The term "educology" refers to the entire fund of recorded knowledge about the entire educational process. This fund of knowledge can be extended through three types of disciplined inquiry: empirical, focusing on scientific and praxiological knowledge; normative, focusing on the intrinsic value of aspects of education; and analytical, focusing on the analytic philosophy of education, the history of education, and the jurisprudence of education. The concept of "educational philosophy" covers both normative and analytical concerns that should be kept distinct. Like anthropology, sociology, and psychology, educology refers to the effects of variables on its central subject. That is, the term "sociology of education" refers to education's effects on society, whereas the term"educology of society" refers to society's effects on education. The term "comparative education" is closely related to educology in at least one of its major meanings: both refer to funds of knowledge about teaching and studying processes and both emphasize the importance of making comparisons between entities within the larger field of education. Although the term "comparative educology" is redundant in that the educological process must involve comparison, it is a useful term since it reminds researchers that evidence for generalizations must be drawn from the total range of ethnic and national contexts that exist in the human community. A three-page bibliography is included. (PGD)