Abstract

This paper is a study of a concept of convergence education with a critical review of meanings and values of it. The aims of convergence education are not convincingly fixed on convergence but on education equally, because education has its unique values which is identified within its own structure. The appearance of convergence education purposing the intrinsic value of education would differ from that of convergence. Those who accept 'convergence' as the only primary reason insist that 'education' is a way to master top-level knowledges and skills so as to accomplish the objectives of convergent education. Very few students harvest such victorious successes as winners, however, a vast number of students end in failures as losers. Obviously, the same situation happens in schools. When the intrinsic value of education is set prior to that of convergence, education begins to go its way: It does not force to students the highest level of knowledges and skills, just thrusting them to fall into frustration. Instead, it allows every students to find their own end-in-views, which are usually the next step to the present level. End-in-views are 'educative', because they are optimally challenging levels to facilitate the interactions with students, through which they can grow in their own speed. The ideals in the appearances of convergence education represents elitism and democratism, respectively.