중국대학 한국문학교육을 위한 작품선정 -1990년대 이후 문학을 중심으로-

신윤경 ( Yoon Kyeong Shin ) 연세대학교 언어연구교육원 한국어학당 2012 외국어로서의 한국어교육 Vol.37 No.-

Literature selection for the Korean Literature Education from Universities in China -Focus on literature since 1990`s-. Teaching Korean as a Foreign Language, 37, 223~242. When we teach foreign students Korean literature, we consider most on How to teach Which literature. Especially for foreign students learning Korean literature overseas, ths selection of the literature is very important. It, however has not been carried out properly due to the limited local situations and this has driven foreign students to lose their interest in Korean literature and has demotivated them as well. Therefore, this thesis aims to review current issues in selecting Korean literature and to develop selection criteria and process of Korean literature for Korean literature education. Target sample of the study is foreign students majoring Korean from universities in China because China has long history in Korean education and Koreanology, and Korean literature is one of the most common majors of the department of Korean education in universities. As a first step, we reviewed the literature from their text books and found out that the literature selection was not diversified, especially, no comtemporary literature since 1990`s could be found. Therefore, new selection criteria for literature selection was designed based on the literature being taught in Korean universities today and a list of literature was selected through the selection process based on the criteria. Through this exercise, a list of literature was chosen for Korean literature education. We believe these carefully selected literature will enable students to learn Korean, Korean culture, Korean society better.

문학장과 문학성

라영균(Ra Young-kyun) 한국외국어대학교 외국문학연구소 2004 외국문학연구 Vol.- No.17

Literature itself is not a literary thing but the literarily regarded texts. This means that literature merely is not a linguistic and aesthetic substance but a social act. The definition of literarity, that is to say, whether some work is literary is not based on the transcendental and universal value but completed through postulating the specific literary value and authorizing process of institutionalization in the individual and society group. In this way literary field is the social space for the laying the cornerstone of literary concept as the grouping, institutional and social product, and the struggling of the individual, several social groups or institutions anticipating the literary power. Literary field as a whole is made up of the structure which is divided into hohe literature and niedere literature. In case of hohe literature the main concern of engaging people is willing to maintain that literature does not reduce as a mere sign but retain the highly symbolic force. So the literature appealing to the masses strongly is considered as the unrefeind literature. In contrast, in case of niedere literature the symbolism or symbolic capital becomes secondary and is revealed remarkably toward the inclination to the commercial success. To separate opposing (hohe literature and niedere literature) literary area in the literary field, to begin with, rests on the method to define literarity or literary concept. Literary concept is the general idea of literature which is valid in the specific social group. In other words literature is the common idea of literarily considered text and defines how to realize the text in relation with the literary customs, production and acceptance. From the different point of view, literary concept becomes the frame of conformity drawing a line between literature and non-literature by excluding inconsistent text of the valid literary idea. In the first place the transition of literary field and shifting of literary power falls back on the change of literary concept.

