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.

1990년대 중반 이후 중국 내 문학교육에 관한 몇 가지 견해 ― ‘심미성 배양’과 ‘제도’로서의 문학교육론을 중심으로

박민호 한국중국현대문학학회 2016 中國現代文學 Vol.0 No.78

After the dispute about humanistic spirit in the early 1990s, an interest on ‘cultural study' and a presentation of a problem related to ’literature education' have begun to appear in Chinese literary circles. With the awareness of a problem that the previous literature education has been excessively focused on knowledge transfer, various literators have started to emphasize on a literature education in a perspective of ‘aesthetic impression'. However, among those arguments, there are some contentions to make the mistake of depreciating an importance of external factors of literature influencing on creation and change of literature by isolating a literature education at the aesthetic appreciation view. In contrast, Luo Gang et al. has expressed resistance on the position which confines a literature as a ‘pure' field, and has tried to establish literature and literature education as a type of ‘system resisting to system’. Such paradoxical expression deserve attention in that it tries to discover ‘vitality’ that literature and its education should be possessed from endlessly deviating attitude without excluding systemic characters of literature and its education. The ‘discussions on literature education’ unfolded in China as above provide critical inspiration to our current literature education. Apparently, an existing ‘literary history’-oriented literature education has shrunken an aspect of ‘aesthetic appreciation cultivation’ or ‘sensibility education’, and it needs to be enhanced. A proper literature education, however, should not be sacred an aesthetic appreciation by confining literature as an aesthetical dimension, and an attitude to view literature and literature education objectively from external view should be established. In addition, guarding or forbidding an ‘aesthetic ability’ developed through literature education to expand as problems of humankind and society will only cause result to alienate literature more than that of present.

문학교육전공 대학원생들의 석사학위논문 작성 과정에 대한 질적 연구

박주형,김민재,김혜진,wanglinchang,박장범,권근영 한국문학교육학회 2019 문학교육학 Vol.0 No.63

This paper examined the process of writing a master’s degree thesis for graduate students of literature education as a basic work to establish a permanent relationship between the literature education research discourse and the study of literature education. Specifically, the self-reflection paper on the preparation of a master’s degree thesis written by graduate students of literature education was analyzed using the methodology of self-culture and life history method and focused on the development process of difficulties and subject consciousness experienced by graduate students of liberal arts and education in the course of writing a dissertation. Graduate students of literature education will seek research topics according to their pre-admission interests, and the imbalance between the subjects of study and the awareness of problems that arise in the process is raised as a pre-emptive task to be solved after admission. In the process of focusing on the research subject, graduate students of literature education are gradually preparing for research by conducting prior research and communicating within academic communities such as graduate students, academic adviser, and professors of department. This is also a process in which the pressure of the literature education research discourse and the desire of the literary and educational research subjects to be individualized arerespected. The period of public review of research topics corresponds to the period in which research value is found and the overall direction and framework of the paper is formed. During this time, graduate students of literature education will gain the power of research and expand their communication consciousness about research. During the period of decision and development of the research topic, graduate students have also been shown to supplement the objectivity of the technology to persuade the readers of the paper, while gradually establishing themselves by adjusting their previous literature education view or identity as a literature education researcher. Based on the above discussion, it can be found that the process of growing up as a research subject by graduate students of literature education majors becomes a route of colorful twists along the road between the literature education research discourse and the literature education research. 이 논문은 문학교육연구 담론과 문학교육연구 수행 사이의 상보적인 관계 설정을 위한 기초 작업으로서 문학교육전공 대학원생들의 석사학위논문 작성 과정을 살폈다. 구체적으로 연구 대상인 문학교육전공 대학원생들이 작성한 석사학위논문 작성에 관한 자기성찰지를 자문화기술지 및 생애사 연구의 방법론을 활용하여 분석하였으며, 문학교육전공 대학원생들이 학위논문 작성 과정에서 경험한 난관 및 주제 의식의 발전 과정에 초점을 맞추었다. 문학교육전공 대학원생들은 입학 전의 관심사에 따라 연구 주제를 모색하게 되며, 이 과정에서 발생하는 연구 대상 및 문제의식 사이의 불균형은 입학후에 해결해야 할 선결 과제로 제기된다. 연구 주제의 초점화 과정에서 문학교육전공 대학원생들은 선행 연구 및 같은 전공 대학원생, 지도교수, 학과 교수와 같은 학문 공동체 내에서의 소통을 거치며 점차 연구의 얼개를 마련해 나간다. 이는 문학교육연구 담론의 압력과 문학교육연구 주체의 개별화 욕망이교호하는 과정이기도 하다. 연구 주제의 공적 검토 기간은 연구 가치를 발견하고 논문의 전체적인 방향 및 틀을 형성하는 기간에 해당한다. 이 시기에 문학교육전공 대학원생들은 연구의 동력을 획득하고, 연구에 대한 소통 의식을 확대하게 된다. 연구 주제의 결정 및 심화기에 대학원생들은 논문의 독자들을 설득하기 위해 기술의 객관성을 보완하고자 노력하는 동시에 점차 자신이 기존에 지니고 있던 문학교육관 혹은 문학교육 연구자로서의 정체성을 조정하여주체적으로 확립하는 양상도 드러났다. 이상의 논의에 기초할 때, 문학교육전공 대학원생들이 연구 수행 주체로 성장하는 과정은 문학교육연구 담론과 문학교육연구 수행 사이의 길항에 따른 다채로운 굴곡을 갖는 경로들이 된다는 것을 확인할 수 있다.

