This study investigates the representative usages of ‘higher education’ in the current discipline of education and tries to critically deconstruct it. Any academic terminology must have ‘academism’, ‘uniqueness’ and ‘endogeneousness’ as its basic conditions. However, falling short of satisfying such criteria, the term ‘higher education’ has rather been used in the institutional context as related to the realities of university level school system, other extrinsic academic disciplines’ context such as sociology and economics, as well as in the functionalistic context such as designing the tools for national development, human resources production, etc. The abuse of the term ‘higher education’ has resulted in a problematic situation in which the status of ‘education’ as an autonomous academic discipline has degenerated into a common sense, everyday discourse, negating the uniqueness of educative processes and values and reducing them to extrinsic phenomena. In light of the status quo, this study suggests several desirable solutions. First, ‘higher education’ as used in the institutional context must be replaced by ‘university’ or university related words. Also, ‘higher education’ as used in other academic disciplines must be clarified in its meaning so as to describe the specific phenomenon that the other discipline tries to describe. Finally, the discipline of ‘education’ as understood today can be changed to ‘interdisciplinary approaches to teacher training’, and the discipline committed to studying endogeneous educational theories, concepts and terminology could be reestablished as ‘educationolgy’. From this an autonomous academic discipline such as ‘edcationology of university’ can also be derived, and, in turn, its sub-divisions such as ‘educationolgy of academic disciplines’, ‘educationolgy of university as educative realm’, ‘educationolgy of university’s educative activities’ could also be devised.