This study aims to investigate the nature of an intrinsic value of educational activities under the belief that an intrinsic value of educational activities would play a pivotal role in securing an autonomous world of education even though we admitted that both intrinsic and extrinsic values of educational activities are important in our lives. For the study, two research questions are raised. First, how can transcendental values and educational values be distinguished in educational activities? Second, can the analysis of structure of meta-education provide any implication for the intrinsic value of educational activities? For the first question, the relationship between transcendental worlds and educational worlds is explored. Does transcendental worlds survive or develop without educational worlds? Does educational worlds work or survive without transcendental worlds? In an effort to find the answer to the questions, it is found that both worlds cannot work or survive without each other. The educational subject experiences an educational value in engaging educational activities moving from 1) the starting stage of flying out from the present status of transtalent, 2) through the reformulating stage of the present transtalent into a step-higher transtalent, and 3) finally to the last stage of confirming the intrinsic value of newly acquired transtalent. In contrast, transcendental values of educational activities could be experienced after the completion of a step-raised transtelent. For the second question, the structure of meta-education is analyzed. After the description of meta-education as an act of `educating education or educating in the field of education`, the question was raised about whether the former word of education and the latter word of education have the same meaning or not. The former word of education means the education as transcendental worlds, whereas the latter word of education means education as learning/teaching activities. That means that both words of education indicate different things even though they employ the same word of education. Even though the former and latter words of education means different things according to the formal logic they are following, both words of education actually mean the same thing in terms of educational values according to the analysis of the structure of meta-education.