Hong Eun-sook et al.: An Invitation to Pedagogy

In fact, the need for fundamental insights into education has been raised a long time ago. Especially throughout the lifetime of the school, there was a growing distribution of arguments for ‘ Learning education, ’ defining traditional education as ‘ educational education ’ or ‘study education. ’. This attempt to replace the language of education with the language is reinforced by the idea of systematic learning, post-modean discourse that means the end of education, and neo-libritarian thinking that values the choice of the provider rather than the decision of the supplier. Some educators who are more interested in learning than in education have come to claim that education is ‘learning management ’ and ‘learn learning ’ is the subject of learning. But because of the problem of teaching self - centered education, we do not have to discard the very concept of education or education. And it is not advisable to look for alternative methods of teaching self - centered education in the 'learning Self - Center' education. Education is not about teaching self or learning body, but rather about the interaction of these two characters, the intermediary task. As the educational philosopher Geert Viesta points out, education is a struggle because of its nature of meeting (teach) and (learning) self. Third edition revisions tried to avoid the need for a fundamental insight into education and education. The revisions have tried to correct or supplement the subject, making a critical review of each chapter, with an essential question about education in mind.

Korean title: 교육학에의 초대

Korean author: 홍은숙 외

Korean publisher: 교육과학사

ISBN-13: 9788925418193