Human desires are forced to continue producing visual outcomes. When human beings attempt to achieve the desire for a richer, better, more abundant life, they need to more sensitively respond to a variety of visual culture phenomenon messages and to carefully interpret and judge their relations amicably. The present and past social, culture and historical contexts are related to the present phenomena so that it is needed to understand and overcome discontinuity and unexpectation rather than disconnection and unicity. Visual culture education should be able to expand understanding activities of visual culture objects, so as to improve learner's possibilities of internal self-criticism. It is also possible to suggest needs for positive questions and aesthetic communication through relations to visual culture phenomena. It is apparent, however, that our critical education tends to place too much emphasis on comprehensive and common objects and, therefore, that it has to be reviewed very carefully. The purpose of this study is to change the understanding of critical education as a part of visual culture education, to suggest needs for its expansion, and to find critical methods by interpreting relations reflecting learner's visuality. To accomplish the purposes, this study was carried out in the following ways. First, to examine the visuality concerning the ‘relation' meaning of self and object. Second, to emphasize the needs for understanding the mutual relations of 'look' and 'show' among visual culture phenomena while recognizing visuality and to suggest the importance of its understanding, interpretation and judgment. Third, to suggest methods for critical education needed to interpret relations to visual culture.