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Abstract

This article provides analyses, describes dilemmas, and suggests way forwards in the teaching of knowl­edge organization (KO). The general assumption of the article is that theoretical problems in KO must be the point of departure for teaching KO. Section 2 addresses the teaching of practical, applied and professional KO, focusing on learning about specific knowl­edge organization systems (KOS), specific standards, and specific methods for organizing knowl­edge, but provides arguments for not isolating these aspects from theoretical issues. Section 3 is about teaching theoretical and academic KO, in which the focus is on examining the bases on which KOSs and knowl­edge organization processes such as classifying and indexing are founded. This basically concerns concepts and conceptual relations and should not be based on prejudices about the superiority of either humans or computers for KO. Section 4 is about the study of education in KO, which is considered important because it is about how the field is monitoring itself and about how it should be shaping its own future. Section 5 is about the role of the ISKO Encyclopedia of Knowl­edge Organization in education of KO, emphasizing the need for an interdisciplinary source that may help improve the conceptual clarity in the field. The conclusion suggests some specific recommendations for curricula in KO based on the author's view of KO.