Education curriculum revision of a subject can be seen as an ecological phenomenon, as external and internal logics of the subject interacts, conflicts, negotiates, and stabilizes. Each subject's ecology is, under specific context, made of a linear consequences from input to output. Subject education curriculum not only contains such ecology inside independently, but itself is also a part of bigger external ecology. Korean language education curriculum in 2009/2011 was revised according to the best possible solution to satisfy variable ecologic participates. External pressures towards education curriculum revision at this moment served as an environment where education curriculum ecology faces, while many participates related to Korean language education interacted to maximize the needs of each of their own field. As a result, some conflicts could be solved, though others were either remained unsolved or deferred. Through accumulation of such meta-cognition about education curriculum revision project, the theory of education curriculum develops. In order to reasonably revise Korean language education curriculum, it is essential to keep those subjects' and education curriculums' ecologies healthy. Korean language subject must increase its ability to response rationally against external ecological variables, and stimulate itself properly for smooth internal ecology mechanism. To keep education curriculum ecology healthy, continuous discussions on conflicts raised in education curriculum revision project in 2011 is necessary, along with remaining long term problems.