Ordinary people and even educational researchers have a commonsense belief that the teacher-student relationship is an unalloyed model of educational relationship. However, such a common belief proves to be a misconception when they find some conflicting phenomena of the teacher-student relationship against the nature of seuseung-jeja23) relationship. This misconception comes from at least three different sources: an idea that the boundary of schooling is identical with the realm of education, a conviction that curriculum for school system regulates the process of education, and a conception that instructions in the classroom guarantee the quality of education, which reinforce one another, only distorting or at best veiling an educational relationship rather than revealing it. The school agents should conform to the constitutional rules of school system, taking roles as teacher and student, interacting in terms of what the school dictates. Henceforth, the nature of the teacher-student relationship reveals a sociological aspect in human life. The educational relationship is quite different from it, in that education is depicted as a self-regulated realm with its own structure and intrinsic rules to which seuseung-jeja should comply in order to participate in it. The educational relationship could not be maintained whenever the agents are forced to follow such extrinsic rules as shown in the school setting. Rather, it would achieve its development only when it keeps on committing to the autonomy and congeniality of education through the meta-education that is a particular built-in mechanism that education educates itself. In addition to this condition, educational relationship would be developed when it is in harmony with such other realms as politics, economy, social system, culture, and religion which constitute its environments.