Laboratory experiment has long been a distinctive feature of school science education as well as the world of science. However, quite a lot of researchers have begun to question seriously the effectiveness and the role of experiment in science education, and the case for the laboratory teaching is not as self-evident as it once seemed. There have been many attempts to figure out these problems and many suggestions have been provided. And yet, it is possible for those works to be theoretically unfocused and unfulfilling, leading to many complicated issues but little understanding the authentic educational phenomena. This study tries to show the controversy of laboratory experiment in school science is mainly due to confusions and distortions of the concept of education. In those studies the perspective on education is usually tightly bound to its function, where education itself is only considered as a means. It gives some demerits to follow the way of those discussions in order to reveal the educational aspect of laboratory experiment. This study provides an alternative viewpoint to them, and shows that the controversy can be clarified by introducing a new perspective on education. And also, it culminates with suggestions for a direction where they can find the authenticity of laboratory experiment as an educational activity.