소외 시대의 문학사 - 김현의 문학사에 나타난 개인의 위상

허선애 경희대학교 인문학연구원 2021 인문학연구 Vol.- No.49

The goal of this article is to reveal the individual revealed in Kim Hyun’s literature history. The History of Korean Literature reflects the desire of intellectuals in the 1970s for independent modern times. Kim Hyun tried to show through literary history that modern individuals existed from the late Joseon Dynasty. At this time, the modern individual presented by Kim can be said to be a human being proven through epistemological intelligence, that is, the ability to recognize the backside of the world that the general public does not see. In Kim’s description, it was a contradiction of the family system of the Joseon Dynasty to confront modern individuals, but it can be seen that Kim Hyun is not aware of it even though the way to escape it is pre-modern. In Yeom Sang-seop, you can identify the individual as the epistemological intelligence that Kim imagines. Kim defines ethnic literature, realism, and modern individuals as those who can read the backside of the world differently and achieve ethnicity, reality, and modernity against his wil” in the process. For Kim, it was possible to investigate such as “against his will” that individuals were ethnic, and personal things were universal. For Kim, who was making such a logical leap, it was for the people in itself, but conversely, for the people, it was inevitable to fail. This is because Kim saw that he could reach the abstract ideology of the nation only by bypassing individuals at the level of the phenomenon. Kim, who used individuals as the fundamental unit of literature and knowledge, suggests focusing on the truth at this individual level in the Status of Korean literature as an authenticite. His view of literature begins to give individuals excessive meaning that personal truth can become universal truth in the process of reading. Kim, who sees faithfulness to individuals as authenticity, no longer mentions the ‘social structure’ as an object perceived by modern individuals. Instead, the creativity of literature, novelty, not imitating the existing, becomes important to him. If it was a contradictory family system that suppressed and alienated individuals in the History of Korean Literature, suppressing literary people in the late Joseon Dynasty in the status of Korean literature was a creative tradition of existing literature. The structural contradiction of society was understood as a condition for a modern individual to exercise creativity, and instead, he recognized the oppression and denied the so-called “daily life” that could not move toward the novelty of literature. 이 글은 김윤식·김현의 『한국문학사』(1972-1973 연재)와 김현의 『한국문학의 위상』(1975-1977 연재)을 통해 김현의 문학사에 나타난 개인의 위상을 확인하고자 한다. 『한국문학사』는 1970년대 지식인이 품었던 주체적 근대를 향한 열망을 반영하고 있는데, 김현 또한 조선 후기부터 근대적 개인이 존재하였음을 문학사를 통해 보이고자 했다. 이때 김현이 부조하는 근대적 개인은 인식론적 지성, 즉 일반인이 보지 못하는 세계의 이면을 알아차리는 능력을 통해 증명되는 존재다. 김현의 서술에서 근대적 개인이 대결하는 것은 조선시대 가족제도의 모순이었는데, 이를 벗어나는 방식이 전근대적이라 할 수 있음에도 김현은 이를 자각하지 못하고 있다. 한편, 1920년대 작가, 특히 염상섭에게서 김현이 상상하는 인식론적 지성으로서의 개인을 확인할 수 있다. 김현은 민족문학자, 리얼리스트, 근대적 개인을 모두 세계의 이면을 남다르게 읽을 수 있으며, 그 과정에서 “자신의 의사에 반하여” 민족성, 리얼리티, 근대성을 성취하는 자로 정의하고 있다. “자신의 의사에 반하여”와 같은 수사가 가능했던 것은 김현에게 개인은 곧 민족이었으며, 개인적인 것은 곧 보편적인 것이었기 때문이다. 이 같은 논리적 비약을 감행하는 김현에게 개인을 위하는 것은 그 자체로 민족을 향한 것이었지만, 역으로 민족을 위하는 것은 필연적으로 실패할 수밖에 없었다. 이는 김현이 현상 차원에 있는 개인을 우회함으로써만 민족이라는 추상적 이념에 도달할 수 있다고 보았기 때문이다. 개인을 문학과 지식의 근본 단위로 삼았던 김현은 『한국문학의 위상』에서 이 개인적 차원의 진실에 집중하는 것을 성실성(authenticite)로 제시한다. 개인적 진실이 독서의 과정에서 보편적 진실이 될 수 있다는 그의 문학관은 개인에게 과잉된 의미를 부여하기 시작한다. 개인에 충실한 것을 진정성으로 보는 김현은 근대적 개인이 인식하는 대상으로서의 ‘사회 구조’를 더이상 언급하지 않는다. 대신 그에게는 문학의 창조성, 기존의 것을 모방하는 것이 아닌 새로움이 중요해진다. 『한국문학사』에서 개인을 억압하고 소외시켰던 것이 모순된 가족제도였다면, 『한국문학의 위상』에서 조선 후기 문인을 억압하는 것은 기존 문학의 창조적 전통이었다. 사회의 구조적 모순은 근대적 개인이 창조성을 발휘할 수 있는 조건으로 이해되었으며, 대신 그는 억압을 알지 못하는 자, 그 억압을 인식하여 문학의 새로움으로 나아갈 수 없는 일상인을 부정하게 된다.

