Abstract

An educational text is not merely a collection of content to be transmitted to its audience; the selection of content, the ways in which different elements are related, and the manner in which they are interpreted also shape the horizon of understanding available to the reader. This article examines how these processes can be analyzed in an interdisciplinary educational text. To this end, Philosophy, Science, and Religion for Everyone is selected as a case study, and a philosophical–methodological framework is proposed for analyzing knowledge representation within the text. The framework brings together three processes—selection, organization, and interpretation—with five analytical dimensions: pedagogical, epistemological, interdisciplinary, theological, and historical, which are incorporated into an analytical matrix. Examination of selected textual instances shows that the representation of knowledge in the book is not limited to the selection of topics; it also involves establishing relations among different domains of knowledge and shaping the formulation and interpretation of the issues under discussion, thereby constructing a particular account of the relationship between science, philosophy, and religion. The article therefore argues that analyzing such texts requires attention both to what is represented and to how it is represented. Within the limits of this case study, the proposed framework provides a means of illuminating this relationship.