One philosophical school, logical positivism (also called logical empiricism), held that all other scholarly disciplines should offer explanations like those of physics, the most advanced (and mathematicized) science.
Consequently, a growing proportion of today's students come from linguistically diverse families; families with different cultural understandings of the relationship between home and school; or families whose life circumstances make creating distance from school logical and self-protective (such as undocumented families or parents with multiple jobs).
Hans Reichenbach, (born Sept. 26, 1891, Hamburg, Ger. died April 9 , 1953 Los Angeles, Calif., U.S.) philosopher and educator who was a leading representative of the Vienna Circle and founder of the Berlin school of logical positivism, a movement that viewed logical statements as revealing only the basic structure of a priori mental categories and language.
In the first half of the 20th century the meaningfulness of the whole body of such affirmations was called into question by the philosophical school of logical positivism.
An example of this approach is provided by the school of logical positivism, which was developed by members of the Vienna Circle discussion group in the 1920s and '30s.
Thus from the "Short Philosophical Dictionary," published in Moscow in 1951, we learn that the school of logical empiricism represented by Rudolf Carnap, Otto Neurath and others, "is a form of subjective idealism, characteristic of degenerating bourgeois philosophy in the epoch of the decline of capitalism".
This idea was developed by the 20th-century school of logical positivism and by later philosophers such as Charles L. Stevenson (1908 79) and R.M. Hare (1919 2002), who held that the primary function of moral language is not to state facts but to express feelings of approval or disapproval toward some action or to influence the attitudes and actions of others.
A system that would require law graduates to bear some of the costs of their training, similar to their peers in medical school, seems logical and efficient, and may be especially appropriate in these economic times.
Taking services to places where adolescents congregate, such as schools, has logical appeal, but there is a paucity of evidence on the effects of school-based SRH service provision on adolescent SRH service uptake [ 7].
The last formulation blurs an important difference between two schools within logical empiricism.
Giving principals "flexibility" to run their schools sounds logical, but principals are not always in it for altruistic reasons.
