After the sudden incident of AlphaGo learning in four weeks and defeating the professional player of the game known to have almost infinite possibilities, Go, public interests in A.I have exponentially increased. The depth and the contents of the interests were varying. All the way from how fifty percent of the job market will be decreased and replaced to how we will be able to enjoy the luxury of leisure life. AlphaGo imprinting that A.I is the central technology making the Fourth Industrial Revolution possible is what caused everything. A.I was inferring that the ways of our lives would be fundamentally changed. Davos Forum, the forum led by K. Schwab of World Economic Forum, in January 2016 in Davos, Switzerland contains crucial significance about the Fourth Industrial Revolution. Although Klaus Schwab is claiming that the development method is unclear, he is expecting such revolution all the way form individuals’ lives to economy, society, government, culture, national security, and some ecosystem as well. Among such changes, it is critical that we pay our attention to education. For example, Klaus Schwab is claiming that the Fourth Industrial Revolution is predicting our behavior style and identity by arguing that it will not only change what we do, but change the humanity itself. This prospect is paradoxically and fundamentally questioning the nature of human existence by saying ‘who are we?’ Future education is the key to the deployment and the needed ability of the education in this accelerating society. To match with this evolution, we need changes in the purpose of education and professor study as well. The purpose of educating needs to be specified accordingly to the needs of the generation, and the contents and the method of educating needs evolution as well. To have human resources with critical thinking, communication skills, cooperative abilities, and creativity, we now need to change the curriculum. It needs to change from memorization and recitation based to creative and various-emotional-developing, based on the interests, motivation, experiences, and aptitude of the students. Education can be divided into either traditional education or progressive education. Traditional education revolves around the educators and emphasizes on the more traditional ways, including order and discipline in institutions, which has been proven effective. Progressive education revolves around the students, and the educational methods become more flexible while respecting the students’ interests and curiosity. The differences in between the students get taken into consideration, and the educators become the guidance for the students’ education as well. The functionalization of education and the vertical structure in between educator and student become a meaningful future report. Basically, this is quite critical, especially considering the context, prejudice, and the institutional dimension of all. Therefore, in this article, the creativity of culture arts education will be suggested to learn the characteristics of the Fourth Industrial Revolution and to discuss the importance of raising creative human resources. Our challenge is to change the way of education. This will start by deriving and executing the education system that can be more creative than “the education structured and operated based on knowledge,” meaning knowledge-based education. Therefore, this article is presenting the correlation in between culture arts education and creativity to search for the characteristics of the Fourth Industrial Revolution, as well as to discuss the importance of raising creative human resources. Such argument is never-ending deliberation for educational philosophy in between parents and students, as well as in between the educators and the institutions.