The historical flow of understanding of self and ego-exploration is broad and extensive. Self-understanding is like a study of human nature. The traces of innumerable efforts to correctly recognize and establish the human nature can be found through the prospect of ancient traditions of the East and the West and the spiritual performances of religious people. The process of understanding self-understanding and self-discovery in its context has also been explored with different perspectives and different perspectives and approaches among different disciplines. From the viewpoint of analytical psychology today, self-discovery can be understood as a process of self-actualization based on understanding of self. In addition, self-discovery is a self-transcendence pursued by modern religions and other universal religions, including psychoanalytical psychology. In other words, it can be interpreted as a series of processes for self-completion. As such, the various academic positions and views on self-discovery are complex and diverse. The purpose of this study is to examine the significance of self-discovery, which is commonly pursued by each academic and universal religion, by comparing the various academic views and positions of self-discovery. Based on this, the second objective was to present the role of religious education for self-discovery and concrete teaching contents and teaching methods for its practice. In order to do this, we proposed 8 cases of concrete class activities that are expected to be needed for school classes that can be considered as a practice field of religious education and that are expected to be applicable even if they are useful in constructing religious education class programs.