The paper defines and classifies educology and examines its merit from the perspective of philosophy of science and its significance for the methodology of educational inquiry. The term educology implies a body of knowledge with scientific merit that is unique to the description and explanation of teaching-learning processes. Chapter I discusses education as a teaching-learning process, followed by presentation of qualitative, quantitative and performance examples of education in chapter II. Chapter III presents anecdotes on educology from educational literature. The relation of educology to sociology and psychology is explored in chapter IV, followed by discussion of how to produce educology in chapter V. Two types of theory models of educology are discussed: (1) mechanistic, consisting of parts that act in predetermined ways to bring about specific effects; and (2) organismic, structured as a unit whose content and form are determined by function. Chapter VI focuses on the importance of educology in sorting out linguistic confusion in educational research. Ways of furthering educology are identified in chapter VII, including training in educational research methodology, statement of objectives in educology programs, and improved teacher education. The conclusion is that educology must have a degree program on the university level if it is to nurture and advance knowledge about education. (Author/DB)