傳播教育究竟應該提供何種識，過去已迭經討論。論者常質疑此一新興學門之專業 性質，認為傳播學的知識系統過於淺薄，且技術層面考量過重。本文嘗試以認知科學中的「知 識論」為基礎，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？ 其特性為何？等疑問。 從這些討論中，本文作者認為，過去傳統傳播教柮過於偏重「陳述性」的專業知識，使 得傳播教育無法滿足或反映大學殿堂之學術要求。未來應以傳播領域中的「程序性知識」與 「情境知識」為教育核心，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 to 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.