This article focuses on the direction in which literature education is designed to promote inter-cultural sensitivity related to peace, human rights, power generation, batter understanding, and the formation of community in a multi-cultural society. We discussed how educational contents and learning activities should be taught in the context of literacy education. Through discussions, researchers found that it is possible to form the intrinsic purpose of human literacy in literary education, such as self-understanding, understanding others, forming a community, etc. through learning of such important concepts. We also argued that the recognition of literary works as a practical goals in teaching-learning situations and the ability to produce them are necessary for learning important concepts such as increasing inter-cultural sensitivity, Practical goals, and so on, were found to be mutually examined and coordinated in an integrated hierarchical framework. The contents of literacy education for the promotion of inter-cultural sensitivity are presented at the achievement standard level divided into cognitive aspect, action aspect, and constructive aspect, and the presented success criteria are embodied as learning activities The learning activities are aimed at the Lee Chang-Rae’s “Gesture life” and focus on “understanding the others” and “understanding and forming a community” in order to learn important concepts such as increasing inter-cultural sensitivity.