When knowledge is not merely discovered but constructed by the knowing subject, it must be derived from the respective prior knowledge. This is the central thesis of this book. It further leads to the question of how the (sub-)processes of knowledge acquisition and their logic can be reconstructed. In this regard, particular emphasis is placed on the epistemology of Charles S. Peirce and his differentiation between abduction, deduction, and induction. From a didactic perspective, this presents a systematic reconstruction of the learning process, as has been called for since the beginnings of teaching-learning research, but has never been developed. Based on this, not only questions of knowledge acquisition and application can be systematically analyzed and designed, but also teaching-learning processes, as demonstrated with relevant examples.