문학/미디어 교육과 문학복합체 글쓰기

장노현 ( Now Hyun Jang ) 한국문학교육학회 2011 문학교육학 Vol.35 No.-

Literature/Media Education and Making Literature-Complex Jang, Now-Hyun This paper deals with big shift of literary education. Literary education has been reading-centered education all this while. We have always believed it is possible to write literature well after we have the capacity to read literature in critical and creative way. This paper raises questions about this thought. Writing is possible without reading education. Writing and reading are different fields or maintain a complementary relationship. In addition, digital media development has created more positive environment for writing to be extended. Thus, literary education has to make a big shift to writing-centered education. How, then, should writing-centered education in the media day be changed? First, literary education and media education have to be recognized as not different fields but a same category, that is, literature/media education. The new term Literature- Complex can be applied to it. Literature-Complex is multimedia practice and text, such as Black on White, Gray Ascending (2007) by YOUNG-HAE CHANG HEAVY INDUSTRIES and Anystyle advertisement by Samsung. They each will be a possible form of various Literature-Complex forms. The subject who makes Literature- Complex is not individual but team. Literary education to improve a person`s ability to write is too modern. And Literature-Complex should adjust the focus of shaping everyday life and experience of surrounding one.

설창수론

장만호(Jang, Man-Ho) 우리문학회 2016 우리文學硏究 Vol.0 No.51

해방기 경남 진주 지역을 중심으로 활동을 전개한 설창수는 지역 문학과 문화 수립의 필요성을 역설하고 이의 실천을 위해 노력한 문인이었다. 그는 좌익과의 ‘투쟁’, 지역문학의 ‘정진’이라는 두 가지 방법론을 통해 해방기 지역문단을 수립하고자 하였으며, 이 방법은 민족문학 건설의 방법이기도 했다. 그는 또한 ‘전인문학론’을 주장하였는데, 이는 부분과 전체, 개인과 집단을 유기적으로 연결하고자 한 문학관이었다. 사회적 공리와 윤리적 감각을 바탕으로 하는 ‘문학의 기회균등’을 목표로 하는 문학론이었던 셈이다. 설창수 시의 특징 중 하나는 의인화를 통해 자신의 신념과 의지를 대상에 투사하는 것이라 할 수 있다. 이 같은 방식을 통해 설창수는 ‘전인’으로서의 삶을 시화하고자 노력하였으며, 불의와 타협에 항거하고자 하였다. 또한 연대의식을 부각시키며, 억압과 위험에 대해 투쟁함으로써만 존재의 의미를 구체화할 수 있는 정신의 공동체를 그리고자 하였다. 그러나 자신의 삶을 철저하게 정치․사회적 상황과 연계하고자 했던 까닭에 그의 시는 시대의 변화에 따라 대결에서 ‘회한’의 감정으로 전환되는 모습을 보여주었다. The activities undertaken by Paseong Seol, Chang-Soo have produced some of the most valuable material to study the local literature of the period of liberation. He undertook several projects, mostly in the Jinju area in Kyungnam province, during liberation stressing the need for improving regional literature, and in connection with this established various activities to promote regional literature. In comparison with the literature movement of other regions, which did not show significant theoretical deployment to establish local literature, Seol, Chang-Soo’s efforts can be an example in representing and establishing the theory of local literature in the Jinju region during the liberation period. He reasoned that regional literature was a microcosm of national literature because he considered that in “whole-person literature”, “whole-person” represented the ethnic, human, and the divine and organically connected the individual with the collective and made it an integral part of the whole. His literary theory was one that insisted ‘JeonSeonChamHweok’ and one that rejected the purity in the opposite position ’CheongMunHyeop’s national literature. One of the characteristics of Seol, Chang-Soo poems is that he projected his beliefs and willingness to the objects through anthromorphization. Like this, Seol, Chang-Soo tried to express the ‘whole person’s life as poetry and to resist against injustice and negotiation. Also, Seol emphasized awareness of unity and tried to depict a spiritual community that can embody the meaning of being by struggling against oppression and danger. However, Seol’s poems were transformed into the emotion of ‘regret’ from confrontation following the changes of times as Seol tried to connect his life with sociopolitical situation thoroughly.

