Long before ``Creativity-Character Education(CCE)`` was proposed, literary education has theoretically investigated the possibility of students` creativity and character. Because creativity and character are essential properties of literature education, we have emphasized basic literary experiences instead of searching for extra activities. Literary experience was understood as an integrated process that improves creativity and character. However, we are now facing a situation demanding to accept literary education named ``CCE``. Every textbook author has to include ‘creativity-personality development excercise`` in his book. Then, according to textbook, teachers would have more possibility of teaching literature as mere information instead of helping students acquire original and sensual experiences.‘CCE`` is an educational response as a reason-centered education to complement deficiency of sympathy and fellowship raised from science and technology education. This is the problem in that an external problem is the trigger for an internal change. In this thesis I explain such circumstances, and propose problems of literature education as following; literature education should not be an agent of idealogical practice but an active participant of social change. Therefore, literature education should be able to present social values of the era in its essential properties.