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.

역량교육으로서의 문학, 문학교육으로서의 역량 - 역량을 통한 문학교육의 투시 -

최홍원 ( Choi¸ Hong-won ) 한국문학교육학회 2021 문학교육학 Vol.- No.72

이 연구는 역량이 미래 교육의 변화와 혁신을 표상하는 가치로 호명되는 상황에서, 문학교육에 어떻게 도입, 반영할 것인지에 대한 고민에서 출발하였다. 역량에 대한 문학교육의 대응이라는 과제를 전면에 제기하고, 역량의 관점에서 새롭게 접근하여 문학교육을 점검하고 변화와 발전 방향을 모색하는 것으로 문제 해결을 시도하였다. 이때의 역량은 문학교육을 살피기 위한 안목과 관점, 이론에 해당하는 것인 만큼, 역량을 일방적으로 수용하여 교육 내용으로 추가 반영하는 기존의 방식과는 분명한 차이가 있다. 2장에서는 문학교육의 내용에 역량의 일부를 단순 추가하는 가법적 방식으로 진행되어 온 기존의 대응 방식을 점검하고 하향식 수용의 문제를 지적하였다. 그 대안으로 역량과 문학교육의 교섭을 통해 변화와 재구성을 이끌어내는 승법적 접근을 제언하였고, 이에 따라 역량을 연구 분야가 아닌 문학교육의 이론 및 관점으로 전환할 것을 이끌어냈다. 기존의 방식이 역량에 종속되어 문학이 제재화, 도구화되는 ‘역량교육으로서의 문학’이었다면, 역량을 통해 문학교육의 재구조화와 변화를 도모하는 ‘문학교육으로서의 역량’을 시도하는 것이다. 3장에서는 역량을 통해 문학교육의 변화를 도모하기 위한 사전 작업으로 역량과 문학교육의 접점을 살폈다. 역량의 총체성, 수행성, 맥락성이 문학의 본질과 맞닿아 있음을 밝혔고, 역량을 통해 문학을 대상론이 아닌 행위론의 시각에서 의미작용으로 접근하는 관점을 확보하였다. 4장에서는 역량의 관점을 통해 문학교육의 변화를 예측하고 대응 방안을 모색하였다. 목표론의 차원에서 지식의 수직적 분화와 수평적 확장을 논의하였고, 교재론의 차원에서는 참여와 갈등이 강조되는 제재의 문제를 살피면서 탈 정전의 가속화를 도출하였다. 끝으로 교수ㆍ학습 방법론 차원에서는 문학 활동을 ‘탐구’로 접근하면서, 비구조화된 문제 해결의 수행을 제언하였다. This study started from the consideration of how to introduce and reflect in literature education in a situation where competency is called as a value that represents changes and innovations in future education. The task of responding to literature education to competency was brought to the fore, and by taking a new approach to literature education from the point of view of competency, it was attempted to solve the problem by examining literature education and seeking changes and development directions. The competency at this time corresponds to the perspective and theory for examining literature education, so there is a clear difference from the existing method of unilaterally accepting the competency and additionally reflecting it into the educational content. Chapter 2 examines the existing response methods that have been conducted in an additive way of simply adding a part of competency to the contents of literature education and pointed out the problem of top-down acceptance. As an alternative, a multiplicative approach that induces change and reconstruction through the interaction of competency and literature education was suggested, which led to the conversion of competency to the theory and perspective of literature education rather than the field of research. If the existing method was ‘literature as a competency education’ in which literature was subject to competency and turned into a tool, it is trying ‘competency as a literature education’ that promotes restructuring and change of literature education through competency. In Chapter 3, as a preliminary work to promote changes in literature education through competency, the interface between competency and literature education was first examined. It was revealed that the totality, performance, and contextuality of competency are in close contact with the essence of literature, and through competency, an opportunity was secured to examine literature from the point of view of ‘act-theory’ rather than ‘object-theory’. Chapter 4 predicts changes in literature education through the perspective of competency and seeks countermeasures. In the dimension of objective, vertical differentiation and horizontal expansion of knowledge were discussed, and in the dimension of textbook materials, the acceleration of post-canon was derived by examining the issue of materials that emphasize participation and conflict. Lastly in terms of teaching/learning, it was suggested to perform unstructured problem-solving while approaching literature activities as ‘inquiry’.

