Pedagogical theory embraces a wide range of factors to be considered and the new area of study, instruction and learning, is one of these factors, though its importance is growing in academic circles. It is an egregious fallacy to view the theory of instruction and learning as representative of all theories of education. Sectional debate, as we see today in the realm of education, is a recent development which surfaced to the fore in the late 1970s: all related theories had been subsumed under the greater theme of education before this decade. The earlier classification of educational disciplines as an independent realm of study is articulated in such appellations as educational philosophy, educational psychology, educational administration and educational sociology.
l. Introduction of Instruction and Learning Theory 2. External Factors for Instruction and Learning 3. Contributors to the Theoretical Development of Education 4. Classification of Research Patterns and Research Trends 5. Reflections and Perspectives for the FutureComments on Three Stages of Development of 50 Years of Studies on Instruction and Learning in Korea (Nansim Cho) Discussions for "Fifty Years of Studies on Learning and Instruction in Korea: Reflections and Perspectives for the Future" (Yongnam Lee)
