在教育研究的歷史上，政策分析已經被實證主義所主宰。Foucault在他的知識考古學中描述了實證性與科學性的界限。實證主義強調「證據本位」的原理，致力於使用「一套標準走遍天下」的公式來解釋人類行為的複雜現象。然而，Foucault認為社會科學充滿著嚴肅的價值性與權力關係，他認為客觀性的困境在於無法積極成功地研究人類的行為。此外，他主張客觀性可能會產生教育現象的窄化問題。本文的主要目的在於探索Foucault的科學性對於教育政策分析的影響。首先，介紹本研究的科學性之基本概念。其次，分析科學性的內涵與功能。第三，論述科學性理論在教育政策上的應用。最後，研究者在本文中提出一些評論。再者，在Foucault的辭彙中，政策僅為三種「治理性」的技術之一，另外兩種為軍事/外交與經濟。這些層面值得未來的研究者進一步研究。

Historically in education research, policy analysis has been dominated by positivism. Foucault describes the thresholds of positivity, and scientificity in his Archeology of Knowledge. Positivism highlight the doctrine of evidence-based, and engage to take one-size-fits-all formulas to interpret the complication of human behavior. However, Foucault assumed a social science that takes values and power seriously. He against the objectivist strands with their failure to study human activity successfully. In addition, he argues objectivist may generate the narrow views of educational phenomenon. The main purpose of this article is to explore the effect of Foucauldian scientificity theory on educational policy analysis. First, introduce the essential concept of scientificity of this research. Second, analyze the content and function of scintificity. Third, discourse the implication of scientificity theory on the educational policy analysis. Finally, researcher present commentaries of this article. Furthermore, in Foucauldian terms, policy is only one of the three technologies of governmentality, and the other are diplomatic/military and economic. These dimension worthwhile future researcher to further research.