문학교육의 창의성에 관한 연구

김선민 한국문학교육학회 2004 문학교육학 Vol.13 No.-

Literature education and creativity should form an organic relationship. Literature education must be able to control changes and regulate disorder in a society appropriately, and creativity is the basic factor enabling to implement roles of such literature education. Accordingly, a precise understanding on true nature of literary creativity is required since it is a factor enabling to manifest creativity of literature education. A literary work is a product of creative manifestation. Creativity is a foundation of the new and a driving force of the production. Consequently, creativity can be named as the key factor of literature education. According to a research on people with excellent creativity, those creative people are much more open and permissive than we generally think. Creative ideas manifested by those people are mostly from the already existing outside world and combined with their inner creativity. In addition, they know about respecting themselves and giving consideration to others for respecting themselves. They have confidence in contributing their creative abilities to a society by preserving the integrity of all surrounding resources with care. The answer to the possibility of manifesting features of such creative human being in general students can be found in a solution to a question of what literature can provide us with. Namely, the educational outcome of literature can be thought of as in connection with features of human being with excellent creativity. This research aims to manifest creativity of a learner through literature education. In order to achieve such aim, the research should focus on a kind of an organic relationship formed between creativity and literature education. A discussion on True Nature of Creativity in Literature Education in the Chapter 2 is to help understand creativity in literature education correctly by clarifying an aspect, feature and a manifestation type of creativity. A Creative Factor in Literature Education in the same chapter discusses a key factor that can stimulate manifestation of creativity in school education considering characters of literature education. A discussion on Manifestation of- Creativity in Literature Education in the Chapter 3 focuses on projecting a practical solution to a factor and method. A Factor of Creative Manifestation in Literature Education of the Paragraph 1 in the same chapter presents the manifestation factor by classifying it into teacher, student, curriculum and environment after analyzing those factors restraining creativity in a school first. In A Teaching/Learning Method of Creative Manifestation in Literature Education of the Paragraph 2, a new type of a teaching/learning mthod different from general teachingflearning methods of thus far is projected and presented.

문학교육적 역설로서 ‘문학 생활화’ 교육의 문제 - 문학하기의 ‘즐거움’과 문학적 ‘통과의례’를 기제로 한 역설의 정치(正治)법-

이원영 ( Lee¸ Won-young ) 한국어교육학회 2021 국어교육 Vol.- No.174

This study aimed to recognize the problem of “practing literature” education as a literary education paradox and discuss ways to properly deal with it. “practising literature” is regarded as the content that drives the practice of literature in the learner's life and is set as a major agenda for literature education. However, the specific viewpoint or method for realizing “practising literature” education is still ambiguous. Therefore, this study attempted to secure a concrete perspective that enables the such education to function fully by confirming its orientation and its status in literary education. From this perspective, this study attempted to establish a core mechanism for realizing “practising literature” education. The perspective of “practising literature” education that this study intends to focus on os that it is a literary education paradox, and this education is currently positioned as an antithesis of literary education. To readdress this paradox, the study developed a method that recognizes “practising literature” as a “transit point” of literature education, and penetrates literature and leap through literature simultaneously by using the “pleasure” of literature and the “rite of passage” of literature as the core mechanisms.

