Everyone seems to be talking about collecting, or so it seems – and in the most diverse contexts. Collecting is both a social practice and an anthropological constant, focused on generating meaning through the discovery or construction of order relationships. However, collecting is also an aesthetic dimension of action that manifests itself early in childhood, originating from playful activities. It is an attempt to productively decipher the world and its phenomena. A collection is thus a rhizomatic conception of the world, characterized by an experimental and open coding of materials, which is communicatively inscribed in societal structures. This includes the wild collections of early childhood, pop cultural arrangements, baroque wonder cabinets, criterion-based museum collections, as well as self-reflective learning portfolios and scientific documentation. The present book, which documents an interdisciplinary lecture series at the University of Osnabrück from 2013, explores through contributions from various academic disciplines the extent to which inherent processes of collecting can be identified, understood, and utilized for further educational contexts. Experts from education, social sciences, humanities, and cultural studies illuminate this phenomenon in a practical and discursive manner, resulting in a multifaceted and accessible picture.