The purpose of this study was to consider policy of lifelong learning city in the view of educational ecology. After 2001, the policy of lifelong learning city launched in this country, At now there are many city(about 70) which selected by government in the process of assessment mechanism. The purpose of this policy is construction of learning culture by popular participation in various programs. But there are some subject of consideration. They are as followings. First, as this policy is conducted by government officially and formally, involvement of citizens are not spontaneously. Second, this policy runs counter to the idea of lifelong education which discussed by many scholar already. Third, for specific characters of conditions based high tech, this policy promote alienation of learning participation. Learning environment for today\'s masses in no longer set within schooling, rather for nomad and ubiquitous circumstances, anyone can approach learning programs by every day, anyway, anyone, anywhere. But policy of lifelong learning city head for humanization of learning. As a result of research by KEDI in 2005, a feeling of satisfaction on person dwelled in lifelong learning city is very low(about 64 %). This result suggest many weak point in the view of education of man. Now we reconsider idea, methods, contents, courses, infra, etc on policy of lifelong learning city.