The ultimate goal of literary education should be focused on leading students` abilities in terms of `speaking/listening/reading/writing` to those of a writer. That does not mean the writer-level abilities to use the native language are limited simply to the functional or instrumental aspects of the language. Speech and literary works can never be separated from writers` lives. Accordingly, the objective of literary education to achieve a writer-level skills of the native language is naturally directed to writers` views on life and world. That is why we as educators teaching literature should consistently retrace literary works related to 4·19 Revolution. There is a general consensus among the educators that the purpose of the education lies in such modern concepts as `freedom,` `democracy,` and `citizens.` It is 4·19 Revolution period that such concepts were profoundly speculated about and the results of the speculation were turned into literary configuration nearly firstly throughout the history of this country. Consequently, education today should refer to 4·19 Revolution and be subject to self-modification. In that sense, Kim Sooyoung needs focusing on before others. As early as in 1960`s, Kim Sooyoung cast off the framework of `logocentrical thought` that we desperately try to overcome now. His goal was to reach freedom through diverse and liberal ways. Further, to put that into practice, he advocated love instead of fighting. From that perspective, the reality where they stick to the `canonicity in analyzing literary works` in the field of teaching poetic literature is considered a problem that should be coped with first. It is imperative that we should break away from the conservatism in the field of education as soon as possible to build a reality where the `plurality in analyzing literary works` is honored. Moreover, it is urgent and necessary to study on models and methods to fairly assess the ability to analyze and accept literary works as such.