This study aims at finding possibilities to apply the body philosophy toKorean language education’s philosophical base. A reason to apply it to Koreanlanguage education, while Merleau-Ponty’s body philosophy is called“ambiguity philosophy” had lots of ambiguous parts, is on a judgement thatMerleau-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 bea various experiences on life-world beyond linguistic experiences. Thatis, the embodied experience as Korean language educational contentscould lead the whole-person development. And then, Korean languageeducation reform a subject to express semiotic experiences by Koreanlanguage. This is due to a language environmental, timely demands thatan education of understanding and producing multimodal text is needed. Meanwhile, on a part of “ethicality”, because body schema and habitsare exerted competence, the contents design about habits on an attitudecategory in Korean language education also have to be set on a basis ofa real-experience. In other words, learner’s whole language competenceare guaranteed by the authentic educational contents. And then, by thereversibility in the flesh relates to the caring, the embodied caring areneeded in Korean language education. It means that the caring would beembodied to learners intactly using a real language actualities.