At a time when Positivism and “the scientific method” are still—with some notable exceptions—the great shibboleths of North American education on all levels and in almost every department of the curriculum, including the “humanities,” it is particularly enlightening to learn of (if not by) the experiences of a neighboring nation where Positivism was for several decades the official political philosophy of a dictatorial régime and, by government decree, the universally taught philosophy of education.