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Paulo Freire, one of the most influential educators in the world, has been known for his contribution to establish theoretical foundation of liberation theology and educational theory for the grass-roots in Korea. This article aims at re-stating his educational theory from ethical perspective and revealing his limitations on gender relation. His theory focuses on human liberation for all the marginalized, not just for women, but his 'universal human ethics' can be thought to provide some critical concepts and logic, and significant implications.
First, ethical foundations in Freire's educational theory was examined from two parts: human beings and world, and communications and dialogue. Human beings with unfinishedness(incompleteness) cannot avoid valuing from his choices and judgments, and so his active interventions in the world are supposed to make transformation. Second, this article drew a comparison between Freire's ethics and feminist perspective, and identified the similarities and differences between them. Freire sits close to feminists for his great, not strong, interest in gender relation when his refusing the paternalistic, but he shows some unavoidable differences: his initial and everlastingly deep interest in class (poverty, slum ghetto, poor peasants, city laborers, etc); and abstract concepts like 'humanization', 'being human', and liberation; and negligence of feeling and experience as source of knowledge.
In conclusion, this article suggest post-modem educational theory and practices with the help of feminist perspective in Korean society should be based on the principle of 'recognition of differences', including class, gender, and race, which is believed to be able to overcome comprehensive dehumanization and violences in our present schools. In addition, the principle need to be made concrete through the programs such as stimulating and respecting students' experience of daily human-right, cultivating peace-sensitiveness, and practical use of eco-feminism.

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