This article searches for an autonomous discipline of education, one that is a self-governing discipline and exercises the right to organize its own activities and to make independent decisions. In undertaking this quest, it asks: how may education be organized to safeguard its autonomy so as to be able to generate strong and unique educational knowledge and theory? To address this question, Herner Saeverot argues for a conceptual structure comprising three interrelated perspectives: education as translation (ETN), education as task (ETK), and education as truth (ETH). These three perspectives are part of the overarching term “the science of education” (SE). While ETN translates knowledge from noneducational disciplines into educationally relevant knowledge, ETK produces distinct educational knowledge or theory directly from educational practice (EP). Through these processes, education can function as an autonomous and a self-governing discipline. However, more research is needed to identify what would be required for education to become a strong autonomous discipline. The reason for this is that ETK ultimately produces educational theory in a weak sense, that is, it yields knowledge structures that are too loose or poorly articulated to be designed as strong theory. Thus, ETH examines ETK to produce educational theory in a strong sense, in other words, knowledge that has undergone thorough scientific verification and theoretical substantiation. By way of this organization, educational theory is developed through (1) ETK as a firsthand experience in which practice-based knowledge and theory is derived directly from EP, and (2) ETH as a second-order observation of EP in which theory-based knowledge is derived indirectly from EP and directly from practice-based theory (ETK).

中文翻译：

---

如何组织教育以维护其自主性？

本文寻找一门自治的教育学科，它是一门自治学科，行使组织自己的活动和自主决策的权利。在进行这一探索时，它问：如何组织教育以维护其自主性，从而能够产生强大而独特的教育知识和理论？为了解决这个问题，Herner Saeverot 提出了一个包含三个相互关联的观点的概念结构：作为翻译的教育 (ETN)、作为任务的教育 (ETK) 和作为真理的教育 (ETH)。这三个观点是总体术语“教育科学”（SE）的一部分。虽然 ETN 将非教育学科的知识转化为与教育相关的知识，ETK 直接从教育实践 (EP) 中产生独特的教育知识或理论。通过这些过程，教育可以作为一门自主和自治的学科发挥作用。然而，需要更多的研究来确定教育成为一个强大的自主学科需要什么。其原因是ETK最终产生了弱意义上的教育理论，即它产生的知识结构过于松散或表达不佳，无法设计为强理论。因此，ETH 检验 ETK 以产生强烈意义上的教育理论，换句话说，是经过彻底科学验证和理论证实的知识。通过这个组织，