We Can Do Anything (1996)
• Live (Llanrumney Youth Club 1984) (1997)
• More Noize For The Boys (1998)
• Skinhead Times (double CD) (2005)
• "Won't Say Sorry" The Complete Cover Story (double CD) (2005)

DVD[link]

• Brotherhood: The Oppressed/The Prowlers Live in Toronto - 4.30.05 (2008)

References[link]

External links[link]

• Official site
• Interview with Cardiff City fanzine

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