CAJ | 학술논문

“教育知识”的兴起是一个颇值得关注的学术现象。析其涵义，“教育知识”与“教育理论”所指相近，但在研究（生产）的主体、主要环节等方面有所不同，都有存在的学理空间。探其缘由，“教育知识”的兴起以教育研究权力的解放为背景，以突破教育研究的困境为契机，以普遍的个体对自身教育实践的反思为基础。论其意义，“教育知识”标识一种新的生产方式，这种生产方式强调以知识的主体间性超越其主观性，注重以社会与境的历时变迁理解生产方式的转换，认为教育知识生产与其所在的社会与境之间具有本质性联系。
“교육지식”적흥기시일개파치득관주적학술현상。석기함의，“교육지식”여“교육이론”소지상근，단재연구（생산）적주체、주요배절등방면유소불동，도유존재적학리공간。탐기연유，“교육지식”적흥기이교육연구권력적해방위배경，이돌파교육연구적곤경위계궤，이보편적개체대자신교육실천적반사위기출。론기의의，“교육지식”표식일충신적생산방식，저충생산방식강조이지식적주체간성초월기주관성，주중이사회여경적력시변천리해생산방식적전환，인위교육지식생산여기소재적사회여경지간구유본질성련계。
Pedagogical knowledge deserves close attention. It is quite similar with educational theory in academic space but differs in the research subject and main process. The rising of pedagogical knowledge is based on the liberation of educational research rights, the breaking through of educational research dilemma and the individual evaluation of education practice. Pedagogical knowledge signifies a new mode of production which emphasizes the inter-subjectivity of knowledge over its subjectivity, focuses on the understanding of syntactic change of production mode and believes the essential contact of the pro- duction of pedagogical knowledge and its social context.