What is space in education? It differs with what we think the education is. The space in education is commonly viewed as identical with the inner place within a boundary of school system. With the influence of life-long education it tends to be extended further to other life settings like home, office, museum, library, theatre, and so on. However, there are no theoretical evidences in those thinking, since they apply a commonsensical belief about education to the topic of space. What they call "educational field" is the same site as political, economical, social, cultural one in fact. Henceforth, it fails to shed light on any valid and unique aspects of the space in education, rather mistakes to hide and distort it. We assume that education could not be observed with our naked eyes. Accordingly, the space proper to it is invisible to ordinary sight, either. Therefore, we should first establish education as an independent and autonomous realm of life with its unique character and intrinsic value if we are to figure out the specific mode of space relevant to it. Sang-ho Chang`s educational theory, newly woven for the endogenous rules of education, equips itself with proper quality for the exploration of space in this paper. Relying on his creative work, I tried to investigate five aspects of the space in education: (1) some premises of educational space, (2) difference between life space and educational space, 3) comparison of educational space with the space of transcendental realms, 4) recurrence of educational space, and 5) limits and possibilities of vertical space in the educational context. These 5 sub topics were discussed in a hypothetical way hoping that they would contribute to rethinking on space in education.