The education of children and youth is based on two non-controversial assumptions. The first is that it relies on communicating the cultural heritage of previous generations. The second is that it is essential to choose from the overall humanity achievements only that which is useful and effective for young people to deal with current challenges. Based on these assumptions, we now see two strategies for action in the field of education. The dominating one relies on the principle that the adult generation decides on the cultural achievements to be absorbed by young people. The second one involves assisting young people in using the achievements of humanity on their own responsibility. The dominant strategy limits the creative work of students and teachers to the field of methods and ways to achieve goals of education established outside of schools by the ideology prevailing in society. The alternative liberates educational creativity at school from this constraint and relieves it to the full extent with the creation of a school education program by teachers and students. The data from an empirical study confirm that the dominating thinking about education among teachers narrows it down to teaching methodology, and in thinking about the value of education what prevails over the autonomy of education is the dependence of the value of education, limited to the utility and benefits obtained from it. The data from the study also suggest that the understanding of educational creativity depends on the way in which education is valued. Based on these findings, realistic plans to emancipate education in the lives and development of individuals and societies can be created.
