The foundation of the E-International Journal of Educational Research is based on the fact that education is a philosophical and scientific fact/phenomena. While the philosophical side of education shapes education, the scientific side shapes teaching. Based on the fact that there is no education without philosophy, every formal educational activity should be combined with education. That's why the concepts of "education" and "training" are used together as "education-training". The essence of formality refers to the scope of laws created by a democratic, social, secular legal society. Every society must educate its teachers in order to survive forever. If societies try to do this education alone in the globalizing world, without taking into account each other and nature, mass selfishness will not leave our planet alive. Accordingly, it is obvious that the training in question must also be scientific. Then, E-International Journal of Educational Research primarily cares that the scope of formal education should be focused on scientific knowledge [social and physical sciences (the information of these sciences is filtered in a way that contributes to the continuation of the individual, social and universal)]. Then, in the process of "education-training of anything", if the education-training is "formal", he believes that the person who provides that education should be the "educator of...", that is, the person of that profession. Accordingly, if any child anywhere in the world takes a "physics course (education)" formally, the content of that course must first be within the scope of "physical science". An understanding such as "those who know, teaches" is nourished by an idea that is far from social sciences in general and pedagogy in particular. Based on the philosophical idea that "formal education should not be done as teaching alone", it is essential that all teaching be done within the scope of formal education, if possible. Otherwise, it must be accepted that teaching will become informal and may destroy nature (planet) and humanity. This idea concretizes the difference between “physics didactor” and “physics teacher”. Then "physics education and physics teacher education" should be a separate branch of science from physics. That branch of science is "Physics Education". Accordingly, the knowledge of physics is imparted to students in a way and content (pedagogy-andragogy) that contributes to the continuation of the individual, society and the universal (nature and humanity), taking into account the child's characteristics.