Journal directory listing - Volume 21-30 (1976-1985) - Volume 30 (1985)

An Analysis of Logical Positivism Hypothesis in the Theory of Decision-Making in Educational Administration Author: Ching-Ji Wu


Decision-making in educational administration is the central function of the educational administrative operation, and it is also the main job of the educational administrators. So, recently, educational administration has been the focus of academic research to make further theoretical analysis about it.
Herbert A. Simon, the winner of the Alfred Nobel Memorial Prize in Economics in 1978 and renowned for his outstanding contribution to the Decision-making Theory, pointed out that the logical positivism of modern philosophy is the base of the Decision-making Theory. Thus, it is essential for us to make an analysis of logical positivism hypothesis for understanding the conception and improving the efficiency of educational administration operation.
The method of this research is theoretical analysis. The procedures are, first, to study the reference literature in order to see the key views of this theory; second, to pick up Simon's creative ideas about the decision-making theory as the blueprint for this study; third, to find out some Chinese ancient writings of similar meaning relative to the concept of decision-making.
From this research, we can arrive at the following conclusions:

  1. Educational administrators must distinguish between value premises and factual premises in order to make a rational operation.
  2. Educational administrators must correctly recognize the function and restriction of the chain of means-end for improving the accountability of educational administration.
  3. Educational administrators must understand only the correct choice of alternatives can facilitate attainment of efficient consequences.
  4. Educational administrators must establish boundary rationality conception in place of omniscient rationality and emphasize obtaining satisfactory or good enough benefits in place of optimal or maximized benefits.
  5. Educational administrators need to provide the best psychological environment for the purpose of the efficient operation of educational administration.
  6. Educational administrators must understand the significance of organizational equilibrium and provide sufficient inducement to stimulate the subordinates' morale.

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