實證教育研究基於事實與價值二分的假定，主張以純粹教育事實為研究對象，在研究歷程中袪除價值，僅對教育現象間的關係作因果解釋，使教育成為一門經驗科學。當代的實證研究係以邏輯經驗論的方法論為其模範。例如，德語世界的布瑞欽卡〈R.Brezinka〉就深受邏輯經驗論的影響，「認為教育行為是一種純粹可經驗的事實，可以透過經驗加以核證。理論的教育科學因而在尋求一種法則性認識的獲得，也因此，其陳述命題系統必須要求免於價值判斷。」此外，英語世界中的哈迪〈C.D.Hardie〉主張教育研究企圖由已有的知識導出教育的新知識，並藉著觀察和實驗去發現教育領域內新的綜合真理。教育研究可和其他科學研究作類比，目標都在建立通則，只是教育研究所得的是統計的通則。奧康諾〈D.J.O’Connor〉期望的教育理論是一組具有邏輯關聯的假設，它們能解釋教育現象，並且是可否證的〈refutable〉。

Through a critical analysis of the axiology, educational theory and educational aim of logical empiricism〈L.E〉, this study proposes to locate the positive method in educational research. Analytically the following related problems are investigated：Is positive method a unique and appropriate method applied in educational research？ Is positive method happy to investigate educational fact？ Is positive method compatible with another ones in order to grasp the different aspects of educational research? Specific consideration is also put on the recommendations for the formation of sound methodology of pedagogy.
In order to treat tactfully the above-mentioned problems, historical approach, hermeneutic method and theoretical analysis are used. After the location of the investigated problems in the introductory chapter, this thesis proceeds to the discussion of the following topics.
First of all, historical origins of the axiology of L.E. is preceded by the individualism and sensualism of Sophist’s ethical thought. Methodological dichotomy of value and fact of L.E. originates from Hume’s thought of value. However, Hume’s axiological thought is deepened and broadened by L.E. through its meta-analysis.
In chapter3, the emotive theory of L.E. puts value judgements in the category of emotion owing to their uncognizability. Value judgements are accordingly confused with personal emotive feeling with the consequence of misleading moral education. In chapter4, the foundation of emotive theory – methodology of logical empiricism – is investigated. The essential value judgement substantial to the methodology of L.E. is that human rationality is composed of only the instrumental one. This value judgement together with emotive theory constitutes of the axiology of L.E.
Chapters 5 and 6 present a critical analysis of the doctrines of educational theory and educational aim of logical empiricism with special references to its axiology, in order to evaluate the positive method in educational research. Overemphasis upon human instrumental rationality makes logical empiricists fail to grasp the wholeness of an autonomous man with varieties of potentialities. This failure results in the methodological reductionism of L.E. with consequence to mislead educational research to a limited realm of the study of raw educational facts with the exclusion of any consideration of value.
This study is summed up with the following conclusions: positive method is not the only one appropriate to the educational research; it constitutes the suitable one to inquire the technical aspects of education. However, in order to carry out an all-around educational research, methods other than the positive one should be utilized. Based on the mentioned conclusions, two recommendations are proposed:
(1)Positive method is essential in the formation of sound pedagogical methodology;
(2)Methods compatible with the positive one should be used in educational research with a view to thoroughly inquiring into the wholeness of human nature and its education.