The purpose of this study was to comment on the potential of normative approaches to educational policy research. 　Thirty years ago, when the Japan Academic Society for Educational Policy was founded, leading researchers pointed out the importance of normative and empirical research. Since then, normative research has not been pursued actively. There are now stronger voices advocating for the development of education policy research as an empirical policy science. Is there no longer the possibility of a normative approach to educational policy research? 　In recent years, several ambitious studies have emerged that argue for a critical inheritance of　the　“People’s Educational Right” theory. Although their intentions are important, their arguments, which are clearly not positivist, lack a methodology for educational research. 　Japanese political science, which was theoretically influenced by American political science, is divided into two parts: empirical policy science and normative theoretical political studies. Importantly, researchers in the latter part are keen to engage in methodological discussions in favor of a normative approach. Educational policy researchers should learn from these arguments. 　Keywords: Educational Policy, Political Science, Empirical Approach, Normative Approach, “People’s Educational Right” Theory