The influence that Husserlian phenomenology has exerted on Paul Ricoeur’s initial works on a phenomenology of will is a topic where specialists have achieved a mutual agreement. One of the most evident proofs of Husserlian influence on Ricoeur’s phenomenological definitions of the voluntary and the involuntary is the method of eidetic description, which privileges imagination. We believe that the relationship found within these reflections regarding imagination and will, may give us a novel perspective for rethinking the problems of education in the Contemporary Age. Hence, this article will introduce some of these issues regarding education from Ricoeur’s perspective, after which we will outline a potential solution based on the scope of Ricoeurian phenomenology, whereupon the topics of imagination and will intersect.