Educology

Knowledge of Education


Alternative Views of Educology

Broader Views

Some may argue that the domain educology should be more comprehensive, and, for example, include the combined area of both circles in the Venn diagram of learning--in which case education would also include discovery learning and compelled learning.

Narrower Views

Some may argue that the domain of educology should be limited to "the fund of knowledge about the educational process" (Wikipedia, n.d.). This would appear to limit educology to discourse about educational processes. While this may be a common usage of educology, this restriction is not made in the definition of educology here. For example, educational structures are included here, conceived differently from temporal processes.

The common usage restriction to discourse, defined as "warranted assertions, valid explanatory theories and sound justificatory arguments about the educational process," (Wikipedia, n.d.) is not made here. This would appear to restrict educology to quantitative (theoretical) educology only.

Justification of Definition of Educology

Educology is not restricted to quantitative only here; qualitative educology and performative educology are also included (see Steiner, 1988 and types of educology). She provides criteria for evaluating descriptive theory:  exactness, exclusivity, exhaustiveness, external coherence, extendibility, equivalence, chaining, and substitution (pp. 64-74).  Qualitative and performative educology are justified for inclusion in educology, both by the criterion of exhaustiveness (covers all relevant phenomena in education) and by the criterion of external coherence ("fit[s] in with extant theoretical knowledge" (p. 68)). Knowledge of uniques and knowledge of performances in education are included (exhaustiveness criterion). The three kinds of educology "fit in" with three kinds of knowing that Maccia and others have identified, the difference being that knowledge consists of recorded signs of knowing (external coherence criterion).

The epistemology of educology should not be conflated with educology itself. That the epistemology is theoretical (quantitative) knowledge does not imply that the domain of educology should exclude preservation of signs of knowing about qualitative and performative phenomena in education.

Finally, recorded signs of knowing about learning can be iconic, indexical and symbolic, and such signs can be preserved in a variety of media (print, audio/video recordings, holograms, etc.). Such recorded signs need not be restricted to propositional knowledge (warranted assertions, explanatory theories, justificatory arguments). See Maccia (1988) for discussion of these further kinds of knowing (how and that-one). Also see Peirce's definition of symbolic signs (and his Collected Papers).