The purpose of the present study is to evaluate by classifying the views on the fact-value problematic in educational administration in the epistemological sphere. For this purpose the debates on fact and value in philosophy of science and administrative science were examined preferably. Based on literature review it was observed that logical empiricism which excluded values from scientific inquiry dominated the social sciences since the first half of the twentieth century. It was also understood that educational administration, which has the authentic and scientific claims, excluded the value domain from inquiry based on logical empiricism since 1950s. In the end it was concluded that radical critics against the logical empiricism increased and the debate on fact-value problematic in epistemological sphere became popular in the field in the following years.