This paper documents some of the "bad press" that Positivism has received in science education; it delineates the varied, and sometimes contradictory, ways in which educationalists characterize positivism; it indicates that Constructive shares the same philosophical commitments as the instrumentalist tradition in positivism; and it suggests that there is considerable educational gain in reconsidering the philosophical and educational commitments of the non-instrumentalist, logical empiricist, tradition in positivism. The paper proceeds by examining and elaborating upon two educational papers of Vienna Circle members Philippa Frank and Herbert Feigl. It is argued that a number of the philosophical and educational "principles" of these foundational positivists are of value to educators facing a worldwide drift from natural sciences in schools and universities, and an increasingly strident anti-science lobby in universities and society. There are at least some positivist babies that should not be thrown out with the educational bathwater.