The theory of structuralism that appeared as a resut of Saussure\'s theory of linguistics early in the 20th century, succeeded in changing the traditional type of thinking based on human beings. However, Saussure\'s structuralism still maintains an influence on some elements of enlightenment-based thinking, especially on the binary opposition, fixation of signifier system, and totality. Attempts are made to discover structuralistic properties in Bruner\'s theory of knowledge structure, Schwab\'s theory of practicality, Bloom\'s taxonomy of educational objectives, and so on. Unfortunately, these educational theories fail to contain diverse and dynamic contextual situations of learning but are rather used to standardize and control children. De-modern thinkers including Derrida and Foucault overcame structuralism through the theories of deconstruction, the discourse of power/knowledge, and so on. Unstable signifier system continuously showing differance in time and space, transposition and transmission of binary opposition, and disintegration of a fixed sense of value, all of which were suggested by post-structuralism, demand disintegration of the subjective discourse of the enlightenment thought and the need to establish a relativistic sense of knowledge. This poststructuralism points to a de-modern educational philosophy that includes both the critique of the critic on the student-centered idea, and the relativistic view of knowledge on curriculum.