The educational research on Dangun Myth has been conducted on the common sense view that education equals with schooling. Instead of generating its own concepts and theories, it tends to depend on such heterogeneous disciplines as history, philosophy, psychology, sociology, etc. But this line of research fails to explore education as universal, omnipotent mode of life. It can hardly incorporate education in and out of school. Furthermore, neither can it integrate such heterogeneities into a homogeneity, mainly resulting in confusion of educational context, distortion of educational facts, and instrumentation of educational process. This study is one of the new attempts to reverse the traditional trends and to establish educational science as an autonomous discipline. It assumes education to be unique mode of life, conceptually separable from other areas and then under the assumption explores its clear boundary with a structural perspective. With this purpose I pay special attention to the structural relationship between Hwanwoong and Woongnyu, the superior from heaven and the inferior from earth. They showed two kinds of transformational activities on the parts of main figures in the story, “upward transformation” and “downward transformation”, each assuredly corresponding to learning and teaching respectively. The interactional activities between the two are found to be an educational relationship with three steps, formative, continuative, and conclusive in a timely sequence. This finding is quite different from the previous studies that tend to interpret the myth as a symbolic representation for the perfect human being pursuing the absolute form of knowledges in school. The structural analysis instead reveals the new facts that they in actuality interact cooperatively for educational purposes. Although many important aspects of education might remain untouched due to lack of imagination in this study, it is concluded that this kind of work is worth attempting and should be continued.