This study indicates that human development with diversified level, which creativity education postulates, should be examined in a similar context of knowledge education. The approach explaining creativity development with ‘divergent thinking’ transcended logical causality has exposed the issue of process and result in education which can not be controlled in a practical context of education. Also, this study suggests that the status of knowledge education is needed to be reconsidered in that criticism of knowledge education being raised by creativity studies is confined to the aspect of teaching method rather than that of content of knowledge. In addition, this study argues conceptual criteria and similarity of creativity which diversely reveal the essential meaning of concept of knowledge in subject matter education.