상징 기반의 고전소설 감상 교수,학습 연구 -<이생규장전>을 중심으로-

강문식 ( Moon-seek Kang ) 한국문학교육학회 2015 문학교육학 Vol.48 No.-

Literature work involves symbolization in large part. With this understanding, this study aims to help readers arrive at bona fide appreciation of classical literature works through the lens of symbolization and in the process, offer ways through which readers can understand themselves and the world surrounding them. The call for intellectual work on classical literature is on the rise. However, there is a significant discrepancy between the contents of classical literature and today’s readers and it has been pointed out that classical literature has become too foreign, difficult, and insipid in today’s context. The biggest cause springs up from the periodic and spatial gap that stands in between the contents of classical literature and today’s readership In an attempt to abridge the gap, we have devised a way to grasp the literature works with the understanding of symbolization. Then we applied this method to the teaching-learning phase of classical literature and explored the significance with the responses from students. Appreciation of symbol-based literature consists of 3 stages as stated by Hermeneutics theory. The first stage is called “Discovery of symbols”, where people look for objects for their symbol analysis in the literature work. During the second stage, people analyze and interpret the identified symbols and this stage is called “exploration into the meanings of symbols”. Third stage called “Appropriation” happens when readers discover themselves and their world in the literature. We asked students to read <Leesaenggyujangjeon>, through this symbol-based appreciation method. As a result, we were able to obtain numerous benefits including significance of such method in literature pedagogy. It shows that the lens of symbolization can become a solution in overcoming the alienation of classical literature. It is deemed that the experiment we conducted on <Leesaenggyujangjeon>, is applicable to other classical literature with similar benefits. It is also expected that symbol-based appreciation will have a contribution to the pedagogy of classical literature.

关注文学教育的学习链 - 关于中学国语教育“泛文学化”现象的反思 -

왕이루 서울대학교 국어교육연구소 2013 국어교육연구 Vol.32 No.-

The concept of “literature education” in this paper refers to using the literature works as teaching materials in class. The purpose of literature education in university and in primary or middle school is not the same. The main focus of literature education for the students in primary and middle school is to help students improve the language skill. But the current situation is that we does not meet the main requirement of the literature education for the teenagers, present a serious tendency of “overemphasizing literature itself”, characterized by high percentage of literary works in the teaching materials, as well as paying too much attention to literary appreciation, etc. We should specify the ultimate goal of the education of Chinese language and literature, understand the value of teaching literature, recognize the position of literary appreciation in the language learning. To differentiate literature education in the primary and middle school from those in university, realize the actual role of literature education for the junior students as the first link in the entire chain, that is to proceed to the next step smoothly after the education, then to finally take the occupation in relation to literature or any other career.

