학문융합과 교육공학의 학문적 발전: 교육공학을 위하여 교육공학을 넘어서기

초록

A scientific knowledge triggered through the help of the human desire has constantly became developed. However, due to the extreme segmentation of the sector, it is difficult to communicate within the same major specialized knowledge. Overcoming the dysfunctional evils brought from the specialization of discipline and making an effort to find a new way out of the study are the development of academic conversion. Integration, convergence, and consilience have been differentiated from the perspectives of their original intention and purpose. However, the original meaning of the concept consilience has been misleading and misunderstood by far, leaving a negative impact. While this study will analyze the differences among convergence and integration and consilience, the meaning and intent of the consilience will be critically explored, saying that consilience can not be a practical alternative to academic convergence. Meanwhile, from the lens of monodisciplinary, multidisciplinary, and interdisciplinary that has been promoted as a way of academic convergence research effort, the styles and cases of academic convergence in the field of educational technology will be discussed. Interdisciplinary convergence is found to be the best solution to academic convergence. Finally, in order to set the future development stage of educational technology, it is necessary to provide the opportunity and the stage for educational technologists, which can exchange a theoretical point of view and practical wisdom with peer researchers, resulting in the joint exploration to unknown field of study for an academic convergence. For this purpose, educational technologists will need to be open for constantly trying to accept the new terms and learning about the heterogeneous fusion majors.

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