Michel Foucault, a French philosopher, was an enigma, a massively influential intellectual who steadfastly refused to align himself with any of the major traditions of western social thought. He was one to engage in relentless pursuit of understanding the strangeness that he discovered behind the mask of familiarity. Foucault really discovered the centrality of education in the construction of modernity. What we need to consider is how education function as the hyphen in the power-knowledge relation. Foucault's legacy to us is the identification of this mysterious but potent reality. There are three purposes in this study: 1.To explore the main point of Foucault's thought. 2.To present implications for education through the unfolding with Foucault's thought. 3.To mention recommendation for improving educational development. Literature survey was used in this study. In the actual exploration of Foucault's thought, the study puts Foucault himself under examination: to question whate he meant by 'archaeology and genealogy', 'discourse', and 'power/knowledge'. In the end, this study presents three recommendations: 1.To Draw attention to the 'local' educational research. 2.To reconstructing an 'open' educational power relation. 3.To Create 'equal but differnt' educational knowledge and theory.