This essay aims to discuss on the possibility and conditions of Creative Writing Education through the Secondary Education that we are presently running on and this essay intends to result in the following discussion topics : First, the 7th education courses recognizes creative writing teaching desirably and freshly as an important process of the literature education, but if this suggestion is reflected successfully in the education field or not is another matter though. Second, Life Literature including the epic in life and the lyric in life, as a major step of the creative education, is alienated in the present education field. It seems advisable to deal with the creative educational programs together with writing teaching area rather than only connecting to appreciation teaching of the literary works. Third, the current secondary school education program and the creative education program of the major at the University tend to have the sides of focusing on the technique training. This seems not independent of cramming method of teaching, they are not effective and such an approach is also in possession of side effects. The meaning and significance of technique training should be limited to a secondary means to appreciation teaching. Fourth, the common education and regular education do not need to carry out professional writers training. The fact could be a valuable clue to determine the contents of creative education beyond a simple block of the category. In short, usually in the education field, creative writing training will have to be processed in the context of the recalling self-examining features and essential situation such as training and expansion of humanistic recognition for life.

This essay aims to discuss on the possibility and conditions of Creative Writing Education through the Secondary Education that we are presently running on and this essay intends to result in the following discussion topics : First, the 7th education courses recognizes creative writing teaching desirably and freshly as an important process of the literature education, but if this suggestion is reflected successfully in the education field or not is another matter though. Second, Life Literature including the epic in life and the lyric in life, as a major step of the creative education, is alienated in the present education field. It seems advisable to deal with the creative educational programs together with writing teaching area rather than only connecting to appreciation teaching of the literary works. Third, the current secondary school education program and the creative education program of the major at the University tend to have the sides of focusing on the technique training. This seems not independent of cramming method of teaching, they are not effective and such an approach is also in possession of side effects. The meaning and significance of technique training should be limited to a secondary means to appreciation teaching. Fourth, the common education and regular education do not need to carry out professional writers training. The fact could be a valuable clue to determine the contents of creative education beyond a simple block of the category. In short, usually in the education field, creative writing training will have to be processed in the context of the recalling self-examining features and essential situation such as training and expansion of humanistic recognition for life.

creative writing education, life literature, the epic in life, the lyric in life, literary technique training, professional writers training.