사회의 문학,반행동주의,아카데미즘: 1950년대 『사상계』의 문학성 인식과 최재서의 전략

정영진 ( Yeong Jin Jeong ) 민족문학사학회·민족문학사연구소 2012 민족문학사연구 Vol.48 No.-

Jae-seo Choi did not published his works in other literary magazines but continuously did in <Sasanggye (World of Thoughts)> mainly on the literary theory in terms of a theory. The college students majoring in literature in the 1950`s were influenced by the trend of the time that studied literature as the ``knowledge and idea`` in the academic aspect which is based on the distrust toward the literary circles. Choi emphasized the ``ideas`` in the literature by emphasizing the characteristic of the anti- activist and introspective ``intelligence`` and the sense of identity of literary people and intellects. He hoped literature to realize the complete humanity capable of overcoming the crisis of the times and comprehensive humanity. His literary theory of order and integration suggested the humanism as critical spirit or the anti-activist humanism rather than activist humanism. Choi`s academic literary theory supported the awareness of ``literary values`` which was thought out through the cultural strategy of <Sasanggye>, the educational magazine for intellects that pursued the modernization in all aspects, as the intra-literary principle. The autonomy of literature when he pursued the complete literature of integration and order and the literature as the humanism that aims for comprehensive and complete humanity indicates the integration of the literature itself into the society rather than the liberation from the society. In other words, Choi summarized the aesthetic norms of the literature which achieves the idea he regarded through <Sasanggye> or the zeitgeist and it was the response to the awareness of ``literary values`` in <Sasanggye> that emphasized the role of literature as the faculty in charge of humanity. The emphasis is placed on the aspect that the theoretical literary theory of Choi which supported the awareness of literary value in <Sasanggye> occupied a contrasting position against the collusion of the authority of the literary circles and literary knowledge centering on literary magazines. The academic literary theory of Choi indirectly revealed the closedness of the literary group by showing whether the literature can establish a relationship with the social reality as a unique system. This is the reason Choi could compromise with the strategy of <Sasanggye> of inducing intelligent public into modernization and social integration project through literature.

What Research Says About Using Literature for English Language Learning and Teaching

김태은 한국영어어문교육학회 2008 영어어문교육 Vol.14 No.3

This study aims to review and analyze the articles focused on using literature for English Language Learning and Teaching (ELLT) in the primary Korean journals. A total of 38 literature-related articles out of 2,183 have been published in the 7 prominent Korean journals from 1998 to 2007. The researcher investigated these articles based on various external dimensions—number and percentage of the literature-related articles published, year of publication, participants of study, research methodology, type of study, and type of literature genre used. In addition, the articles were classified under the two subject domains—(a) three elements involved in the transaction with literature (i.e., reader, literary text, and context) and (b) language development through literature experiences. The study revealed that although the interest in using literature for ELLT has become more amplified in recent years, the remarkably small number of the literature-related articles (1.74%) was published during 1998-2007. The genre of literature investigated in the reviewed studies or appeared in English textbooks was mainly fiction; in contrast, relatively little attention was paid to nonfiction. Such unbalanced exposure to literature genre could keep English language learners from developing the awareness of two contrasting, but underlying, texts—narrative and expository texts. In addition, the reviewed studies of the past decade were devoted to mainly explore how using literature is associated with reader, literary text, and context and assure that literature experiences help English language learners attain reading achievement, vocabulary growth, and improvement in listening and speaking.

