The main question addressed is how can the structure of the fund of knowledge about education be used productively and fruitfully to organize university faculties, curricula and research programs whose purpose is to teach, extend and disseminate knowledge about education. Part One deals with the questions of: (1) what is knowledge about education? (2) why is it desirable to use the term educology to denote knowledge about education? (3) what is the origin of the term educology? (4) what kinds of knowledge about education are possible? (5) what disciplines are required to produce knowledge about education? (6) what are some different ways of organizing knowledge about education? (7) how do discipline, study and fund of knowledge differ? (8) how are the tasks of creating knowledge about education, teaching knowledge about education and using knowledge about education connected with each other and how do they differ? Part Two deals with the questions of: (1) what constitutes education? (2) what are the basic components of education? (3) what are the basic processes of education? (4) what are derivative features of education? (5) where does curriculum fit into education? (6) how do official and unofficial education resemble and yet differ from each other? (7) what is the proper domain for educological research? (8) how are the tasks of creating knowledge about education, teaching knowledge about education and using knowledge about education connected with each other and how do they differ? Part Three deals with the questions of: (1) what uses can be made of educology in naming organizations whose purpose it is to conduct research about education, teach about education and disseminate knowledge about education? (2) what uses can be made of the structure of educology in organizing faculties, curricula and research programs in universities?