Along with processes of digitization, medialization and globalization of communications and lifeworlds new topics, subject matters, conceptualizations, and methods have been developed in educational research and practice. On the one hand, from a diachronical perspective we can notice how new aspects of education (Bildung), upbringing (Erziehung), learning and communication have been addressed. On the other hand, from a synchronical perspective we can see a simultaneity of the non-simultaneous in terms of understandings, approaches, methodologies, and forms of mediation and collaboration. Although more and more open initiatives and open educational resources (OER) as well as international collaborations and transnational intellectual networks are brought forward, epistemological aspects of the usage of different key concepts are widely underestimated. The paper starts (1) with an outline of selected understandings of education, learning, and literacy considering examples of various reference works, followed (2) by a discussion of critical epistemological aspects by way of contrastification and relationing conceptual dimensions. Finally (3), the contribution aims at a sketch of polylogical design principles for educational knowledge organization.