This Research analyzes literary works dealing with old age and disorder, focusing on the concept of physicality, and understand the connection between aesthetics and ethics that can be raised by the narrative perspective of self and others, and proposes an appropriate direction for related aesthetic liberal arts education. From a recent post-human perspective, aesthetic analysis of physicality is important in that the possibility of overcoming physical limitations rather widens the distance between social groups and highlights the concept of normality and the problem of physical limitations. Discussions on the aesthetics of old age literature and disorder literature, focusing on physical aging and lack of physical ability, should be careful consideration. In addition, it rejects dichotomy that the self and the others of the body's differentiation. and aesthetics and ethics should be considered simultaneously, especially in literature, for existential problems against Socially Excluded Group.
In particular, it is necessary to propose specific educational directions, including thematic and expressive aspects in liberal education, as recent old age and disorder literature presents physical enhancement and lack in various contexts, including discussions of post-humanism. In literature, it should precede anything else to accurate analyze the physicality of old age and disorder socially, individually, and philosophically, and to set the content and philosophy of liberal education suitable for it. This is because in liberal arts education, the thematic aesthetics of old age and disorder are inevitably related to ethics, so educators need to try to enable learners to properly criticize values and literary appreciation.
Liberal arts education aims at an educational methodology that confirm the solidarity relationship, away from the observer's view of old age and disorder, and to properly appreciate literature dealing with Socially Excluded groups through appropriate aesthetic education. In particular, learners are encouraged to develop their ability to criticize literary expressions that describe old age, disease, and disorder as extreme situations that reveal the aesthetic device or existence of forced compassion, such as punishment, bad luck, lack or limitation. It is also important for educators to understand the rights of underprivileged groups and act within common responsibilities while simultaneously recognizing others and parties.