Kim, Hye-youn This study aims at expanding the cognitive foundation and examining theoretical background to find proper directions of its application. For this reason, theoretical perspectives were divided into three: classical cognitivism, connectionism, and enactivism. Several representative models of cognitivism such as cognitive process model of Flower and Hayes, generally take a position that they can systematize the writing process with symbolic cognitive phases as a unit. They also construct the process as a whole on the basis of the finite and decisive combination relation among these phases. This tendency can be related with the point which social cognitivism and postprocess theory have criticized as “the tendency of recognizing as a universal and fixed form”. However, all of the writing process research are not performed from this classical cognitivism perspectives. There exist various viewpoints on the cognitive processes during writing. Research from the connectionism perspectives, for example, tend to investigate operation system in terms of networks instead of symbolic and fixed system. But they showed problems such as deficient research results which couldn’t make the most of uniqueness of the writing process or vague investigation on the characteristics of the network itself. Research from the enactivism perspectives showed possibility of presenting the new perspectives on the writing process, but they had limits in investigating the high dimensional cognitive process. Application of the writing process theories, however, is problematic since it is restricted to the classical cognitivism. Therefore, we need to deal with the writing processes in a multi-dimensional way and to regard it as an integral phenomena. The question of the educational application lies in how we embrace and utilize these various viewpoints on the cognitive processes.