It is well known that most of the educational studies are based on common knowledge. When contrary to common sense, public ridicule and condemnation are met. The history of science is a proud step toward intellectual exploration enduring the insults and sacrifice from the public. But the educational studies has established a tradition of common sense, instead. As a result, educational science is facing contempt and humility instead of the public's respect, and the endless lack of academic identity. Despite desperate efforts to break through such difficulties, the rare attempt is also one of the problems of educational sciences. The endogenous theory of education promoted by Sang-ho Chang have emerged as a product of hard knocks to break the tradition of studying education and become a member of the academic world of sciences. The word “ascending education” is one of the many scientific terms he has devised, and it is the idea of disconnecting and reconstructing the concept of everyday language “bae-woom” in a theoretical context. Thus, in the context of the endogenous theory of education, it is a flagrant mistake to keep “bae-woom” in the context of the meaning of “ascending education.” Still, many scholars consider “bae-woom” to be synonymous with “ascending education,” and do not dismiss it from their own writings. This explains why the unfortunate theory of “ascending education” is being marred by verbal viruses, which are repeated by the language virus. It is imperative to create an academic climate that respects the differences between the two sides by correctly identifying the gap between the academic terminology and the daily language.