The term "curriculum" is ambiguous in that it is used to name a field of phenomena, a fund of knowledge about that field, a kind of knowledge within that fund, and the set of rules by which the fund is substantiated. This paper suggests that to relieve this ambiguity it is necessary to develop an appropriate set of terms with strict applications. "Educology" is proposed as a term meaning "the fund of knowledge about education." The term "curriculum" would be restricted to representing one aspect of the broader field called "education" and would relate particularly to arrangements made for teaching and studying. The fund of knowledge about curriculum could then be identified by the term "educology of curriculum." This fund of knowledge can be investigated in terms of the ways in which curriculum and education in general are related: conceptually, historically, legally, scientifically, praxiologically, normatively, and politically. The fund of knowledge can also be categorized in terms of the kinds of knowledge that can be distinguished in the field: analytical, normative, and empirical. (PGD)