외국인을 위한 한국 문학교육의 한 방법 -해외 한국 문학교육의 사례를 중심으로-

하채현 한국언어문화교육학회 2010 언어와 문화 Vol.6 No.3

This study is for what the way a Korean literature education for foreigner. Particularity, it is demonstrates to students majoring in Korean studies a method of educating Korean literature with an example. The first, this study begin to ask for why a literature education selected same time contents all of the literature works. To selected same time for education contents can not show to the student an outline korean literature. Korean literature aims between a language education and a culture education. So Korean literature education need to present many literature works. And then it is that can be a networkness of the education. For the point of the argument, this paper show a syllabus of the point of view a historical literature. And it examines the 「Gujija」 to teach for the senior in Vietnam Hochiminh University. It is appropriate that literature introduce a work of concretion because of literature emotion, sentiment. Literature teaching method should be seen within the historical context of education. And Korean literature for foreigner has to teaching in point of view a comparative literature. When we teach that, can know to an effect to teach for the history of Korean literature because of introduce for a representative Korean literature works. It can be the effective way for "Oversea Korean Literature Education".

<춘향전>을 통한 고전소설 교육의 다양화 방안 모색

김진영(Kim Jinyoung) 한국언어문학회 2010 한국언어문학 Vol.75 No.-

This thesis is studied about diversification way of education in korean classic novel with Chunhyangjeon as the center at the theoretical level. So first, aim which is literature education of The Seventh Training Courses and teaching condition of Chunhyangjeon are summarized. Then transmission method of Chunhyangjeon and various literature aspects are considered. And as the various methods of novel education, novel education as a tradition and that of fusion-combination is considered. The main contents is summarized as follows. First, it is studied about the aim of literature education. In the aim of literature education, it is insisted on ‘principle knowing of literature action’, ‘literature sensibility and imagination uplift’, ‘self-growth through literature’,‘understanding of literature worthy and tradition’ and ‘contribution of literature culture development’ etc. As mentioned earlier, Chunhyangjeon is inherited as a combination literature, so it is accorded as was stated above. Second, it is studied about teaching condition of Chunhyangjeon. After the aims of lesson and learning contents are examined, it is considered of Teaching-learning condition. In Chunhyangjeon, it is well worth of education in response of the aims of lesson. Nevertheless in learning contents of including unit, learning contents limit to around literary work contents, so the aim of literature education or aims of the unit lesson is contrary. So for the education of fusion and combination nature of Chunhyangjeon, it is required that adjustment of learning ontents. Third, it is considered transmission method of Cchunhyangjeon and various facets of literature. Chunhyangjeon is representative literature of the late of Cho-sun Dinasty, so it is distributed variously. It is handed down oral-distribution, book-distribution, picture-distribution, performance -distribution, and image-distribution. Therefore Chunhyangjeon is spread out literature, arts and culture. Fourth, it is looked for various methods of novel education around of Chunhyangjeon. As Chunhyangjeon is literary combination, it can be teach literature tradition, culture tradition, and artistic tradition. It is required to teach Chunhyangjeon in view of combination of literature genre, combination of the arts, and combination of culture. So the true nature of Chunhyangjeon has stood out, and the meaning of novel education has doubled.

상호문화교육을 위한 문학교육의 방법론 연구 -다국적의 구비문학 자료를 바탕으로-

오정미 ( Oh Jungmi ) 한국언어문화교육학회 2021 언어와 문화 Vol.17 No.1

The purpose of this study is to establish a methodology for systematic literature education in intercultural education with defining the meaning of literary education in intercultural education. Also the standard selection of literary works in intercultural education with mutinational oral literature was discussed and then educational contents and application plans with the selected literray work were suggested. In this study, the methodology based on mutinational oral literature such as folktale, proverbs and folk beliefs was considered because the unique literature of each ethnic group along with a universal culture is dissolved together in multinational oral literature. Also there are extensive oral literary works which have been studied through previous research projects. This researcher has investigated the multinational oral literature of immigrants residing in Korea, and 1,493 multinational oral literature have been collected. Hence multinational oral literature is supposed to be most effective and practical research to establish a literary education methodology in intercultural education.To establish the methodology, the selection criteria, educational contents and application plans of literature were discussed. The criteria for selecting literary works is whether they have a common subject, theme and narrative. After selecting literary works, each literary work was compared. Through comparison of selected works, the culture of one's own country is reminded and other cultures are studied. For effective education to select the content, each country's value culture, natural culture, living culture and historical culture were considered. Through the educational contents, students will learn empathy and respect for other cultures.The criteria for selection of literatures, educational content and application plan established in this study will be a methodology of literature education that can be applied not only to multinational oral literature, but also to other literature education for intercultural education.(INHA University)