문학교육과 문학 텍스트 : 문학콘텍스트와 (탈)교육 = Literature Contexts and (De)Educating

다국어 초록 (Multilingual Abstract)

Literature texts and Education, the subject given to me seems to be asked a general discourse. But I intend to present subjective viewpoint. Because we each have our opinion or version about this theme, so repeating over again same words has no means, I think. I am looking around the literature and education Outside in the Teaching Machine appropriating the idea of Gayatri Spivak. Adhering this viewpoint, I must refer the paradox on every kind of endism such as the death of literature. Garitani Gozin says that the modern literature period ends. But we have modern literature texts such as Oh, God(≪오, 하느님≫) written by Jo, Jung-Rae(조정래) as well as postmodern literature texts involving Castella(≪카스테라≫) written by Park, Min-Gyu(박민규) or Romantic Love and Society(≪낭만적 사랑과 사회≫) written by Jung, E-Hyun(정이현). Namely, the things and symptoms of modernity and postmodernity coexist in this times. Especially in the point of view that postmodern literature is not a specific each text but a phenomenon or operation around the literature, the literature-machine would not get out of order. In this period, the literature education might be led into the risk of reification or alienation because of the dilemma between teaching or an entrance examination in the school and individual reading of the students. So it is necessary traversing through longitudinal passing. That is vertical traversing that from texts to contexts, contents to media. This contextualism involve metatextualism. The metatexts containing hyper-rink would tempt students to travel in the literature, culture, and unacquainted life. The ultimate end of literature education is voluntary writing through mental inevitability of students. They could do literature without a literature text.