It is an irony that current educational researches which have relied mainly on so called other disciplines such as philosophy, psychology, sociology actually results in distorting or at best veiling an educational phenomenon rather than revealing it. This study explains why such misgiving happens in terms of the accidental history of educational research and then by using simple figures and diagrams explains theoretically what the real nature of education and its development would be. Categorical difference between education and schooling which ordinary people and even educational researchers have so often been in confusion is clarified once and for all indicating that the former belongs to a realm of life whereas the later a space of life. Education is depicted as a self-regulated realm with its own structure and intrinsic rules to which the educational agents should conform in order to participate in it. In a such theoretical context, educational development is defined as the desirable state that people spontaneously participate in and enjoy an educational life whenever and wherever they wish. Remaining discussions focus on how to achieve the educational development in our daily life. Two main means are suggested. The one is what is called meta-education, a particular built-in mechanism that education educates itself. In addition to keeping on regulating its autonomy and congeniality through this mechanism, education could be able to get as many supports as possible from or at least tries to be in harmony with such other realms as politics, economy, social system, culture, and religion which constitute its environments.