Based on Sog-ak-ga-sa, this study aims at preparing a measure for education for the history of literature while considering the multipleness among genres. The literature education puts emphasis on accepting an individual work in an in-depth manner thr...
Based on Sog-ak-ga-sa, this study aims at preparing a measure for education for the history of literature while considering the multipleness among genres. The literature education puts emphasis on accepting an individual work in an in-depth manner through understanding of characteristics and history of the Korean literature. However, as for the education of the literary history, it is accustomed to rote learning of periods and works. Accordingly, there has always been concern that learners have difficulty in fully enjoying a work. Hence, this research tries to set up criteria, centered on Sog-ak-ga-sa containing various genres.
In a curriculum, terms like Go-ryeo-ga-yo and Go-ryeo-sok-yo are mainly being used. However, compared to its contemporary categories, Sog-ak-ga-sa is a category covering the most various genres including Go-ryeo-ga-yo and Go-ryeo-sok-yo, Ak-jang and Sino-Korean poetry. Through a category of Sog-ak-ga-sa, the study pursues solving a problem that Ak-jang and Gyeong-gi-che-ga are dealt with separately in an educational field though they are genres belonging to the same period and category. Therefore, it aimed to make a flexible measure beyond the times in the literary history by applying aspects of Sog-ak-ga-sa to other genres according to the criteria and achieving the multipleness under the category of Sog-ak-ga-sa.
Chapter Ⅱ examined the theoretical assumptions about education of the literary history and the multipleness among genres. It investigated the present situations of the unit of the literary history which is a little fragmentary in a textbook and identified that such a problem of flatness may be solved when examined with an approach of the literary history and a novel perspective. It is possible to construct the multipleness among genres by extending such dimensionality of Sog-ak-ga-sa to other genres. Thus, it allows us to comprehensively think about the literary works of different genres, escaping from the periodic division. It is possible to accomplish the multipleness through individual genres while preserving genres' systematic properties and uniqueness. This paper intended to use the‘multipleness among genres’which can be applied to every genre and work transcending the literary genres as its main concept. Consideration about the multipleness among genres will be able to provide an active view and thinking about the history of literature.
Chapter Ⅲ provided criteria for building the multipleness among genres of Sog-ak-ga-sa, They were set up based on subject competencies of the Korean language and values of literature including self-reflection, understanding of others and solidarity of community. It shows that literary works can trigger self-expression. Various feelings, voices and viewpoints shown in the work may be considered under the connection with the concept of self-expression. Therefore, criteria were set up as an active self-expression of love, self-expression through introspection and that of pursuit for community values. In addition to heterosexual love, there also exists love for family members, friends and seasons. Various aspects of active self-expression for love can be found out from Sog-ak-ga-sa and other genres. Criteria are easy to access so there is no difficulty in implementing the multipleness in other genres. They are based on the premise that they should be helpful for easy access to the areas of the literary history.
Self-expression through introspection was presented based on the importance of self-reflection. Introspection can be identified from Sog-ak-ga-sa and other genres' works and reflection and understanding of self may be expanded into those of others. Since self-expression beyond introspection may satisfy the affective aspects needed for learners, it comes to be a criterion which is worth considering. In addition, an aspect of self-expression of pursuit for community values can be seen in the literary works from various manners, such as praying to God for mercy. A sense of community is not the thing which can be forced. However, it becomes value which is well worth considering in the world where we are living with our families or others. In a world or a society to which people belong, they can think about life they have lived or should live hereafter. The pursuit for community values which appear in various genres including Sog-ak-ga-sa comes to be a basis for seeing the literary history synchronically.
Chapter Ⅳ classified Sog-ak-ga-sa works based on the criteria set in the Chapter Ⅲ and presented educational contents with a variety of genres. Three criteria mentioned above form educational contents including self-understanding through emotional expression and self-reflection, respect for community diversity and understanding of mutual cooperation. The study presented works of various genres based on three educational contents and provided an opportunity to connect them beyond the times. Aspects of self-expression lead to values of self-expression, achieving self-understanding. It is through the work that self-understanding by a narrator and a writer of the work and by its audience occurs. Learners learn such a process and can actively enjoy literature through awareness of various self-expression aspects.
From a different perspective, seeing a variety of genres or various genres' works by a single writer, which contemporary people enjoyed, gives us an opportunity to look into genres not from two-dimensional but from multipleness perspective. That is, it allows us to recognize the multipleness among genres, leading to in-depth understanding and acceptance of individual genres and works. A starting point of the research was to construct the multipleness among genres through Sog-ak-ga-sa which is unknown despite its diverse genres. Based on above, it is possible to classify a lot of works under the criteria suggested in this paper and accomplish the multipleness among genres.
This study considered the multipleness among genres and provided a multipleness perspective on the history of literature. Hence, learners can think about them with the connection to their lives and it can lead to active thinking and enjoyment of literature. Awareness of the multipleness among genres allows them to feel living literature and gives them a chance to actively understand the history of literature. It is expected for methodologies from this paper to increase psychological accessibility to literary history education and lead to profound understanding of literature.