A regular feature in the earliest issues of Crime and Social Justice was a section on "Pedagogy," the disappearance of which coincided with the closing of the School of Criminology at Berkeley. As a result of discussions with other members of the Institute for the Study of Labor and Economic Crisis, we have decided to revive this section as part of our effort to upgrade the theoretical quality of the journal. We think that CSJ must do much more than process and publish articles as they come in, although we will continue to do so. Beginning with this issue, we intend to deepen the discussion of both theory and methodology, namely the scientific study of the means of obtaining human knowledge. The "Pedagogy " section will become a regular feature of the journal. We invite and welcome contributions that address methodological and epistemological issues in Marxism and criminology. The intent of "Pedagogy" is not to mystify, but rather to clarify and explicate the complex issues in Marxist analysis.

The following article by Paul Takagi employs a course outline to grapple with the meaning of theory and method, their interrelationships, and their obfuscation in bourgeois theory. It addresses a very important problem for Marxist theory and method, namely the relationship between the individual, the lived experience, and the generative structures of social life. Above all, the article stresses that it is important for materialists to avoid the subjectivism and ideology of bourgeois research. Yet how does one do fieldwork and ethnography in a Marxist way? The article offers some provocative answers that refuse to separate theory and method.

Citation: Editors. (1982). "Introduction: Pedagogy." Crime and Social Justice 17 (1982). Copyright © 1982 by Social Justice, ISSN 1043-1578. Social Justice, P.O. Box 40601, San Francisco, CA 94140. SocialJust@aol.com.