The tradition of educational science has focused on school and tried to understand its institutional properties to make it improved. However, it leaves much room for doubt if educational research per se be substituted by research on schooling. Besides, there is constant controversy concerning its effect on school improvement. An endogenous theory of education, newly woven by professor Chang, emerges from a close examination of that tradition. It opens a new horizon to educational research, assuming that education be hardly identical with schooling, rather depicted as an unique mode of life regulating itself with its own rules. In this paper, I discussed two points about transmission of intangible cultural assets based on the endogenous theory of education. Firstly, ``education for transmission`` represents a typical understanding of education－a functionalistic view to education. ``Education`` in context of functionalistic view lacks substantial meaning of education, reducing it only to its function. If it doesn`t give any further explanation about education, it would be of no use to say ``education for cultural transmission.`` Secondly, the government and scholars have emphasized on preservation of intangible cultural assets in their original state. I agree with it basically, but there should be something more than that for success. To preserve them, the restoration of its creating process is inevitable because tree would bear no fruit without root. Education itself puts great emphasis on personal experience to proceed step by step so that it may serve as a valid mediator to restore a creating process of intangible cultural assets in a fundamental way.