On the assumption that, when reading poetry, the learner’s understanding of the other is both procedural and circular, this study suggests that poetry education should enable the learner to recognize the characteristics of the other and elaborate upon them in the interpretation process. For this purpose, this study first considers the relationship between lyricism and the other, revealing that the reader’s active interpretation efforts lead to an understanding of the other in lyric poetry. Drawing on this perspective, this study takes the leper poet Han Ha-un’s poem as an example to suggest that, in order to foster understanding of the other, poetry education should emphasize “focalization based on singularity perception,” “identification through immersion in lyrical situations,” and “adjustment of valuation of the other by reflection of reception history.”