The influence of positivism and post-positivism in public education is critiqued. Post-positivism is identified with the movement extending from T. S. Kuhn (1962, 1970). Logical positivism is discussed as a paradigm based on the philosophy of Enlightenment, the age of reasoning, and the work of A. Compte. The critical theory of society, emerging from the thinking and writing of the Frankfort School for Social Research between 1920 and 1940 is also considered. Like post-positivism, critical theory rejects logical positivism. On these bases, organizational alternatives for education are forwarded. The three major alternatives covered are: (1) loose coupling as described by K. E. Weick (1976); (2) organized anarchies and garbage can models as described by M. D. Cohen and J. G. March (1974) and March and J. P. Olson (1976); and (3) organizational culture as described by T. E. Deal and A. A. Kennedy (1981). The pertinence of these intellectual movements on education in Texas is outlined. (TJH)