When science as a governance technique is applied and rationalized in social governance, educational improvement studies play their core role in educational governance. Recently, Improvement Science in Education (ISE) has introduced a large number of research paradigms, including critical, participatory, advocacy, and emancipatory paradigms. This paper proposes that the ISE lacks a vigilant paradigm as a postmodern way of thinking. Through the deconstruction of the concept of “progress”, this paper attempts to propose the important role of postmodern thinking in the construction of ISE. This article argues that the secular meaning of “progress” is tacitly accepted and ignored in the science of educational improvement. Moreover, this paper develops Derrida’s theory of political vigilance by introducing Taoist thought to the ISE.