CAJ | 학술논문

教育在人类生命的时空位置决定了其本质是贯穿于人生命的全部过程，其实质是满足人获取、选择、处理和运用知识的智慧的过程，是延续人类寿命和提升个体生命质量的过程。教育学便是研究这个生命过程的学科，其结构应为基础理论、应用理论和开发研究三个层次，其任务是围绕人类整体生命延续和个体生命质量来整合处理并使用各种知识的智慧的提升。此为教育学学科与其他学科的界线和在人类知识体系中的责任与义务。
교육재인류생명적시공위치결정료기본질시관천우인생명적전부과정，기실질시만족인획취、선택、처리화운용지식적지혜적과정，시연속인류수명화제승개체생명질량적과정。교육학편시연구저개생명과정적학과，기결구응위기출이론、응용이론화개발연구삼개층차，기임무시위요인류정체생명연속화개체생명질량래정합처리병사용각충지식적지혜적제승。차위교육학학과여기타학과적계선화재인류지식체계중적책임여의무。
The space-time position of education in human life has determined that its essence runs through the whole course of human life, its substance is not only the intelligent course of facilitating human to obtain, select, handle and utilize knowledge, but also the course of extending human life and upgrading individual life quality. Pedagogy is the subject of studying such life course, whose structure should have the three levels of basic theory, utility theory and development research, therefore, whose mission is to upgrade the wisdom in integrating, handling and utilizing all kinds of knowledge by centering on human life continuance and individual life quality. This is the boundary line between pedagogy and the other disciplines and the liability and obligation in the human knowledge system.