The studies of education started in the nineteenth century for upbringing men and women that each European nation needed. Herbart put the groundwork of the studies of education by setting the aims and methods of education. He began to study the aims of education by borrowing principles from ethics that is a branch of philosophy, and the methods of education by applying psychological principles. At the same time the studies of education concerned with training teachers and studying activities of teachers and students in the school. Thus the academic character of the studies of education is not so clear, as these are a mixture of upbringing of human being, training of teachers, and studying activities in the school. Furthermore the studies of education have not had their own concepts and research methods and borrowed them from other disciplines such as philosophy, psychology, sociology and so on. With these academic characteristics and limitations the studies of education have received the following criticism. The studies of education are a secular discipline; just applications of other disciplines; on-going problem-solving oriented; and have not their own concept of education. Especially, the present Korean studies of education are heavily dependent on American research. Therefore, it is very necessary to find a new alternative to overcome such problems and limitations. Recently Sang-Ho Chang proposed the reconceptualization of education as an alternative, and recommended ten areas of research which are related to that.