Paralleling the growth in numbers comes a major development in the opportunities open to museums to play an important part in shaping cultural perceptions within their communities. as people everywhere become more aware of themselves and their surroundings. Traditional concepts of what a museum is. and how it should operate. are confronted by contemporary intellectual. social and political concerns which deal with questions like the validity of value judgements bias in collecting and display. the de-mystifying of specialist knowledge. the protection of the environment. and the nature of our place in history. This study focuses on the growth and deployment of museum education of Korea which are related with the Korean social and cultural changes. Korean museum and museum education are ref1ected the ideologies such as follows; . Aggression Period of Japanese Imperialism colony education . 1945-1976 : pursuit to the ‘Nation or People Identity' . 1976-present seeking the ‘Cultural Identity' Museum serves learning opportunities to the publics as a nonformal education institution. In the Aggression Period of Japanese ImperiaJism. museum and 'museum education' were functioned as a tool because of the instilling the colonic ideology into the Korean people. Korean museums(especially national museums)were fully ref1ected the social ideology of those times on the 'museum education'. It was the main idea of museum that edified the people with ruler' s ideology. As a result. museum education direct or indirect connected with social and cultural conditions of those times. For the purpose of well managing of the museum education. we have to prevent the scattered or non-planed management. Museum education has to be planed and coherent carry out in the nation' s educational system.