The modern paradigm of art education that focused on the creative-self expressionism is questioned and the social responsibility in art education is raised in the context of Korean art education. Cultural art education that began in early 2000 has played the most important role in social function. This study explores the social function of art education based on Social Reconstruction in relation to cultural art education in Korea. First, this study investigates on the myth of art education that has prevailed in modern art education in Korea as well as the West in order to discuss the discourse of social reconstruction art education. The belief of creative-self expressionism is related to the paradigm of modern art, mystification, and originality. Second, this paper explores the social background of the social reconstruction as a consequence of the Second World War in the U.S. Exhibitions, art critics, and school art education were focused on the prevailing the status of the nation in the international society. Third, the theoretical background of social reconstruction is discussed with a focus on the thoughts of John Dewey. Dewey's philosophy on art, education, and community influenced multicultural art education. In particular, a multicultural and a social reconstructionist approach emphasizes the heighten personal ability of critical literacy and provides a critical eye towards the world in which we live. Finally, this study examines cultural art education in Korea based on the investigation of a social reconstruction perspective. Cultural art education (that has been practiced by the government for 10 years) is discussed in terms of the current status and a theoretical framework.