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The purpose of this study is to find the educational meanings of school graffiti from the perspective of educational anthropology, based on a presumption that graffiti reflects life-styles in a specific society and time. For this purpose, the definition of graffiti and its meanings were examined along with the consideration of its positive effects. School graffiti was categorized into four different types, such as evacuation,play, self-expression and conversation(communication), and the characteristics of each four types were investigated. The analysis of the human nature inherent in graffiti shows that it has various different anthropological functions. Especially, school graffiti plays its role as a visual tool to express students' inner mind and as an unconscious play to relieve their tensions and stress. Students can develop their imagination and creativity through the means of graffiti, and criticize their society and authority. Graffiti is easily regarded as an illicit activity, but it has many different educational functions from the perspective of educational anthropology.Considering these aspects of educational anthropology, students'graffiti needs to be understood based on their lives: Their positive,creative and liberal graffiti needs to be paid special attention while discouragement needs to be done for their negative graffiti such as damaging others or making dirty environment. Furthermore, it is necessary for homes, society and educational experts to study together for students' digitalized graffiti as students are more exposed to digital media these days.