The National Research Council report, "Scientific Research in Education," claims to present an inclusive view of sciences in responding to federal attempts to legislate educational research. This article asserts that it narrowly defines science as positivism and methodology as quantitative, rejecting postmodernism and omitting other theories. Uses postmodern analyses to illustrate the danger of the report's normalizing discourse, urging researchers to beware of those who reject diverse epistemologies and methodologies. (SM)