Teaching propositional knowledge has been emphasized in education. But teaching propositional knowledge cannot be the whole of education. There are other aspects of education such as acquisition of skills, education of the emotions, formation of character, development of judgment, sharing histories and traditions, which cry out for educational concern. This study deals with the problem of how to consider these various aspects of education in a coherent way in school. One approach to this problem may be to add education of the emotions, education of the skills, education of the virtues, etc. to education of propositional knowledge one by one. Is this “ piece-by-piece approach" or “mosaic approach” solve the problem? This approach may somewhat lessen the problem of exclusive emphasis on intellectual education. However, there are problems which cannot be solved by this approach. Furthermore, this approach could cause a more fundamental problem in education. Thus, I criticize the piece-by-piece approach, examining its basic assumptions by exploring the case of science. One assumption of the piece-by-piece approach is “the simplified or purified view" of a subject- matter such that one aspect is exclusively emphasized while other aspects are got rid of. For example, science as a rigorous discipline based upon logic and rationality is frequently regarded to be free of passions, intuitions, virtues, and action. However, science is not a static system of propositions but an activity which requires one’s style to do it. In order to show the active nature of a subject-matter, 1 suggest to use the concept of “ practices," following MacIntyre’s definition of “ practices" in his book, After Virtue. By understanding the nature of a subject- matter in terms of “ practices" we can solve the problem of intellectual education in a more unifying and coherent way. This is a philosophical study to the problem of how to consider various aspects of education. 1 reveal some underlying assumptions and criticize them, suggesting an alternative approach. But I provide only a conceptual scheme. So we need further study for practical application.