This thesis is a study on the practical knowledge and passion of elementary school teachers. Elementary school teachers experienced whole-work reading classes in the teacher-learning communities inside and outside school. The results of the study are as follows. Teacher’s social body is a body that is embodied and formed by designing, implementing, and reflecting on the lessons ‘together’ with fellow teachers in the context of the classroom situation using the whole-work reading classes. The factors that changed the social body of elementary school teachers during the whole work reading class were heuristic and persuasive passion. The result of changing the body is the acquisition of practical knowledge. The educational meaning of the change of the body is the acquisition of practical wisdom. Although the knowledge is difficult to fully explain in everyday language or fully verify with logic. However, that knowledge has the character of ‘tacit knowledge’. In the field of educational practice, teachers' practical knowledge is working relatively well. And it was concluded ‘provisionally’ that the functional state was also good. On the other hand, ‘proprietary reading’ is the traditional way of reading. There is also ‘existential reading’ in the way of reading whole works. It suggested that the problem of the gap between the two viewpoints can be solved with ‘heuristic passion’. The heuristic passion is to stay in the teacher's own educational philosophy and interpretation framework(indwelling). In addition, there is a problem of a logical gap with a teacher who has no experience in reading whole works. The problem can be solved by staying in a state of psychological co-dwelling; in other words the problem can be solved by exploring each other's psychological inner topography with ‘persuasive passion’.