The educological perspective treats the educational process as a dependent variable and other factors or processes as independent variables. Educological inquiry can be of at least three kinds, depending on the logic of inquiry implied by the questions which are posed in the inquiry: analytic, normative, or empirical. Successful educological inquiry either affirms, disaffirms, or adds to the existing fund of recorded propositional knowledge about the educational process. That fund of knowledge is properly named educology. The educational process upon which educological inquiry focuses is one in which someone teaches and someone studies some content within some social and cultural milieu. The basic elements or components of the process are teacher, student, content, and setting. Its derivative components include intentions, methods, styles, resources, and language used by teachers and students. Educology is the fund of recorded propositions about the educational process. One can study educology, and from this study, extend knowledge about the educational process to produce descriptions, explanations, and predictions of extant educational phenomena. (PN)