# data[].attributes.headline
A style of systematic management that is focused on improving worker efficiency and productivity through divided tasks, higher levels of management responsibility, proper planning, and appropriate incentives.  

# data[].attributes.subject
A style of systematic management that is focused on improving worker efficiency and productivity through divided tasks, higher levels of management responsibility, proper planning, and appropriate incentives.  

# data[].attributes.body
(Taylorism, 2014)

# data[].attributes.headline
A theory in epistemology that grounds all human knowledge to empirical, verifiable, and scientific facts.  Mathematics and logic are central in the determination of whether knowledge is valid, thus dismissing metaphysics as irrelevant (Mastin, 2008).

# data[].attributes.subject
A theory in epistemology that grounds all human knowledge to empirical, verifiable, and scientific facts.  Mathematics and logic are central in the determination of whether knowledge is valid, thus dismissing metaphysics as irrelevant (Mastin, 2008).

# data[].attributes.body
There is no meaning in the ideas of  metaphysical ideology.

Generalized, or priori, statements are rejected in favor of factual statements that can be proven.

A standard language of science should be developed.

(Logical Positivism, 2015).

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Using the lens of positivism, education can be viewed in a way that results in purely analytically and emperically driven curricula. "It can be said that ideal of education is to be trained to think scientifically for the purpose of uncovering facts and analytically for the purpose of uncovering humbug (Singh, 2016, p 5)."

# data[].attributes.body
Ernst Mach
Ludwig Wittdenstein

# data[].attributes.headline
A theory that expanded the idea that empirical, scientific facts were the only form of real knowledge into a rounded idea that accepted the need for naturalistic and qualitative approaches to knowledge (Panhwar, Ansari, & Shah, 2017). 

# data[].attributes.subject
A theory that expanded the idea that empirical, scientific facts were the only form of real knowledge into a rounded idea that accepted the need for naturalistic and qualitative approaches to knowledge (Panhwar, Ansari, & Shah, 2017). 

# data[].attributes.body
Patterns can develop in social assumptions that can be measured through observation based research methods.

Plural research is essential in understanding all facets of knowledge.

Understanding the research question and its underlying factors is as essential as understanding the measurable answer to the question.

(Fiss, 1980, Henderson, 2011)

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The importance of naturalistic and qualitative research methods in social sciences is immense. The understanding of patterns, factors and causes of human actions and assumptions has immeasurable value in the realm of educational research (Henderson, 2011).

# data[].attributes.headline
A theory about how people learn about and understand the world around them through experiences and situations (EBC, 2004). 

# data[].attributes.subject
A theory about how people learn about and understand the world around them through experiences and situations (EBC, 2004). 

# data[].attributes.body
Learning occurs when cognition works to resolve differences between current knowledge and experiences that occur.

(Gash, 2015)

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The constructivism theory of learning as a bi-product of understanding and interpreting experiences has had a dramatic effect on education through the last few decades and is a driving force in the shift from teacher-centered to learner-centered instructional methods.
(Gash, 2015, Ertmer & Newby, 1993).

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Jean Piaget

# data[].attributes.body
Systematic management is more essential than extraordinary workers.

Management must assume responsibility to taking viable information relevant to the work and transforming it into plans, rules, training, and applications for the workforce.

Division of labor is the key to efficiency.

(Taylor, 1914)

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The current public school system’s structure is largely structured around Tayloristic practices, especially, the grading practices applied to student success measurements.
(Au, 2011)

# data[].attributes.body
Frederick Taylor

# data[].attributes.body
"Taylorism." Salem Press Encyclopedia. Salem Press. 2014. Retrieved from http://eds.b.ebscohost.com.easydb.angelo.edu/eds/detail/detail?vid=1&sid=3f4d67c6-0a5f-4b3a-8c60-5b6712d5840f%40sessionmgr102&bdata=JnNpdGU9ZWRzLWxpdmU%3d#AN=100259320&db=ers.

Au, W. (2011). Teaching under the new Taylorism: high‐stakes testing and the standardization of the 21st century curriculum. Journal of Curriculum Studies, 43(1), 25-45.

Educational Broadcasting Corporation (EBC). 2004. Constructivism as a Paradigm for Teaching and Learning. Retrieved from http://www.thirteen.org/edonline/concept2class/constructivism/

Ertmer, P. A., & Newby, T. J. (1993). Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective. Performance improvement quarterly, 6(4), 50-72.

Fiss, O. M. (1980). The Varieties of Positivism. Yale LJ, 90, 1007.

Ganly, S. (2007). Educational philosophies in the classroom: the categories of various teaching philosophies. Retrieved from http://www.doe.in.gov/sites/default/files/cte/ncteb-edphil.pdf

Gash, H. (2015). Knowledge Construction: A Paradigm Shift. New Directions for Teaching and Learning, 2015(143), 5-23.

Henderson, K. A. (2011). Post-positivism and the pragmatics of leisure research. Leisure Sciences, 33(4), 341-346.

https://www.britannica.com/topic/logical-positivism

Logical positivism. 2015. Encyclopedia Britannica. Retrieved November 10, 2017 from https:/www.britannica.com/topic/logical-positivism.

Mastin, Luke. (2008). Logical Positivism. Retrieved from http://www.philosophybasics.com/branch_logical_positivism.html

Panhwar, A. H., Ansari, S., & Shah, A. A. (2017). Post-positivism: an effective paradigm for social and educational research. International Research Journal of Arts & Humanities (IRJAH), 45(45).

Singh, A.P. (2016). Role of logical positivism in educational understanding. Sai Om Journal of Arts & Education, vol 3, issue 9. Retrieved from http://www.saiompublications.com/journal/index.php/ISSN-2348-3520/article/view/873/pdf_49

Taylor, F. W. (1914). The principles of scientific management. Harper.