교육학 연구 영역의 외연(外延) 확장에 대한 학문 이론적 비판

초록

This paper focuses not on the academic identity problem of science of education as a static approach to the academic internal logic and systematicity of pedagogy, but on the segmentation and specialization trends that characterize the flow of education, and diagnoses their cause and criticizes it from the academic theoretical point of view. First of all, the issue of the extension of the research area of education is related to the internal criticism of educational researchers based on self–identity, and it is necessary to seriously discuss the academic theory of education as a science. Next, it is necessary to confirm the development process and current status of the extension of the research area of education. To this end, the differentiation process of the sub– discipline of education is analyzed from a historical point of view, and the specificity of the differentiation process is revealed through comparison with other disciplines. Finally, this study analyzes the cause of the extreme expansion of the inquiry area of education in several aspects and interprets the meaning of this phenomenon in terms of academic theory. In conclusion, the paper points out that the problem of academic identity caused by the extension of the field of educational research lies in the lack of ontological academic understanding required by the researcher.

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