Abstract
This paper aims to show that curriculum research and development as a product cannot be established and to propose a new view of our discipline as a process beyond Dr. Manabu Sato’s criticism against our discipline. This paper mainly consists of the following four contents: 1) questioning the domain-specificity of our discipline from perspectives of educational psychology and domain-general educational research in Japan; 2) considering the role of domain-specific educational researchers based on discussions on the role of mathematicians in mathematics education research and on mathematical knowledge for teaching; 3) proposing a new view of our discipline as a process with reference to international discussions on social justice and on adult mathematics education; 4) from the philosophical perspective of inferentialism, showing that curriculum research and development can be a creative process of providing new insights and new perspectives both into existing disciplines of general education and of specific subjects as an interdisciplinary activity.
