The current pedagogical practices of Knowledge about Korean Language is problematic in many aspects. The concept of ‘experience’ provides us with some critical leads to solve these problematic practices. Experience, in the proper sense of the word, has the procedural and conceptual criteria. Regarding to these criteria, the current pedagogical practices of Knowledge about Korean Language has given students lots of experiences which is not pedagogical(against the procedural one), and it has not examined gravely what sort of experience it could and should give students(against the conceptual one). The Education of Knowledge about Korean Language could and should give students experiences such as thinking and examining ‘about’ Korean language itself, that is, observing, describing, analyzing and explaining it. This experience can be well conceptualized as the ‘Korean language awareness activity’. Through Korean language awareness activity, students should get ‘an experience’(J. Dewey, 1934), that is a fully replete, then finally esthetic experience. To design activities for such ‘an experience’, first of all, Korean language activities should be analytically examined according to its experiential process and product, and its practical, affective, intellectual dimension. Korean language awareness activity, however, could go beyond the bounds of these experiential qualities. It could also give students a more broad experience being a linguistic subject and an epistemic subject. These broad experiential qualities could be the solid grounds for epistemology and axiology of Education of Knowledge about Korean Language.