The purpose of this research is to present the concept and direction of the other-oriented education which can be applied to the poetry education. The implication of a literature work is realized through the character’s life as embodied by the author. Therefore, recognizing the conditions under which the character is situated and his thoughts and sentiments are primary objects in the literature education. The literary works become a medium providing a wide range of ways of life that one might not be able to experience in reality. The learner assumes the other as a being distinct from self and forms a sense of identity, escaping from egocentric self-identity and accepting different people living in their own life-styles. From this perspective, the other-oriented education that the literature education must pursue can be established to go further from simply understanding the other to having the other-oriented attitude. And through this, three directions can be set for the other-oriented poetry education. First, the subject discovers the significant other through the shared situation. Next, the subject can come close to the other by building sympathy. By the series of this process, the subject reaches to understand the other as restructuring the context of the other’s life. After all, the learner comprehends the other in the course of interconnecting with the life of the other and establishes a sense of identity oriented toward the other through the other’s perspectives.