Lee, Ho-hyung・Kim, Hey-souk This study aims at finding possibilities to apply the body philosophy to Korean language education’s philosophical base. A reason to apply it to Korean language education, while Merleau-Ponty’s body philosophy is called “ambiguity philosophy” had lots of ambiguous parts, is on a judgement that Merleau-Ponty’s body philosophy is interpreted in “experience” and “ethicality”, so it could be a philosophical base of Korean language education. As a result, the experience in Korean language education would be a various experiences on life-world beyond linguistic experiences. That is, the embodied experience as Korean language educational contents could lead the whole-person development. And then, Korean language education reform a subject to express semiotic experiences by Korean language. This is due to a language environmental, timely demands that an education of understanding and producing multimodal text is needed. Meanwhile, on a part of “ethicality”, because body schema and habits are exerted competence, the contents design about habits on an attitude category in Korean language education also have to be set on a basis of a real-experience. In other words, learner’s whole language competence are guaranteed by the authentic educational contents. And then, by the reversibility in the flesh relates to the caring, the embodied caring are needed in Korean language education. It means that the caring would be embodied to learners intactly using a real language actualities.