CAJ | 학술논문

美国教育学家托马斯·波克维茨的“社会知识论”侧重考量知识的“社会性”，基本观点包括：知识具有社会性；知识与权力密不可分；社会知识论是一种研究方法论。教育工作者要通过“碎片化思维”这一思想通道对学校知识、教育改革、研究方法论进行解构，教育研究者应理性表达批判、教育决策者应坚守知识分子立场、教育实践者亦应是“研究者”。这是波克维茨“社会知识论”给予教育工作者通过教育改革、实现社会重构的重要暗示。
미국교육학가탁마사·파극유자적“사회지식론”측중고량지식적“사회성”，기본관점포괄：지식구유사회성；지식여권력밀불가분；사회지식론시일충연구방법론。교육공작자요통과“쇄편화사유”저일사상통도대학교지식、교육개혁、연구방법론진행해구，교육연구자응이성표체비판、교육결책자응견수지식분자립장、교육실천자역응시“연구자”。저시파극유자“사회지식론”급여교육공작자통과교육개혁、실현사회중구적중요암시。
American education expert named Thomas S. Popkewitz has proposed the theory of social episte- mology, which focuses on knowledge sociology. The main points are as follows： knowledge is social; knowledge is linked to power; social epistemology is a kind of research methodology. Educators should deconstruct knowledge from schools, educational reforms and research methodology by fragmentation thinking. Education researchers should express rational critique; education policy-makers should pursue to be intellectuals; teachers should be re- searchers. These are important hints that Thomas S. Popkewitz＇ s social epistemology given to educators for chang- ing the modern schooling and reconstructing the society.