Democracy operates on the assumption of members` participation. Educational democracy also should orientate to the active meaning construction and participation of learners. However, for the current Korean education, having the students get the holistic perspectives through language activities seems to be secondary to delivering separate knowledge. The content domain was separated from skills. Teachings are divided by schools, and the criteria of accomplishment. The literary education has a great effect on the overcoming this segregation. Literature itself is the resource which can integrate language activities and a work of art which actively reflect the life and realities. Thus, authentic Korean education should be reorganized with the central axis of literature. To do this, the arbitrary distinction of the content domain in the National Curriculum should be reconceptualized. The criteria of accomplishment needs to be established accordingly. Further, it needs to be clarified that the orientation of literature education is formation of subject. For the restoration of readers, we should make an effort to establish the literature discussion as a major learning activities and integrate the reading and writing through the integration of active language activities.