This chapter provides an account of an original educational philosophy, developed by one of the most significant philosophers of the late twentieth and early twenty-first centuries, Roy Bhaskar. Though he directed his attention to wider matters than education , his philosophy has implications for the way we can understand how the world is structured and in turn how we can transform it to accommodate a desire for a better arrangement of resources for human well-being. It is thus both a theory of mind and world, and, in addition, a theory of education. Roy Bhaskar's philosophy has a view on the following important matters: intentionality , agential capacity, materialism , the possibility of describing and changing the world, progression , education and the lifecourse , essentialism and human nature , pedagogy, knowledge and knowledge-development, the formation of the self, curricular aims and objectives, being with other people, the self in the learning process, the relationship between the self (or agency ) and the environment , stratification , emergence , representation and its different modes, structures and mechanisms, the dialectic , and criticality .