An Analytical Study on the Evolution of Education as a Discipline

The unique development of life on earth is human beings. Since their origin, their greater curiosity always encouraged them to speculate about the operation of the universe and to remain engaged in constant search of knowledge. Knowledge involves acquiring knowledge, facts, information, descriptions or abilities through experience or study. The argument provided deals with criticism of education as an academic subject with epistemological problems. The argument consists of a study that has classified the education field as based on three basic knowledge traditions. Contrasts with other disciplines, including mathematics and physics, are created to study the coherence of education as a field. The paper also examines the academic scholarship in regard to, and its significance to, the notion of near-practice education research as an academic field. The article concludes by suggesting a new model that shows the relationships between practical knowledge and academic knowledge that are an intrinsic part of education. There is also a stronger representation of education as an academic field