The purpose of this study is to analyze and discuss Rorty`s edification and its educational implications. `he conclusions are as follows. The ways of justification of truth or knowledge-claim depend on the propositions on human and his ability. For example, if we believe that human-beings as universality, have reason and cognitive faculty, and can recognize the world accurately, the justification depends on foundational justification, that is, representation theory or correspondence theory. On the contrary, if we deny human`s intrinsic rational capacity and his objective understanding, points of justification of truth or knowledge-claim can be grasped as matters related to our concrete and practical lives or experiences. The former is western mainstreaming philosophy which is one mainstream of traditional epistemologies, while the latter is postmodernism and pragmatism which is against it and is being discussed lately. In my view, Rorty is so-called a typical `neo-pragmatist` who deconstructs traditional philosophy and proposes pragmatism. Rorty regards tradition of systematic philosophy as preceded by Platon, Descartes, Kant, Locke and criticizes that all of them derived from wrong philosophical assumptions. So to speak, those are foundationalism and representation theory on the basis of dualism. In my thesis, I illuminated the meanings and hints of the Rorty`s theory to the conception and aims of education. Rorty proposes the conception of `edification` in correspondence with collapse of traditional knowledge, instead of that of `education` derived from objective knowledge. For Rorty, "edification" is a sort of educational activities which aims at continuous conversation, creation of new metaphors, redescription and interpretation rather than deals with knowledge as outputs of epistemological system-constructing. And I`d constitute educational human image which edification seeks for, and illustrate that `an educated man is an ironist. Moreover, I`d also take its educational suitableness into consideration. In short, I`d conclude that we must discuss open education which can be conversed with our own words according to the Rorty`s neo-pragmatic theory of knowledge. And the horizons of the area of education in which we are interested must be enlarged in accordance with the scope of conception of edification. which was proposed by Rorty. Namely, our concerns on objective knowledge dealt in education have to be enlarged into the noncognitive domains of education, called `edification, that is, conversation and creation of metaphors, interpretations and redescriptions. We have to be interested in an ironist as an ideal man who has an open mind and a creative power rather than one who has a fixed and passive thought. And as for establishing educational aims, it is necessary to notice self-enlargement and self-creation which have been alienated from the objective knowledge.