The main focus of this paper is to philosophically define the point of nurture with regard to creativity. Through philosophical questioning about the essence ofboth human being and the world, the observation of the historical foundation of education and the possibility of its founding, leads to the conclusion that the essence of human's freedom is that true emancipation nurture is based on creativity. The first part of the paper raises the question of what is philosophy at all and how to approach the problem philosophically. By comparing philosophy with other sciences, we discover that it is actually a "twisted world" triggered by the wonders of those self-explanatory. Through Husserl, Heidegger, Hegel, and Kant's discussion, we come to the point that the fundamental questions of philosophy are the question of the being, the question of the world, the question of truth and the question of God. In the second part of the paper, the place of nurture in philosophy is defined. Briefly, historical change of the goals of nurture has been presented, from traditional nurture as a preservation of value to progressive nurture as a nurture for change. Then the origins of the historical foundation of nurture as "moral nurture" and the possibility of ethical foundations of nurture are presented. It also raises the question of the role of nurture in human emancipation and of the possibility of establishing truly emancipator nurture. To answer these questions, it is first necessary to determine the essence of human and the world. Answers are found in the third part of the paper where the knowledge that human is in his essence a practical being, and as an erotic or creative being, finds the meaning of its existence in freedom. Thus, man's emancipation can only be achieved through creativity, therefore the nurture, to be a truly emancipator nurture, has to be erotically or creatively founded.