傳播敎育究竞應該提供何種知識，過去已迭經討，論。論者常質疑 此一新興學門之專業性質，認爲傳播學的知識系統過於淺薄，且技術層面考章過重。本文嘗試以認知科學中的「知識論」爲基礎，討論傳 播學門的定位問題。本文並試回'答傳播工作者應具備的知識有哪些？ 其特性爲何？等疑問。 從這些討論中，本文作者認爲，過去傳統傳播敎育過於偏重「陳 述性」的專業知識，使得傳播敎育無法滿足或反映大學殿堂之學術要 求。未永應以傳領域中的「程序性知識」與「情境知識」爲敎育核 心，提供問題導向與資訊處理的知識，訓練學生了解情境，並在模擬 經驗中學習自我反省。

The focus of the long-term debate in communication has been dealing with questions of what should be taught and what should be included in the discipline. It was argued that the field of communication is far from being matured since only a few theoretical propositions have been developed so far, and there has been too much emphasis put upon the skill-oriented details. In this article, based on the theoretical framework of the cognitive science, we tried to discuss what the core knowledge in communication is. We argued that the field has overemphasized the so-called declarative knowledge about "what to do" and failed to provide enough information of "knowing how." Students should be offered opportunities to learn how to observe, organize, perform, and how to search other than some basic world knowledge in this field of study. In addition, knowledge of situated learning is critical for future students in communication.