대학의 교양교과로서 ‘문학’ 교육의 현황과 전망

안미영 한국교양교육학회 2021 교양교육연구 Vol.15 No.4

This article seeks ways in which to educate literature as part of the liberal arts curriculum for universities. In response to changes in the university's curriculum and system, this article examined the current status of liberal arts “literature” courses, Also, this article explored the methods used in the teaching of literature courses as basic studies. Literary works have been used as useful teaching materials in early writing education, and classical texts have achieved their goals by utilizing proven literary works. In cultural education, literary works are also used as a primary source and as part of media education. In terms of the university system, the Humanities departments have begun to disappear. Literary education has resulted in a situation in which liberal arts have to take charge, and so now it is necessary to ask questions regarding the identity of literature and to examine the methods of teaching literature education. Before this article discussed the methods involved with literature education as a basic study, we looked at the prior discussions on literature education as liberal arts education. Interest in literature education began in the mid-1980s, and research became active around 2010. Interest in and research on literature education as liberal arts education has also been gradually increasing, and a series of facts suggest the legitimacy of literature subjects as basic studies, along with a willingness to actively communicate with the changed educational environment. In order to better understand the methods of teaching literature education at the university level, this article examined the link between secondary and university education. The current secondary education curriculum was revised in 2015, and both secondary and higher education implement competency education for talent development required by the times, and the ultimate goal is the same. However, since literature must reach the achievement standards designated through textbooks in the middle school curriculum, there is a limit to internalize the literature. Literature education in universities shall take into account the university's talent award and educational goals, but may develop literary skills by maximizing the experience of actively interpreting and enjoying literature through various teaching methods. In liberal arts education at universities, literature courses should be able to capture academic universality and achievements as basic studies. Literature courses should be teach to read the narratives of media that form diverse cultures and cultivate interpretations that can allow our students to discover the value of the times in which they live. The particular language of literature should be understood and the theoretical basis for understanding and enjoying the flow of human history and civilization should be taught through Mimesis (reenactment), narrative and plot, point of view and the speaker, critical methodology, and the literature itself. Through a self-reliant and active interpretation of the work, one should be able to identify the literary principles embodied in the work, and tell what discourse the work has created in the lives of one's contemporaries. 이 글은 대학의 교양교과로서 문학 교육 방법을 모색한 것이다. 대학의 교육과정과 제도 변화에상응하여 교양 ‘문학’ 교과의 현황을 살펴보고 기초학문으로서 문학 교과의 교육 방법을 탐구한 것이다. 유관 교과와 관련하여 문학 작품은 글쓰기 교육에서 일찍부터 유용한 강의자료로 활용되었고, 고전교과에서는 검증된 문학작품을 활용하여 교과목표를 달성하고 있다. 문화 교육에서도 문학작품은 미디어 교육의 1차 자료로 활용되고 있다. 대학 제도의 측면에서 문학 전공 학과들이 사장되기 시작했으며, 문학 교육은 교양에서 담당해야하는 상황이 초래되었다. 이에 문학의 정체성을 되묻고 교육방법에대한 점검이 필요하다. 기초학문으로서 문학 교육방법을 논하기 앞서, 교양교육으로서 문학 교육에 관한 선행논의들을 살펴보았다. 교양으로서 문학교육에 대한 관심은 1980년대 중반부터 일기 시작하여 2010년을 전후하여연구가 활발해졌다. 교양교육으로서 문학교육에 대한 관심과 연구도 점진적으로 늘어나고 있는데 일련의 사실은 기초학문으로 문학 교과에 대한 당위성과 현실 변화에 대한 소통 의지를 시사한다. 대학교육에서 문학 교육의 정체성과 방법을 모색하기 위해 전단계인 중등교육과정과 대학교육 간의연계성을 점검해 보았다. 현행 중등교육과정은 2015년 개정되었으며, 중등교육과 고등(대학)교육 모두시대가 요구하는 인재배양을 위한 역량교육을 시행하고 있으며 지향하는 궁극의 목표는 동일하다. 다만 중등교육과정에서 문학은 교과서를 통해 지정된 성취기준에 도달해야 하므로, 문학을 내면화하는데 한계가 있다. 이에 대학에서 문학 교육은 대학의 인재상과 교육목표 등을 고려하되, 다양한 교수법을통해 문학을 적극적으로 해석하고 향유할 수 있는 체험을 극대화하여 문학능력을 기를 수 있다. 대학 교양교육에서 문학 교과는 기초학문으로서 학술적 보편성과 성과를 담아낼 수 있어야 한다. 다양한 문화를 형성하는 미디어의 서사를 읽어내고, 시대의 가치를 발견할 수 있는 해석안을 배양해야한다. 문학의 언어를 이해하고, 미메시스(재현), 서사와 플롯, 시점과 화자, 비평방법론, 문예사조를통해 인류의 역사와 문명의 흐름을 이해하고 향유할 수 있는 이론적 기반을 교육시킬 수 있어야 한다. 작품에 대한 주체적이고 적극적인 해석 활동을 통해 작품에 구현된 문학 원리를 파악하고, 작품이던진 화두가 자신과 동시대 삶에 어떠한 담론을 만들어 나가는지 말할 수 있어야 한다.