The trends of curriculum studies take the turn for post-positivism. In this stream, curriculum deliberation is regarded as an alternative to the technological and rational approaches to curriculum by the deliberative curricularists. And they take for granted that curriculum deliberation deserves to be a vaild curriculum resear chand developmental methodology with the simple reason that curriculum deliberation is the challenge to and an alternative to positivistic way of thinking. The present study is to investigate the validity of the basic assertion of theoretical or experiential researches on curriculum deliberation. That is, curriculum problems can be solved by deliberation because of their uncertain practical nature. The question investigated in this study centers on one of its premises, that is, 'the nature of curriculum problems is uncertain', and it can be specified as "what does the uncertainty of curriculum problems mean?". The discussion of this question is summarized as follow: First, the uncertainty of curriculum is resulted from the situational nature of currriculum phenomenon. Curriculum phnomenon is essentially uncertain, because it can be recognized as an extention of life-world( Lebenswelt) and as the result of meaning-making process of the individuals with their own intentionality in a certain context. Second, the uncertainty of curriculum necessarily suggests the necessity to search curricular certainty in its own way. A way of pursuing the certainty in uncertain curriculum phenomenon is discussed. That is to alnalyze language which closely connects individuals(the subject) with life-world(the object). In conclusion, this study has two implications on understanding curriculum. One is to recognize the extensive potentialities of the uncertainty of curriculum phnomena. The other is to shed critical lights on the language of curriculum, for example, curriculum metaphor which is based on the superior concept of language, text, biography and criticism.