This study aims at determining the ways in which the educational system can manifest the learner`s language creativity, by examining previous scholarship on group systems as well as on specific case studies. Examining theoretical works on this topic, this study shows that the Knowledge-Evolving Systems(KES) suggested by Jungha Kang can provide for the basic outline of a creative education. Then, by examining interviews with the ‘creative groups’ involved in the ‘Chan-jik project,’ this study establishes the status of the language creativity within this overall model. As a result, this study shows that the system of creative education operates in the appearance of the ‘individual’ and ‘social’ systems being mediated through ‘reality,’ while various elements of ‘reality’ are combined through ‘task.’ This conclusion is analogous to the ways in which the systems of ‘learner’, ‘instructor,’ and ‘activities’ operate in the education field. Seen this way, the language creativity assumes its status as the domain-universal tool of the entire system, as well as a problem of the domain-special.