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Even though the preceding definition is like the Einstein definition in its broad
character, there is a significant difference. The Einstein definition focuses on what is reality;
the second definition implies that theory should encompass both what is and what ought to
be. That is, the latter definition implies that theory includes values. Many would argue that
value statements are not reducible to factual terms and thus are not productive of deriva-
tions that can be tested empirically.

A far more restrictive definition has been offered by Feigl:

In order to provide for a terminology which will not constantly involve us in a
tangle of confusion, I propose to define a “theory” as a set of assumptions from which
can be derived by purely logico-mathematical procedures a larger set of empirical
laws. The theory thereby furnishes an explanation of these empirical laws and unifies
the originally relative heterogenous areas of subject matter characterized by those
empirical laws.3

The Feigl definition, obviously reflecting a philosophical bent toward logical positiv-
ism, has gained wide acceptance among scholars of educational administration.4 Based on
Feigl’s definition, the use of the term theory should be restricted to a set of assumptions
from which empirical laws may be derived.

A definition that is favored by the authors comes from psychologists Calvin S. Hall
and Gardner Lindzey: “a theory consists of a set of related assumptions concerning the rel-
evant empirical phenomena, and empirical definitions to permit the user to move from the
abstract theory to empirical observation.”5 Similar is the definition proposed by Kerlinger:
“A theory is a set of interrelated constructs (concepts), definitions, and propositions that
presents a systematic view of phenomena by specifying relations among variables, with the
purpose of explaining and predicting the phenomena.”6

3 Herbert Feigl. “Principles and Problems of Theory Construction in Psychology.” in Wayne Dennis (ed.)
Current Trends in Psychological Theory. Pittsburgh: University of Pittsburgh Press, 1951, p. 191.
4 See, for example, Daniel E. Griffiths. Administrative Theory. New York: Appleton, 1959; Andrew
W. Halpin, Theory and Research in Administration. New York: Macmillan, 1966; Daniel E. Griffiths, “Evolution in
Research and Theory: A Study of Prominent Researchers,” Educational Administration Quarterly. 14 (Summer 1983),
206-208.
5 Calvin S. Hall and Gardner Lindzey. Theories of Personality. 3rd ed. New York: Wiley, 1978 p. 15.
6 Fred N. Kerlinger. Foundations of Behavioral Research. 2nd ed. New York: Holt, 1973, p. 9.