This paper is intended to diagnose the subject’s future through identifying the subject’s dynamics and development with a concept of evolution. Evolution is originally a biological concept, but it has widely applied even to humanities and social phenomenon today. When the subject’s evolution is identified, the subject (or research of subject education) is deemed as an organic existence. That is, the subject considered as a certain autonomous organism of trying to assimilating and adjusting with various ecological conditions. By analogizing from the individual type, it is equal to the method of examining the evolutionary aspect of the individual subject. As the factors for the subject’s evolution, there are 1) Theorizing the subject education through academic consciousness, 2) Dynamically practicing at the school that requires the subject education, 3) System or educational system of guaranteeing the subject’s features, function and power, 4) The social demands for the subject, 5) Cultural ecology surrounding that subject, 6) The combination of academic genes related to that subject. If the subject does not have the change energy because it is fixed for the 20th century’s school system or the subject(knowledge)’s ideology is fixed as a dogma, such the subject will lose its elasticity of approaching the real world’s users and will be finally dismissed. Subject’s ideology must be more flexible and communicable according to the ecological conditions. What the subject means and how the subject works when the subject is out of the framework of the systematic school, must be studied. This problem is very important in searching the subject’s future and evolution. It is important to identify and interpret what the knowledge’s gene of the subject is. Through the knowledge’s gene of the subject predicting and anticipating the subject’s future aspect is possible. Subject educators must discern how the fitness of the knowledge’s gene of the subject must be set up when the knowledge’s gene of the subject responds to the own ecology. The contents of a science study which has traditionally controlled the subject will be probably significantly weakened in terms of the fitness. It is because the knowledge’s gene of the subject’s liquidity, transformational disposition and an inclination of self-regulation does not come from the academic thing, but is originated by pressure given by ecological conditions, social demand and cultural environment around the subject. As a direction of the discourses on subject education that the subject educators/scholars must carry out for the subject evolution, it is proposed to 1) re-interpret the value of knowledge with the theoryof ecology of knowledge, 2) expand the inter-subjectivity between the own subject and other subject(study), 3) search the probability about how the subject will work in the real world, 4) strengthen the study of analyzing the relations between the subject and the culture, and 5) conduct the meta study about the related aspect of the subject and technology. Therefore, the paradigm of evolved subject education will be created.